scholarly journals Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra

2021 ◽  
Vol 12 (2) ◽  
pp. 359-369
Author(s):  
Agus Pahrudin ◽  
Yustika Fatimatuz Zahra ◽  
Nanang Supriadi ◽  
Iip Sugiharta ◽  
Farida Farida ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cluster Sampling ◽  
Homogeneity Test ◽  
Quasi Experimental ◽  
E Learning ◽  
Written Test

Conceptual understanding and critical thinking skills are necessary for all students to help them in their learning process. This research aims to determine the effect of Moodle-assisted e-learning on (1) conceptual understanding, (2) critical thinking skills, and (3) conceptual understanding and critical thinking skills combined. This research employed a quasi-experimental design with random cluster sampling was used as the sampling technique. An algebra written test was used to collect research data. Furthermore, the researchers performed the normality test, homogeneity test, and MANOVA analysis to analyze the data. The researchers discovered that Moodle-assisted e-learning influenced students' conceptual understanding, critical thinking skills, and conceptual understanding and critical thinking skills.

scholarly journals PENGARUH STRATEGI RECIPROCAL TEACHING TERHADAP KETERAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN TEMATIK KELAS V SD

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Sundahry Sundahry ◽  
Yanti Fitria ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Critical Thinking ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reciprocal Teaching ◽  
Educational Goals ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quasi Experimental

Abstract:. The basic criteria of integrated teaching are: teaching includes educational goals in which learners actively participate in the learning process, teaching begins with a theme relevant to the learner's life, learners engage in learning and active thinking processes to practice critical thinking skills. Critical thinking skill is an activity of thinking about an idea or idea related to a given concept or a presented problem. Critical thinking is also understood as the activity of analyzing ideas or ideas in a more specific way, distinguishing them sharply, choosing, identifying, studying, and developing them in a more perfect direction. The purpose of this study was to investigate: the influence of reciprocal teaching strategies on the critical thinking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is porpusive sampling. Data from the research results obtained from critical thinking skills tests. The results showed that the critical thinking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning. Keyword: Reciprocal teaching, Critical Thinking Skill, Thematic Abstrak: Kriteria mendasar tentang pengajaran terintegrasi antara lain; pengajaran meliputi tujuan pendidikan dalam hal peserta didik secara aktif berpartisipasi dalam proses belajar, pengajaran dimulai dari suatu tema yang relevan dengan kehidupan peserta didik, peserta didik terlibat dalam proses belajar dan berpikir aktif untuk melatih keterampilan berpikir kritis. Keterampilan berpikir kritis adalah suatu kegiatan cara berpikir tentang ide atau gagasan yang berhubungan dengan konsep yang diberikan atau masalah yang dipaparkan. Berpikir kritis juga dipahami sebagai kegiatan menganalisis idea atau gagasan ke arah yang lebih spesifik, membedakannya secara tajam, memilih, mengidentifikasi, mengkaji, dan mengembangkannya ke arah yang lebih sempurna. Tujuan penelitian ini adalah untuk menyelidiki: pengaruh strategi reciprocal teaching terhadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian jenis quasi eksperimen. Populasinya adalah seluruh peserta didik di SD Nanggalo Tarusan Pesisir Selatan dan sampelnya adalah peserta didik kelas VA dan VB sebanyak 50 orang. Teknik pengeambilan sampel ini porpusive sampling. Data dari hasil penelitian diperoleh dari tes keterampilan berpikir kritis. Hasil penelitian menunujukan bahwa keterampilan berpikir kritis peserta didik yang diberi strategi reciprocal teaching lebih tinggi dibandingkan pembelajaran konvesional.Kata Kunci: Reciprocal teaching, Keterampilan Berpikir Kritis, Tematik

scholarly journals The effectiveness of discovery learning module classification of materials and its changes to enhance critical thinking skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti Rahmawati ◽  
Mohammad Masykuri ◽  
Sarwanto Sarwanto
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Module ◽  
Quasi Experimental ◽  
The Difference ◽  
And Control

This study aims to determine the effectiveness of natural science modules with discovery learning to enhance students' critical thinking skills in the topic of material classification and its changes. Critical thinking skills are one of the important skills of the 21st century and are needed in various fields. Students with high critical thinking skills in general also have the ability to calculate various possibilities so that they can make decisions by applying logical thinking. Discovery learning trains students to independently build knowledge and develop student competencies. The research method was a quasi-experimental with pretest and posttest control groups design. The sampling technique employed was purposive sampling. The research instrument used a test of critical thinking skills. Data analysis was carried out with a different power test (t-test) to determine the difference between the experimental and control classes, and an N-Gain calculation was done to find out the effectiveness of discovery learning module. The results showed that there was a difference critical thinking skills between the experimental class and the control class. The N-Gain result of the experimental class was 0.59, with a moderate category, and the control class was 0.31, with a moderate category

scholarly journals Facilitating Computer-Supported Collaborative Learning with Question-Asking Scripting Activity and its Effects on Students’ Conceptual Understanding and Critical Thinking in Science

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Hazel Joyce Mercado Ramirez
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Conceptual Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Shared Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Question Asking ◽  
Post Test ◽  
Quasi Experimental

Computer-supported collaborative learning (CSCL) provides an environment that enhances social interaction and shared knowledge construction among students. However, limited research has examined CSCL reinforced by question-asking scripting activity. This research investigated the effects of CSCL with question-asking scripting activity on the development of conceptual understanding and critical thinking in science. Moreover, the research design was a three-group pre-test-post-test quasi-experimental study in which the research sample were 106 Grade 7 students. The only difference between the control and the experimental groups was the exposure to CSCL. The experimental groups were exposed to CSCL approaches: one without scripting while one was exposed with question-asking scripting activity. Results revealed that CSCL approaches significantly affected the development of students’ conceptual understanding and critical thinking. Specifically, CSCL with scripting stimulated more intellectual discussion which allowed learners to deepen lesson comprehension and improve their critical thinking skills. Insights on the innovations through technology integration, collaborative inquiry learning, and question-asking activity to enhance science education were also discussed. The findings of this study have important implications for future practice.

scholarly journals The Effectiveness of Problem Based Learning (PBL) Based E-Module on the Classic Genetic Materials to Improve the Student's Critical Thinking Skills

2021 ◽  
Vol 04 (07) ◽  
Author(s):  
Dina Ristiana Anesa ◽  
Keyword(s):  
Critical Thinking ◽  
Genetic Material ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Quasi Experimental ◽  
The Mean ◽  
Pilot Sample

This study aims to determine the effectiveness of Problem Based Learning (PBL)-based e-module. The method used was a quasi-experimental with a Posttest Only Control Design. The pilot sample in this study were the students of the Biology Study Program, Universitas NegeriPadang (UNP) in 2019 academic year chosen by using a purposive sampling technique. The instruments used in this study were the lecturer interview questionnaires, student needs analysis questionnaires, validity and practicality questionnaires and evaluation questions based on critical thinking indicators. The results of the analysis of evaluation questions showed that the mean scores of critical thinking skills of the experimental class students were higher than the control class. The mean score of the experimental class was 76.89 while the control class was 65.11. The result of critical thinking t test shows that t count (0.000) < from (0.05). Thus, it indicates that the e-module on PBL-based classical genetic material is effective for improving the students' critical thinking skills.

scholarly journals PENGARUH MODEL LEARNING CYCLE 5E (ENGAGE, EXPLORE, EXPLAIN, ELABORATION, & EVALUATE) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X MAN 1 MATARAM

2017 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Baiq Rizkia Ayu Latifa ◽  
Ni Nyoman Sri Putu Verawati ◽  
Ahmad Harjono
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Difficulty Level ◽  
Control Group ◽  
Homogeneity Test ◽  
Model Learning

This study aims to determine the effect of learning cycle 5E model (Engage, Explore, Explain, Elaboration, & Evaluate) on student’s critical thinking skills of class X in MAN 1 Mataram. This research type is quasi experiment with research design untreated control group with pretest and posttest design. The sample was selected by cluster random sampling technique and obtained X MIA 1 class as experiment class using learning cycle 5E model and X MIA 2 class as control class using cooperative learning type STAD model. The critical thinking ability’s data collected by essay test that are 5 questions that have been tested for validation, reliability, difficulty level, and index of discrimination. Researchers used homogeneity test, normality test, t-test polled variance, and N-Gain test as statistical test. N-Gain test are used to determine the improvement of critical thinking skills in each indicator. The experimental class get improvement result in medium category for all indicators, while the control class get improvement in medium category on three indicators and two other indicators in low category. Based on result of hypothesis test can be concluded that there is effect of learning cycle 5E model to critical thinking ability of students.

scholarly journals Profile of Students' Critical Thinking Skills and the Implementation of PBLRQA based on Blended Learning in Senior High School

2021 ◽  
Vol 9 (1) ◽  
pp. 38
Author(s):  
Febtya Lailatul Badriyah ◽  
Husni Mubarok ◽  
Binar Kurnia Prahani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Blended Learning ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Interviews ◽  
Qualitative Descriptive ◽  
Written Test

This research aimed to obtain the profile of students' critical thinking skills and the implementation of PBLRQA based on blended learning in high school. This research is a descriptive preliminary study with a saturated sampling technique was taken by 123 students. The method of gathering information with a used a written test, response questionnaire students, and teacher interviews. The analysis was conducted using qualitative descriptive analysis techniques. The result showed that critical thinking skills in the very low category. With the acquisitions of the very low category as many as namely 110 students, the low category as many as 12 students being low, the medium category as many as and 1 student, but in the high and very high categories there are no students who achieve it. The research of the study concluded that the students generally in low critical thinking skills, so it is necessary to change the learning model to improve critical thinking skills, namely by the implementation of PBLRQA based on blended learning.

scholarly journals Improving Critical Thinking Skills of Vocational School Students Using Problem-Based Learning

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Aulia Prima Kharismaputra ◽  
Sigit Santoso ◽  
Tri Murwaningsih
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Quasi Experimental ◽  
Academic Year

This study aims to determine the differences in critical thinking skills between students who learn using the problem based learning model and STAD model. This research is a quantitative study with a quasi-experimental method. The population of this study is the X grade students of SMK Negeri 3 Surakarta in the academic year 2017/2018. Samples were obtained by using cluster random sampling technique consisting of two classes namely X PM 1 class as the experimental class with problem-based learning and X PM 3 class as the control class with STAD learning. The technique of collecting data uses a multiple choice test to determine students' critical thinking skills. Data Analysis is using MANOVA. The results of the study indicate that there is a significant influence between the learning model on critical thinking skills. The application of the problem-based learning model proved to be more able to improve students' critical thinking skills compared to the STAD learning model.

scholarly journals Improving Students' Mathematical Critical Thinking Abilities Through the Problem Solving Method on the Sequences and Series Course

2019 ◽  
Vol 1 (7) ◽  
pp. 813
Author(s):  
Dahliana Dahliana ◽  
Marhami Marhami ◽  
Mursalin Mursalin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Level ◽  
Control Group ◽  
High School Level ◽  
Control Group Design ◽  
Quasi Experimental

This study aims to determine the improvement of students' mathematical critical thinking abilities through problem solving methods. This study was hold at MAN 3 Bireuen (High School Level) in the 2019/2020 school’s year. The research method was a quasi-experimental study design nonrandomized Pre-test Post-test Control Group Design. The population of the study were all students of Class XI MAN 3 Bireuen with purposive sampling technique. The study sample was to 30 students for the experimental class and 28 students for the control class. The skill increasing was calculated using normalized gain. Data were analyzed using the t test. The results showed that students’ critical thinking skills mathematically taught through problem solving methods is better than students mathematical critical thinking skills taught through conventional learning.

scholarly journals Penerapan Model Pembelajaran Contextual Teaching And Learning (Ctl) Dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Di Madrasah Bandar Lampung

2017 ◽  
Vol 8 (1) ◽  
pp. 45
Author(s):  
Saiful Bahri
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
Quasi Experimental

This study aims to determine the effect of the implementation of the inquiry type CTL learning model on critical thinking skills. The population in this study were eighth grade students of MTs. Al-Asy’ariyah Bandar Lampung Year 2015/2016. The research method used in this study is Quasi Experimental Design. The research design used in this quasi-experimental was the pretest-posttest control group design. The sampling technique is random sampling. The sample in this study consisted of two classes namely the experimental class and the control class. Data collection techniques in the form of tests to measure students' critical thinking skills and observations to observe behaviors that arise in students according to indicators of critical thinking skills. The results of hypothesis testing obtained thitung = 5.78, while ttabel at a significance level of 5% by 2.00, it can be said that thitung > ttabel. This shows that Ho is rejected and H1 is accepted, meaning that there is an influence of the inquiry type CTL learning model on students' critical thinking abilities.

scholarly journals PERBANDINGAN KETERAMPILAN BERPIKIR KRITIS SISWA DENGAN MODEL PROBLEM-BASED LEARNING DAN NUMBERED HEADS TOGETHER BERBASIS STUDENT CREATED CASE STUDIES

EDUSAINS ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 9-19
Author(s):  
Dwi Ayu Lestari ◽  
Joko Ariyanto ◽  
Harlita Harlita
Keyword(s):  
Critical Thinking ◽  
Case Studies ◽  
Model Problem ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Cluster Sampling ◽  
Significant Difference

COMPARISON OF STUDENTS' CRITICAL THINKING SKILLS WITH PROBLEM-BASED LEARNING AND NUMBERED HEADS TOGETHER BASED ON STUDENT-CREATED CASE STUDIES MODELSAbstractThe study's purpose was to determine the differences in students' critical thinking skills between the problem-based learning and numbered heads together based on student-created case studies model on biology subjects in class X of SMA 2 Karanganyar in the academic year 2018/2019. This research is a quasi-experiment, and the research design used a posttest only with non-equivalent groups. The sampling technique is cluster sampling. Samples were 72 students, namely X IPA 3 as an experimental class 1 and X IPA 1 as an experimental class 2. Data collection techniques were using essay tests, observation sheets, and documentation. The data analysis used was an independent t-test. The calculation of the difference in the average posttest of the two groups for critical thinking skills showed a calculated value of 2,243 and the table value of 1.994 with a significance (α = 0,05). The calculation results show that tcount > ttable, which means there is a significant difference in the students' critical thinking skills in the class between the problem-based learning model and numbered heads together based on the student-created case studies model. AbstrakTujuan penelitian untuk mengetahui perbedaan keterampilan berpikir kritis siswa antara model pembelajaran problem based learning dengan numbered heads together berbasis student created case studies pada mata pelajaran biologi kelas X SMA Negeri 2 Karanganyar tahun pelajaran 2018/2019. Penelitian ini merupakan penelitian eksperimen semu (quasy experiment). Desain penelitian yang digunakan adalah posttest only with non-equivalent group. Teknik pengambilan sampel dengan cluster sampling. Sampel yang diambil berjumlah 72 siswa yaitu X IPA 3 sebagai kelas eksperimen 1 dan X IPA 1 sebagai kelas eksperimen 2. Teknik pengumpulan data menggunakan tes essay, lembar observasi, dan dokumentasi. Analisis data yang digunakan yaitu uji independent t-test. Hasil perhitungan perbedaan rata-rata posttest kedua kelompok untuk keterampilan berpikir kritis menunjukkan nilai hitung sebesar 2,243 dan nilai ttabel sebesar 1.994 dengan signifikansi (α=0,05). Hasil perhitungan menunjukkan bahwa thitung > ttabel, sehingga terdapat perbedaan signifikan keterampilan berpikir kritis siswa yang diajarkan menggunakan model problem based learning dengan numbered heads together berbasis student created case studies. 

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