scholarly journals Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 11 (1) ◽  
pp. 11-22
Author(s):  
Elisabeth Irma Novianti Davidi ◽  
Eliterius Sennen ◽  
Kanisius Supardi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Education Reform ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Significant Difference

Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in improving the critical thinking skills of elementary school students in Wae Ri'i District. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were elementary school students in five (5) elementary schools in Wae Ri'i District. The results shows the sig (2-tailed) value of Equal variances is assumed to be 0.000 <0, 05. Therefore, Ho is rejected and Ha is accepted, which means that there is a significant difference in critical thinking skills after students used the STEM-PBL approach, compared to innovative K13 approach. The average scores of the control class critical thinking skills for the pre-test and post-test were 38 and 79.5. The fixed coefficient is 0.676 and is significant at 0.000. This means that the correlation is positive. Therefore, learning with STEM approach is proven to be effective in improving the critical thinking skills of elementary school students in Wae Ri'i sub-district.

scholarly journals Improving Elementary School Students’ Critical Thinking Skill in Science through HOTS-based Science Questions: A Quasi-Experimental Study

2021 ◽  
Vol 10 (3) ◽  
pp. 378-386
Author(s):  
Y. Sidiq ◽  
N. Ishartono ◽  
A. Desstya ◽  
H. J. Prayitno ◽  
S. Anif ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Quasi Experimental

There have been many efforts to improve elementary school students’ critical thinking skills in science through various learning methods. However, only a few research results show efforts to improve critical thinking skills through HOTS-based science questions for elementary school students. Therefore, the purpose of this study is to test the effectiveness of student habituation with HOTS-based science questions in improving elementary school students’ critical thinking skills in science. Quasi-experimental methods were employed in this research with a nonequivalent control group design involving a treatment class and a control class. The treatment class gets treatment in HOTS-based science questions habituation during the learning process, while the control class in conventional approaches. A total of 60 students is from one of the elementary schools in Surakarta, Indonesia. To take data related to students’ critical thinking skills, they were given pretest and posttest where each test used HOTS-based science questions in an essay. The obtained data from the tests were then analyzed using descriptive and inferential statistical techniques. This study showed that the average of critical thinking skills in science of students in the experimental class was higher than the control class, with a positive mean difference of 0.4226. Based on these results, it is recommended that the results of this study can provide an overview to educational practitioners at the elementary school level and researchers in the field of science education related to efforts to improve elementary school students’ critical thinking skills in science through the habituation of HOTS-based science questions.

scholarly journals EFFECTIVENESS OF THE PBL MODEL WITH THE TPS REVIEWED FROM CRITICAL THINKING ABILITY OF GRADE 5 STUDENTS IN MATHEMATICS TEACHING

2019 ◽  
Vol 7 (2) ◽  
pp. 157
Author(s):  
Elza Pristy Latifah ◽  
Wahyudi Wahyudi ◽  
Yohana Setiawan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Control Group Design ◽  
Average Value

The purpose of this study was to examine the differences in effectiveness of PBL learning models with TPS in terms of the critical thinking skills of elementary school students in mathematics. This research is a quasi-experimental study. In this study, the Non-equivalent Control Group Design design is used to investigate the effects of the two variables used. In this study 19 students at Bacem Elementary School and 19 students at Waru Elementary School, Jepon District, Blora Regency. The two groups were given different treatments, namely the PBL learning model was treated in the experimental group at Bacem SDN, and the TPS model was treated in the control group at Waru Elementary School. Based on the results of the study, H_oditotak and H_a were accepted. The analysis in this study used the Ngain test to determine the increase in the average value of the results of the pretest and posttest. This is based on the results of the NGain analysis showing an increase in value after being given PBL treatment of 0.64, while the increase in value after being given TPS treatment was 0.53. Based on all analysis results, it can be concluded that there are significant differences in effectiveness in this study. Evidently the application of PBL learning models has a higher level of effectiveness when compared to the TPS learning model of the critical thinking skills of fifth grade students in mathematics

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