An Analysis of Critical Thinking Skills; Global Warming Learning Materials

This study aimed to analyze students' critical thinking skills levels on global warming materials. This quantitative descriptive study employed the cluster random sampling technique. The analyzed data were the students' critical thinking skills. Researchers collected the data using critical thinking skills test instruments in the form of description questions and open-ended questionnaires. Furthermore, the data were analyzed using statistical formulas in the form of percentages. Based on the data analysis results, the percentage of students' critical thinking skills score was 65% and was categorized at a moderate level. Therefore, the researchers concluded that students' critical thinking skills on global warming learning materials are moderate. Thus, there needs to be an effort to improve students' critical thinking skills.

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Penerapan Model Discovery Learning pada Materi Pemanasan Global untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Jurnal Edukasi Matematika dan Sains ◽

10.25273/jems.v7i2.5292 ◽

2019 ◽

Vol 7 (2) ◽

pp. 55

Author(s):

Novita Haryanti ◽

Antonius Tri Widodo ◽

Yuni Arfiani

Keyword(s):

Global Warming ◽

Critical Thinking ◽

Random Sampling ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Learning Models ◽

Multi Stage ◽

Academic Year

Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kritis peserta didik dengan menggunakan model discovery learning pada materi pemanasan global. Penelitian ini dilakukan pada kelas VII di SMP Negeri 2 Taman Pemalang tahun pelajaran 2018/2019. Pengambilan sampel penelitian menggunakan teknik multi stage random sampling dengan mengambil dua kelas dari populasi untuk kelas kontrol dan kelas eksperimen. Pengumpulan data menggunakan metode tes dengan soal uraian. Hasil penelitian menunjukkan bahwa kelas eksperimen yang menggunakan model discovery learning keterampilan berpikir kritis yang di diperoleh peserta didik meningkat. Hal ini ditunjukkan dari pada kenaikan persentase peserta didik yang mulanya 100% pada kategori kurang kritis menjadi 4% pada kategori sangat kritis, 56% kritis, 36% cukup kritis dan 4% kurang kritis. This study aims to determine the increase in students' critical thinking skills by using discovery learning models on global warming material. This research was conducted in class VII at Taman Pemalang State Middle School 2 in the 2018/2019 academic year. Sampling research uses a multi-stage random sampling technique by taking two classes from the population for the control class and the experimental class. Data collection using test. The results showed that the experimental class that used the discovery learning model of critical thinking skills gained by students increased. This is shown from the increase in the percentage of students who initially 100% in the less critical category to 4% in the very critical category, 56% critical, 36% quite critical, and 4% less critical.

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KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN BRAIN BASED LEARNING

Eksponen ◽

10.47637/eksponen.v7i2.148 ◽

2018 ◽

Vol 7 (2) ◽

pp. 46-53

Author(s):

Binti Anisaul Khasanah ◽

Indah Dwi Ayu

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Complete Problem ◽

Brain Based Learning ◽

The Given ◽

Academic Year ◽

Cluster Random Sampling

The purpose of this study is how student’s critical thinking skills through the application of Brain Based Learning model. The population in this study were all students of class VII even semester SMP Muhammadiyah 1 Gadingrejo academic year 2016-2017 which amounted to 184 students and divided into 5 classes. Sampling technique used in determining the sample is cluster random sampling. Analysis of the data used is to make the percentage of achievement of critical thinking skills according to indicators measured. The results of this study are 1) students who achieve the ability to formulate the principal issues where students are asked to determine what is known and what is asked and the correct counting operation is 81.82%; 2) students who achieve the ability to determine the consequences of a provision taken where students provide a systematic answer related questions given at 75.76%; 3) students who achieve the ability to determine the solution with some solutions where students are asked to provide solutions to answer more than one of the given problem of 79.41%; 4) students who achieve the ability to disclose data / definitions / theorems in solving problems where students are asked to prove the truth of a given statement of 82.35% and 5) students who achieve the ability to evaluate the relevant argument in the settlement of a problem in which the student is required to complete problem solving problem equal to 76,47%.

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Analisis Kemampuan Berpikir Kritis Matematis : Dampak Pendekatan Saintifik ditinjau dari Kemandirian Belajar

Desimal Jurnal Matematika ◽

10.24042/djm.v2i1.3204 ◽

2019 ◽

Vol 2 (1) ◽

pp. 9-22

Author(s):

Alkat Yanwar ◽

Abi Fadila

Keyword(s):

Critical Thinking ◽

Design Research ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Scientific Approach ◽

Scheffe Method ◽

Cluster Random Sampling

The purpose of this study is to find out whether there are: (1) the influence of the scientific approach on students’ critical thinking skills; (2) the influence of learning independence on students’ mathematical critical thinking ability; (3) the interaction between the scientific approach and the learning independence of students’ critical thinking skills. This research is a quasy experimental design research with 2x3 factorial design. Sampling technique in this research use probability sampling with cluster random sampling. The research instrument used is questionnaire self-reliance learning and test of critical thinking ability mathematically. Data from the results of tests of mathematical critical thinking ability were analyzed using anava test of two unequal cell paths and further tests using a double comparison test with the Scheffe method. The results showed that: (1) there was an influence of the scientific approach on students’ critical thinking skills; (2) there is influence of learning independence to students’ critical thinking ability mathematically; (3) there is no interaction between the scientific approach and the learning independence of mathematical critical thinking skills.

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Model Pembelajaran Discovery Learning Berbantuan Smart Sticker untuk Meningkatkan Disposisi Matematik dan Kemampuan Berpikir Kritis

Kreano Jurnal Matematika Kreatif-Inovatif ◽

10.15294/kreano.v8i2.5060 ◽

2017 ◽

Vol 8 (2) ◽

pp. 109-118

Author(s):

Ida Wahyu Kurniati ◽

Emi Pujiastuti ◽

Ary Woro Kurniasih

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Eighth Grade ◽

Control Analysis ◽

A Value ◽

Cluster Random Sampling

Tujuan penelitian ini adalah mengetahui model pembelajaran discovery learning berbantuan smart sticker mampu meningkatkan disposisi matematik dan kemampuan berpikir kritis. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 40 Semarang. Pengambilan sampel dilakukan dengan teknik cluster random sampling, diperoleh kelas VIII H sebagai kelas eksperimen dan kelas VIII E sebagai kelas kontrol. Analisis data yang digunakan adalah uji proporsi dan uji ketidaksamaan dua rata-rata. Hasil penelitian menunjukkan bahwa hasil tes kemampuan berpikir kritis siswa kelas eksperimen mencapai nilai lebih dari 65 dan lebih dari 70% siswa di kelas eksperimen mencapai nilai lebih dari 65. Kemampuan berpikir kritis dan disposisi matematik siswa kelas eksperimen lebih baik dari kelas kontrol dan dinyatakan meningkat dibandingkan hasil pretest. Berdasarkan hasil penelitian disimpulkan bahwa model pembelajaran Discovery Learning berbantuan Smart Sticker dapat meningkatkan disposisi matematik dan kemampuan berpikir kritis.The purpose of this study was to find out that discovery learning model which is assisted by smart sticker can improve mathematical disposition and critical thinking skills. The method used in this research is quantitative research methods. The population in this study is eighth-grade students of SMP Negeri 40 Semarang. Sampling was carried out by cluster random sampling technique, is obtained as an experimental class in eighth grade H and the eighth grade E as a control. Analysis of the data used is the proportion test, and test two average inequality. The result show that the test result of students critical thinking skills experiment class reached a value of more than 65 and more than 70% student in experimental class reached a value of more than 65. Critical thinking skills and mathematical disposition of experiment class better than control class and declared that increased if compared to the pretest. The final conclusion is that discovery learning model which is assisted by smart sticker can improve mathematical disposition and critical thinking skills.

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PENGARUH PENDEKATAN PROBLEM BASED LEARNING BERBANTUAN MASALAH OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS DITINJAU DARI SIKAP MATEMATIS SISWA [THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY OPEN-ENDED PROBLEMS TOWARDS MATHEMATICAL CRITICAL THINKING SKILLS BASED ON STUDENTS' MATHEMATICAL ATTITUDE]

JOHME Journal of Holistic Mathematics Education ◽

10.19166/johme.v3i1.1912 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Bedilius Gunur ◽

Apolonia Hendrice Ramda ◽

Alberta Parinters Makur

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Model Problem ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Quasi Experimental ◽

Cluster Random Sampling ◽

Better Than

This research aimed to: 1) compare the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems and students who were traditionally taught, 2) investigate the interaction between problem based learning models with mathematical attitudes towards students' mathematical critical thinking abilities. It was a quantitative study using a quasi-experimental method with a 2 x 2 factorial design and was conducted at SMA Negeri 1 Cibal, Manggarai district, East Nusa Tenggara. Two classes were experimental and two classes were control and were chosen using cluster random sampling techniques. Data were obtained through questions to measure mathematical critical thinking skills and mathematical attitude questions and then analyzed with two way ANOVA. The data analysis and interpretation showed that 1) the mathematical critical thinking skills of students who were taught with the Problem Based Learning model assisted by open-ended problems were better than those of students who have been traditionally taught 2) there was no interaction between the problem based learning model and students' mathematical critical thinking abilities. This means that both students who had high and low mathematical attitudes scores when taught with the Problem Based Learning approach assisted with open-ended problems were always better than students who are taught with conventional approaches.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan untuk; 1) membandingkan kemampuan berpikir kritis matematika siswa yang mengikuti model problem based learning berbantuan masalah open-ended dengan kemampuan berpikir kritis matematika siswa yang mengikuti pembelajaran konvensional. 2) melihat interaksi antara model problem based learning dengan sikap matematis terhadap kemampuan berpikir kritis matematika siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan rancangan factorial 2 x 2. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Cibal kabupaten Manggarai, Nusa Tenggara Timur. Pengambilan sampel dilakukan dengan menggunakan teknik cluster random sampling, 2 kelas sebagai kelas eksperimen dan 2 kelas sebagai kelas kontrol. Instrumen penelitian yang digunakan berupa tes kemampuan berpikir kritis matematika dan tes sikap matematis. Data yang telah terkumpul dianalisis dengan menggunakan uji Anava Dua Jalur. Sebelum digunakan uji anava dua jalur, data tersebut terlebih dahulu dilakukan uji normalitas dan homogenitas. Hasil penelitian ini menunjukkan; 1) kemampuan berpikir kritis siswa yang mengikuti pembelajaran matematika dengan model Problem Based Learning berbantuan masalah open-ended lebih baik daripada siswa yang mengikuti pembelajaran matematika dengan pendekatan konvensional; 2) tidak terdapat interaksi antara pendekatan pembelajaran Problem Based Learning dengan sikap matematis siswa terhadap kemampuan berpikir kritis matematika siswa. Artinya baik siswa yang memiliki sikap matematis tinggi maupun yang memiliki sikap matematis rendah apabila diajarkan dengan pendekatan pembelajaran Problem Based Learning berbantuan masalah open-ended selalu lebih baik dibanding siswa yang dibelajarkan dengan pendekatan konvensional.

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Efektivitas Model Pembelajaran Probing Prompting dan Numbered Heads Together (NHT) Terhadap Kemampuan Berpikir Kritis

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v2i1.3971 ◽

2019 ◽

Vol 2 (1) ◽

pp. 46-54

Author(s):

Eva Septarina ◽

Sodikin Sodikin ◽

Yahya AD

Keyword(s):

Critical Thinking ◽

Effect Size ◽

Random Sampling ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Significance Level ◽

Class 1 ◽

Quasi Experimental

Abstract: This study was conducted to find out (1) is there any influence of the probing prompting and numbered heads together learning model on students 'critical thinking abilities (2) which is the more effective learning model between the prompting and numbered heads together probing learning model on students' critical thinking skills . This research is a Quasi Experimental Design. The population in this study was all class X SMA N 1 Tiga Reviewed, the sampling technique was random sampling technique. The sample in this study used 2 classes, class X Mipa1 as the experimental class 1 and class X Mipa 2 as the experimental class 2. Testing the hypothesis using the t-test, with a significance level of 5%. Then the effectiveness is known by the effect size test which is obtained d = 0.69. then these results are interpreted using the table effect size, the percentage data of 73% is included in the medium category. It was concluded that (1) the probing prompting and numbered heads together learning model had a good influence on students 'critical thinking abilities (2) probing prompting and numbered heads together models were effective in improving students' critical thinking skills.Abstrak: Penelitian ini dilakukan untuk mengetahui (1) adakah pengaruh model pembelajaran probing prompting dan numbered heads together terhadap kemampuan berpikir kritis peserta didik (2) manakah model pembelajaran yang lebih efektif antara model pembelajaran probing prompting dan numbered heads together terhadap kemampuan berpikir kritis peserta didik. Penelitian ini merupakan Quasi Eksperimen Design. Populasi dalam penelitian ini adalah seluruh kelas X SMA N 1 Tiga Dihaji, Teknik pengambilan sampelnya yaitu teknik random sampling. Sampel dalam penelitian ini menggunakan 2 kelas, kelas X Mipa1 sebagai kelas eksperimen 1 dan kelas X Mipa 2 sebagai kelas eksperimen 2. Pengujian hipotesis menggunakan uji-t, dengan taraf signifikasi 5%. Kemudian keefektifan diketahui dengan uji effect size yaitu memperoleh nilai d =0,69. kemudian hasil ini diinterprestasikan dengan menggunakan tabel effect size diperoleh data presentase sebesar 73% termasuk dalam kategori sedang. Diperoleh kesimpulan bahwa (1) model pembelajaran probing prompting dan numbered heads together memberikan pengaruh yang baik terhadap kemampuan berpikir kritis peserta didik (2) model probing prompting dan numbered heads together efektif dalam meningkatkan kemampuan berpikir kritis peserta didik.

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Pengaruh geogebra online berbasis scaffolding dan tingkat self regulate learning terhadap kemampuan berpikir kritis

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v15i2.34499 ◽

2020 ◽

Vol 15 (2) ◽

Author(s):

Asih Miatun ◽

Hikmatul Khusna

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Cluster Random Sampling ◽

Quasi Experiment

Penelitian ini bertujuan untuk menguji (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripda mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

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PENGARUH STRATEGI PEMBELAJARAN DISCOVERY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPA KELAS VIII DI SMPN 3 GUNUNGSARI TAHUN AJARAN 2014/2015

JURNAL PIJAR MIPA ◽

10.29303/jpm.v10i2.31 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Zaetun Zakrah ◽

Nur Lestari ◽

Kusmiyati Kusmiyati

Keyword(s):

Critical Thinking ◽

Natural Science ◽

Random Sampling ◽

Learning Strategy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Control Group ◽

Academic Year ◽

Cluster Random Sampling

Abstrak: Dalam pembelajaran IPA di sekolah diharapkan guru lebih menekankan pada pemberian pengalaman belajar secara langsung melalui penggunaan dan pengembangan keterampilan proses serta sikap ilmiah, untuk mengembangkan kompetensi sebagai aspek penting kecakapan hidup, sehingga pembelajaran IPA dapat menjadi wahana bagi peserta didik untuk mempelajari diri sendiri dan alam sekitar. Oleh karena itu diperlukan suatu strategi pembelajaran yang berorientasi pada peserta didik (student centered), salah satunya adalah strategi pembelajaran discovery. Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran discovery terhadap kemampuan berpikir kritis siswa pada mata pelajaran IPA di SMP Negeri 3 Gunungsari Tahun Ajaran 2014/2015. Penelitian ini merupakan penelitian eksperimen semu dengan desain nonequivalen control group desain. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII yang terbagi dalam lima kelas, dengan menggunakan teknik cluster random sampling diperoleh sampel kelas VIIIA sebagai kelas eksperimen dan kelas VIIIB sebagai kelas kontrol. Penelitian ini telah dilaksanakan di SMPN 3 Gunungsari pada tanggal 28 Oktober sampai tanggal 18 November Tahun 2014. Instrumen penelitian terdiri dari tes kemampuan berpikir kritis, lembar observasi aktivitas siswa, dan lembar observasi aktivitas guru. Data penelitian dianalisis menggunakan uji hipotesis yaitu uji-t polled varians pada taraf signifikan 5%. Hasil penelitian menunjukkan bahwa nilai rata-rata keterampilan berpikir kritis kelas eksperimen lebih tinggi dari kelas kontrol (73,7>65,8). Hasil uji hipotesis menunjukkan bahwa t hitung lebih besar daripada t tabel (thit3,21>ttab2,02). Maka dapat disimpulkan bahwa strategi pembelajaran discovery berpengaruh terhadap kemampuan berpikir kritis siswa pada mata pelajaran IPA kelas VIII SMPN 3 Gunungsari Tahun Ajaran 2014/2015. Kata kunci:Strategi Pembelajaran Discovery, Keterampilan Berpikir KritisAbstract: Natural science instruction in school, teachers are expected to put more emphasize on the provision of direct learning experience through the use and development of process skills and scientific attitude, to develop competence as an important aspect of life skills, so that learning science could be vehicle for students to learn about themselves and the nature around. Therefore, needful learning strategy oriented to students, one of which is a discovery learning strategy. This study aims to determine the effect of discovery learning strategy to students' critical thinking skills in science in the SMPN 3 Gunungsari Academic Year 2014/2015. This study was a quasi-experimental research design with nonequivalen control group design. The population of this study were all students at grade VIII which divided into five classes, using cluster random sampling technique was obtained sample class as a class experiment VIIIA and VIIIB class as the control class. This research was conducted at SMPN 3 Gunungsari, in October to November 2014. The research instrument consisted of a test of critical thinking skills, observation of student activity sheets, and teacher observation sheet activities. Data were analyzed using hypothesis testing polled variance t-test at 5% significance level. The results indicating that the average value of critical thinking skills experimental class is higher than the control class (73.7> 65.8). Hypothesis test results indicating that t-test is higher than t-table (tcount3,21> ttable2,02), so it can be concluded that the discovery learning strategies having an effect on students' critical thinking skills in natural science instruction in class VIII SMP 3 Gunungsari academic year 2014/2015 Keywords:Discovery Learning Strategy, Critical Thinking Skills

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PENERAPAN E-LEARNING SEBAGAI INOVASI PENDIDIKAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

JURNAL KALACAKRA: Ilmu Sosial dan Pendidikan ◽

10.31002/kalacakra.v2i2.4003 ◽

2021 ◽

Vol 2 (2) ◽

pp. 50

Author(s):

Ine Rahayu Purnamaningsih ◽

Azalia Zalfa Miranda

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Random Sampling ◽

Teaching And Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning System ◽

E Learning

AbstrakE-learning mampu memberikan kemudahan bagi siswa dalam mengakses dan mengambil informasi dengan cepat dan efektif. Oleh karena itu, lembaga pendidikan harus mampu mengantisipasi perkembangan tersebut dengan terus menerus mengupayakan suatu program yang sesuai dengan kebutuhan peserta didik. Maka dalam penerapannya perlu melakukan inovasi pendidikan, salah satu inovasi pendidikan dengan menerapkan e-learning (Elektronic Learning) merupakan cara baru dalam proses belajar mengajar yang menggunakan media elektronik, khususnya internet sebagai sistem pembelajarannya. Tujuan penelitian ini adalah untuk mengetahui penerapan e-learning yang dapat meningkatkan kempuan berpikir kritis siswa. Pengambilan sampel dengan teknik simple random sampling. Data penelitian berupa kemampuan berpikir kritis siswa diambil dengan teknik diskusi dan tes. Diskusi dinilai secara khusus berdasarkan keaktifan siswa dalam proses belajar dalam e-learning, sedangkan tes merupakan hasil dari pengguanaan e-learning siswa. Hasil tes diperoleh hasil 75% siswa memiliki kemampuan berpikir kritis dan 7,5% memiliki kemampuan sangat kritis. Simpulan penelitian ini yaitu bahwa penerapan e-learning dalam pembelajaran dapat meningkatkan berpikir kritis siswa secara efektif dan cepat.Kata Kunci: E-learning, Inovasi Pendidikan, Berpikir Kritis AbstractE-learning is able to make it easier for students to access and retrieve information quickly and effectively. Therefore, educational institutions must be able to anticipate these developments by continuously seeking a program that suits the needs of students. So in its application it is necessary to innovate education, one of the educational innovations by implementing e-learning (Electronic Learning) is a new way in the teaching and learning process that uses electronic media, especially the internet as a learning system. The purpose of this study was to determine the application of e-learning that can improve students' critical thinking skills. Sampling with simple random sampling technique. Research data in the form of students' critical thinking skills were taken with discussion and test techniques. The discussion is assessed specifically based on the activeness of students in the learning process in e-learning, while the test is the result of the students' use of e-learning. The test results showed that 75% of students had critical thinking skills and 7.5% had very critical abilities. The conclusion of this research is that the application of e-learning in learning can improve students' critical thinking effectively and quickly.Keywords: E-learning, Educational Innovation, Critical Thinking

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Analisis Kemampuan Berpikir Kritis Matematis: Dampak Model Pembelajaran Problem Based Instruction

Desimal Jurnal Matematika ◽

10.24042/djm.v2i2.4380 ◽

2019 ◽

Vol 2 (2) ◽

pp. 189-195

Author(s):

Suhita Suhita

Keyword(s):

Critical Thinking ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Test Results ◽

Research Subjects ◽

Based Instruction ◽

Academic Year ◽

Cluster Random Sampling

This study aims to improve students' critical thinking skills through the application of Problem Based Instruction learning models. This research is a quasi experiment. The research subjects in this study were students of class VIIIA SMP Negeri 24 Bandar Lampung Academic Year 2017/2018 with a total of 32 students with a cluster random sampling technique. The required data is obtained through observation, documentation and tests using description questions. The collected data was analyzed by quantitative analysis techniques. The instruments used to collect data are tests of critical thinking skills. Data from the test results and observation sheets were analyzed quantitatively. The results showed that students 'critical thinking skills in the control class were 14.23% and included in the low category, while in the experimental class students' critical thinking abilities reached 87.5% or included in the high category. So, it can be said that the Problem Based Instruction learning model can improve students 'critical thinking skills, where students' critical thinking abilities increase from each cycle. So that the Problem Based Instruction learning model can be applied in learning both in mathematics and in other lessons.

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