scholarly journals The Effectiveness of Blended Learning Model to Promote Physics Students’ Critical Thinking Skill

2021 ◽  
Vol 10 (3) ◽  
pp. 441
Author(s):  
Bahtiar Bahtiar
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill

Critical thinking skills that are claimed to be in the medium and low categories require special attention. Efforts that can be made to overcome these problems are to use an explicit learning model to develop students' critical thinking skills by considering the integration of technology in the learning process. This study aimed to describe the validity, practicality, and effectiveness of blended learning model in promoting critical thinking skill. This study garnered the data regarding the validity from three validators. The practicality of the learning model was based on the applicability of the learning model, students’ responses and challenges faced throughout the teaching and learning process; while the effectiveness of the learning model was based on the increase of the critical thinking skill. The empirical evidence showed that the average score given by the three validators was 3.7 with the percentage of 90% reliability, which falls into a very valid category. The blended learning model enabled the students to develop their critical thinking skill with the average achievement 0.83 for each indicator of critical thinking. This study concluded that the blended learning model was valid, practical, and effective to promote students’ critical thinking skill. The results of this study can be used as an alternative solution to improving students' critical thinking skills that are relevant to technological developments.

scholarly journals PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
Author(s):  
Pricilla Anindyta ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significance Level ◽  
Class E

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model <em>problem based learning</em>, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals Pengembangan Lembar Kerja Siswa Menggunakan Pendekatan Saintifik Untuk Meningkatkan Keterampilan Berfikir Kritis Siswa Kelas V Sekolah Dasar

Jurnal PGSD ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 12-18
Author(s):  
Suryaman Suryaman ◽  
Fitria Ningsih
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Research And Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Thematic Learning

This research aims to produce student worksheets scientific based on the demands of the 2013 curriculum to improve the critical thinking skills of elementary school V students on thematic learning worthy of use in the learning process. This type of research is research and development of research and development (R & D) By using Borg and gall procedures which produce a certain product and test the feasibility of the developed product. The subject of this research is a grade V student elementary School. The data collection techniques conducted by researchers is a poll and a test. This research findings in the form of learning media is a scientific-based student worksheet to improve the skills of critical thinking on thematic learning. Based on the validation results of the media expert, the percentage of eligibility gained as much as 94% with the category very worthy. Results obtained from validation by the material members as much as 95% with the category very worthy. The results of the student response poll as much as 97% with the category very worthy. Based on the results of the pretests the average critical thinking skill of 35, in the postest result of an average score of 96.66. While the N-gain score increased critical thinking skills of 0.95 with the category high. Thus, it can be concluded that the students ' critical thinking skills have increased based on five critical thinking skill indicators of 0.95 with the "high" category.

scholarly journals Augmented Reality-Based Student Worksheet to Stimulate Students’ Critical Thinking Skills

2021 ◽  
Vol 4 (2) ◽  
pp. 118-133
Author(s):  
Romy Desmara Fendi ◽  
Agus Suyatna ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Design Development ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
A Value ◽  
Analysis Design ◽  
Addie Model

Critical thinking skill which is one of the important abilities in the 21st century is important to be trained in learning. The purpose of this research is to develop an AR-based worksheet on dynamic electrical material that is valid, practical, and effective to stimulate students’ critical thinking. The development model used the ADDIE model which consists of analysis, design, development, implementation, and evaluation steps. The product developed was tested for validation, practicality test, and effectiveness test. The results of the validity test obtained a value of 81.80% with a valid category. The results of the practicality test obtained a percentage of 80.85% with good criteria. The results of the effectiveness test showed an N-Gain value of 0.67 with the moderately effective category. From the average pretest and posttest scores, it can be seen that the posttest average score increased by 39.04 which indicates that the use of AR-based worksheets can improve students’ critical thinking. It can be concluded that AR-based worksheets on the concept of dynamic electricity developed are valid, practical, and effective to stimulate students’ critical thinking.

scholarly journals Penerapan Model Introduction Connection Application Reflection Extention (ICARE) Dipadu Modul Pembelajaran Berbasis Konstruktivisme Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Peserta Didik

2021 ◽  
Vol 9 (3) ◽  
pp. 471-481
Author(s):  
Liza Utami ◽  
Hafnati Rahmatan* ◽  
Hasanuddin Hasanuddin ◽  
Cut Nurmaliah ◽  
Khairil Khairil
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Respiratory System ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Modules

Critical thinking skill plays an important role in achieving maximum learning outcomes. The lack of involvement in critical thinking skills activities impacts students’ learning outcomes. This study aims to analyze whether the ICARE learning model application combined with constructivism-based learning modules can improve students' critical thinking skills and learning outcomes. The research method is an experiment with a pretest-posttest control group design. This study was conducted in MAN 4 Aceh Selatan and MAS Ashhabul Yamin Aceh Selatan during the even semester (2020/2021 Academic Year) with the population of 196 students of science class XI. The research sample was 119 students, namely the experimental group 58 and the control group 60. The parameters measured are critical thinking skills and learning outcomes. Data on critical thinking skills and learning outcomes were analyzed by parametric statistics using an independent sample t test, while to observe the correlation of critical thinking skills with learning outcomes was conducted through correlation and regression analysis. The results showed that there was an increase in critical thinking skills and student learning outcomes after being taught using the application of the ICARE learning model combined with constructivism-based learning modules on the respiratory system material. The correlation coefficient obtained is 0.832 which indicates there is a positive relationship between critical thinking skills and learning outcomes with strong interpretations. The conclusion of this study is that the application of the ICARE learning model combined with constructivism-based learning modules can improve students’ critical thinking skills and learning outcomes on respiratory system material. Keywords: ICARE, Constructivism, Critical Thinking Skill, Learning Outcomes.

scholarly journals STUDENTS’ MATHEMATICAL THINKING SKILL VIEWED FROM CURIOSITY THROUGH PROBLEM-BASED LEARNING MODEL ON INTEGRAL CALCULUS

2020 ◽  
Vol 10 (1) ◽  
pp. 31
Author(s):  
Zetriuslita Zetriuslita ◽  
Rezi Ariawan
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Materials ◽  
Integral Calculus

This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes.  This research employed a simple random sampling technique.  The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from  Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High,  Medium,  Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects

scholarly journals THE APPLICATION OF GUIDED DISCOVERY LEARNING MODEL TO IMPROVE STUDENTS’ CRITICAL THINGKING ABILITY AT THE EIGHTH GRADE STUDENTS’ OF MTs AL-HUDA PEKANBARU

2018 ◽  
Vol 6 (1) ◽  
pp. 39
Author(s):  
Arif Fadillah ◽  
Yennita Yennita ◽  
Muhammad Sahal
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability

Critical thinking is one of the high-level thinking stages that can be interpreted as a process of thinkingprecisely, directed, reasoned, and reflective in decision-making that can be trusted. This study was aimed todetermine the improvement of critical thinking skills toward Guided Discovery Learning model of grade VIIIstudents at MTs Al-Huda Pekanbaru on light material. The type of research used was experimental research.Descriptive analysis was used to analyze the data. This analysis gave the description about influence ofGuided Discovery Learning model toward student's critical thinking ability. The subjects of this study were58 students. The data was collected based on critical thinking skill's test result which consisted of 15 essayquestions for 5 indicators after Guided Discovery Learning model was applied on experiment class andconventional model on control class. Mean score of sudents' critical thinking ability on experiment class was78.45 which was in a high category and average score of students' critical thinking skill on control class was70.52 which was in low category. Based on the result of students' critical thinking skill, it can be concludedthat there was an improvement of critical thinking ability after guided discovery learning model was appliedby 11.24% compared to conventional learning model.

scholarly journals Student Worksheet Development to Practice Critical Thinking Skill Using Blended Learning on Reaction Rate

2021 ◽  
Vol 3 (5) ◽  
pp. 12-21
Author(s):  
Intan Novitasari ◽  
Bertha Yonata
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Reaction Rate ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Student Responses ◽  
Student Activities

ABSTRACT: This research aims to determine the feasibility of student worksheets to practice critical thinking skills using blended learning on reaction rate matter. This research is using Research & Development (R&D) design with the subjects are 2nd-grade students. The instrument used which as the student worksheet, pretest-posttest sheet, student activity observation, and student responses questionnaire. The validity of the student worksheets on the concentration factor, surface area, temperature, and catalyst obtained the percentage respectively 89.37%, 87.55%, 87.67%, and 87.53%. Student activities, obtaining a percentage of 90% and observation of student responses by 91%. The effectiveness of the students' worksheets in terms of the N-gain score of the pretest and posttest with an average of 0.65 in the medium category is very effective to practice critical thinking skill. So the student worksheet using guided inquiry learning model and blended learning strategy in reaction rate matter to practice critical thinking skill is feasible to use in High School.Keywords: student worksheet, critical thinking skill, blended learning, the reaction rate

scholarly journals Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Desy Triana Dewi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Post Test ◽  
Study Plan

The classroom action research is based on lack of student critical thinking skill has an impact result of learning. This study aims to analyze teacher and students’ activities, to improve students’ critical thinking skills and student response by applying Problem Based Learning model to the APBN and APBD materials in Development on eleventh grade of Social Major 3 in 1st Senior High School Puri Mojokerto. This study was conducted in two cycles. Each cycle uses the stages of study plan (planning), implementation (acting), observation (observing), and reflection (reflecting). The instruments used were a post-test to determine the ability to think critically and an observation sheet to find out the teacher's activities, the students' activities and students' responses to the application of Problem Based Learning model. The result showed that the students' critical thinking skills increased from 50% in cycle 1 to 87.5% in cycle 2. Furthermore, the teacher activity showed an increase from 74,76% in cycle 1 to 91.9% in cycle 2. While the students' activity also experienced an increase from 78.19% in cycle 1 to 84.57% in cycle 2, and the students' response reached 89.06%. Therefore, it can be concluded that based on the results, the application of Problem Based Learning model can increase students' critical thinking skills.

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