scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals Penerapan Strategi Pembelajaran PDEODE untuk Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar Peserta Didik Kelas VII SMPN 14 Kendari pada Materi Pokok Kalor dan Perpindahnnya

2020 ◽  
Vol 5 (3) ◽  
pp. 271
Author(s):  
Putri Supraningsi A.B ◽  
Muhammad Anas ◽  
Hunaidah M
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is motivated by the low critical thinking skills and learning outcomes possessed by the students of VII grade of SMPN 14 Kendari. This study aims to determine the enhancement in critical thinking skills and learning outcomes on the subject Matter of Heat and Its Transfer. The population of this study were all students of VII grade of SMPN 14 Kendari who were registered in the odd semester in 2019/2020 school year, with total 204 students. The sample of this research was group VII3 with total 41 students as the experimental group and group VII4 with total 41 students as the control group who were taken by using random sampling techniques. The research data were analysed by using descriptive and inferential statistics. Research results show: 1) There is no significant difference between the pre-test average scores of students critical thinking skills in the experimental group and the control group; 2) There is no significant difference between the pre-test average scores of the experimental group students and the control group; 3) The post-test average score of students from critical thinking skills in the experimental group was significantly higher than in the control group; 4) The post-test average score of the experimental group students was significantly higher than in the control group; 5) The average value of N-gain critical thinking skills of students in the experimental group was significantly higher than the control group; 6) ) The average value of N-gain learning outcomes of students in the experimental group was significantly higher than the control group.

scholarly journals CONCEPT MAPPING – AN EFFECTIVE TOOL TO PROMOTE CRITICAL THINKING SKILLS AMONG NURSES

2011 ◽  
Vol 01 (04) ◽  
pp. 21-26
Author(s):  
T. Nirmala ◽  
B. S. Shakuntala
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Care Plans ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Abstract Title: Effect of Concept Mapping in Development of Critical thinking (CT) Skills among B. Sc Nursing Students Objectives: To evaluate the effectiveness of concept mapping as a teaching strategy to develop critical thinking skills. Materials and Methods: Pretest, post test control group design was used. The IV year B.Sc nursing students were included as experimental group (n=40) and control group (n=44). The experimental group was given a training to prepare nursing care plans using concept mapping. The training programme was for 12 weeks where the participants were given case study scenarios every week to prepare nursing care plans using concept map. The experimental group and control group were again assessed for the critical thinking skills. The concept maps were evaluated using scoring criteria. Results: In the post test, there was a significant difference in the critical thinking scores of both the groups at 0.05 level. (t=2.16). A significant improvement was identified between the pretest and post test critical thinking scores of experiment group at 0.05 level (t=2.0). Comparison of concept mapping scores of the experimental group in the pretest and post test showed a highly significant difference at 0.041 level. Conclusion: The study was able to show a significant improvement in the critical thinking skills of nursing students. However, the critical thinking scores were poor due to the high standard of the assessment tool. It is needed to develop critical thinking skill assessment tool which will suit the nursing community and further research is required to promote concept mapping as a teaching and learning strategy.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Pengaruh Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PKn Kelas VI di SDN Kota Sumenep

2019 ◽  
Vol 3 (2) ◽  
pp. 98
Author(s):  
Tri Sutrisno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Group

Abstrak: Penelitian ini bertujuan untuk menilai pengaruh penggunaan model problem based learning untuk keterampilan berpikir kritis dalam kewarganegaraan tentang sistem pemerintahan. Objek penelitian ini adalah kelas VI SDN Kolor II Sumenep. Termasuk 2 kelas yang digunakan dalam penelitian ini meliputi, kelas VIA SDN Pajagalan sebagai percobaan kelas I, VI A sebagai kelompok eksperimen dan kelompok kontrol VIB SDN Kolor II. Tes kelas yang dimaksudkan adalah kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data keterampilan berpikir kritis siswa. Pendekatan penelitian kuantitatif ini, syarat-syarat nilai perolehan kemampuan tes untuk skor keterampilan berpikir kritis atau nilai-nilai dijumlahkan dan dianalisis menggunakan t-test dua sampel independen. Pada validitas tes diperoleh hitungan ≥ r r - kritis (0,349), instrumen tersebut valid dan dapat digunakan. Dalam pengujian andal hitung r> r kritis (0,60), yaitu nilai Alpha 0,966 yang berarti lebih besar dari 0,60. Dengan demikian seluruh instrumen barang bisa diandalkan. Hasil pengujian hipotesis dapat dilihat dari data yang telah dianalisis dengan t 3,730> t-tabel 2,00 (α = 0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan harga tinggi 3,730 t-test memiliki tingkat signifikansi 0,000, yang ternyata posisinya masih jauh di bawah nilai α = 0,05. Oleh karena itu penelitian ini berhasil menolak H0 pada tingkat signifikansi 5%. Lebih lanjut, dapat disimpulkan bahwa H1 terbukti benar. Berarti dalam kelompok eksperimen pretest posttest kelompok eksperimen adalah 54,38 adalah 74,38. Sedangkan rata-rata kelompok kontrol pretest adalah 51,94. Grup postes adalah 66,94. Ini adalah bukti bahwa terjadi peningkatan pada kelas eksperimen yang telah diberi perlakuan dengan model problem based learning. Dengan demikian kita dapat menyimpulkan kemampuan keterampilan berpikir kritis siswa dalam kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model problem based learning berpengaruh positif terhadap kemampuan siswa untuk keterampilan berpikir kritis.Kata kunci: Model Problem Based Learning, Kemampuan Berpikir KritisAbstract: This study aims to assess the effect of the use of problem solving based learning model for critical thinking skills  in civics about the system of goverment. Object of this research is a class VI  SDN Kolor II Sumenep. Includes 2 classes used in this study include , VIA SDN Pajagalan class as a class I trial, VI A as an experimental group and a control group VIB SDN Kolor II . Class tests are intended class is used to test the instruments to be used to retrieve data critical thinking skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to critical thinking skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem solving-based learning model. Thus we can conclude critical thinking skills  abilities of students in the experimental group was higher than the control group. Problem solving-based learning model a positive effect on students' ability tocritical  thinking skills.Keywords: Problem Based Learning Model, Critical Thinking Skills

scholarly journals THE IMPLEMENTATION OF INQUIRY LEARNING ON STUDENTS' LEARNING OUTCOMES AND CRITICAL THINKING SKILLS IN THE DIGESTIVE SYSTEM MATERIAL

2021 ◽  
Vol 8 (1) ◽  
pp. 29-37
Author(s):  
Nurlaili Nurlaili ◽  
Ruqiah Ganda Putri Panjaitan ◽  
Laili Fitri Yeni
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Average Percentage ◽  
Multiple Choice Tests ◽  
Significant Difference ◽  
Post Test

This research is aimed to determine the students’ achievement and critical thinking on the digestion system topic. This study was conducted using a quasi-experiment with a control group pre-test and post-test design. Furthermore, the samples were chosen using the purposive sampling technique. The instrument consisted of 20 multiple-choice tests. Findings indicate that the average student achievement is 16.71 in the experiment and 12.92 in the control class. The t-test also can be known as t-count t-table (1.71 1.68), which means a significant difference between experiment average and control average. Based on the test result in the experiment class, it can be assumed that there is an enhancement of the average percentage of students' critical thinking from 63% to 84%. Thus, it can be concluded that inquiry learning model can increase the students’ achievement and critical thinking.

scholarly journals IMPLEMENTASI STRATEGI PROBLEM SOLVING DENGAN MENGGUNAKAN METODE EKSPERIMEN UNTUK MENINGKATKAN MINAT DAN KETRAMPILAN BERPIKIR KRITIS SISWA DI MAN GANDAPURA PADA MATERI GERAK HARMONIK

2018 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Anwar Anwar ◽  
Yusrizal Yusrizal ◽  
Zulkarnaen Jalil
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Experimental Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Student Interest ◽  
Control Group Design ◽  
Post Test ◽  
Problem Solving Strategies

Abstrak. Penelitian ini merupakan penelitian pemecahan masalah (problem solving)  yang difokuskan pada pembelajaran eksperimen pada konsep gerak harmonik dengan tujuan untuk meningkatkan keterampilan berpikir kritis dan minat siswa terhadap mata pelajaran fisika di MAN Gandapura BireuenPenelitian ini menggunakan metode eksperimen dengan desain pretest post-test, control group design. Teknik pengambilan sampel dengan pusposive sampling. Pengumpulan data dilakukan dengan pretest dan posttest untuk meningkatkan ketrampilan berpikir kritis. Lembar minat siswa untuk mengetahui minat siswa sebelum dan setelah menggunakan  strategi Problem solving dengan menggunakan metode eksperimen. Hasil uji normalitas dan homogenitas  menunjukkan bahwa data homogen dan berdistribusi normal. Oleh karena itu, uji beda rata-rata terhadap N-gain ketrampilan berpikir kritis antara kedua kelas menggunakan uji t. Hasil uji t diperoleh thitungttabel (6,33 2,010) artinya terjadi perbedaan ketrampilan berpikir kritis yang signifikan  antara kedua kelas. Nilai rata-rata N-gain ketrampilan berpikir kritis untuk kedua kelas dengan kategori sedang. Minat belajar siswa setelah menggunakan strategi problem solving menggunakan metode eksperimen juga lebih tinggi, sehingga dapat disimpulkan bahwa pembelajaran dengan menggunakan strategi problem solving dapat meningkatkan ketrampilan berpikir kritis dan minat belajar siswa.Kata kunci: Stategi Problem Solving, metode eksperimen, minat dan  ketrampilan berpikir kritis                                                  Abstract. This research is a problem-solving focused on learning experiments on the concept of harmonic motion with the aim to improve critical thinking skills and interest of the students towards subjects of physics at MAN Gandapura Bireuen. Penelitian using the experimental method to the design of the Pre-test Post-test, Control Group Design. The sampling technique pusposive sampling. The data collection is done by pretest and posttest to improve critical thinking skills. Sheets interest of students to determine student interest before and after use problem solving strategies using experimental method .. normality and homogeneity test results show that the data homogeneous and normal distribution. Therefore, different test average of the N-gain critical thinking skills between the two classes using the t test. T test results obtained t t table (6,33 2.010) means that there is a difference of critical thinking skills significant difference between the two classes. The average value of the N-gain critical thinking skills for both classes with the medium category. Student interest after using problem solving strategies using the experimental method is also higher, so it can be concluded that learning with problem solving strategies can enhance critical thinking skills and student interest.Keywords: Problem Solving, the experimental method, interest critical thinking skills

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA MAN 2 KOTA BENGKULU

Alotrop ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 107-116
Author(s):  
Ida Nurjelita Sani ◽  
Amrul Bahar ◽  
Elvinawati Elvinawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Significant Difference ◽  
Class 1

The aim of this study to determine the comparison of Problem Solving (PS) and Problem Based Learning (PBL) models to critical thinking skills of student on buffer solution material. This type of research is quasi experimental research with posttest only control group design research design. The population of this study is all class XI IPA of MAN 2 Bengkulu City academic year 2018/2019 as many 133 students. The analysis of the data was used the normality test,  homogeneity test, and hypothesis test.  The research sample was taken by purposive sampling technique. Data on the results of students' critical thinking skills are obtained from the value of the posttest or final test. Posttest is done by using test instruments in the form of descriptive tests as many as 6 items, each of which has a different critical thinking indicator. Previous test instruments were tested and analyzed to see the level of validity, reliability, differentiation and the level of difficulty of the questions. The results of the study showed that the average value of students' critical thinking ability achievement in the experimental class 1 was higher than that of the experimental class 2 students which were 74.09 and 70.22. Based on these results, the experimental class 1 which applied the problem solving learning model was better at improving students' thinking skills than the experimental class 2 which applied a problem-based learning model. Hypothesis testing with the T-test at the 0.05 significance level yields a sig value. (2-tailed)> level of signicant which is 0.147> 0.05 so that Ho is accepted. Thus, it can be concluded that there is no significant difference between the critical thinking skills of the experimental class 1 students who apply PS models and experimental class 2 students who apply the PBL model.

scholarly journals Implementing Multimedia Teaching to Improve Students’ Motivation and Critical Thinking Skills Based on the Students’ Learning Styles at Mahatma Gading School

2021 ◽  
Vol 1 (3) ◽  
pp. 202
Author(s):  
Usha Naraindas Bharwani
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Wilcoxon Test ◽  
Control Group ◽  
Multimedia Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Academic Year

<div><p class="1eAbstract-text">This study investigated implementing multimedia teaching to improve students’ motivation and critical thinking skills based on students learning styles at Mahatma Gading School. Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively supports students with different learning styles. The study employed quantitative weak experimental of static group pre-test post-test. The respondents were 67 students from Mahatma Gading School academic year 2016. There was no control group. The data was computed using SPSS VERSION 22. Results of the pretest were observed before teaching and results of the posttest was conducted after teaching. Instruments used for data collection were in the form of test and questionnaire. The test was to measure students’ critical thinking skills and questionnaire to measure students learning styles and motivation. The researcher analyzed the data through Descriptive Statistics, and Wilcoxon Test. The data was then analyzed, which showed there was a statistically significant difference between students after implementing multimedia during the Science class. However, the result of the Wilcoxon Test on reading learners had no significant differences in students learning styles.</p></div>

scholarly journals An Investigation into the Development of the Force and Energy Unit through STEM Integration in Science Course and its Effects on Students' Critical Thinking Skills

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
İsmail EVCİM
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Groups ◽  
Energy Unit ◽  
Significant Difference ◽  
Significant Change ◽  
And Control ◽  
Experimental Group

In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale.

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