scholarly journals Implementasi Concept Mapping Bervisi SETS Untuk Memberdayakan Kemampuan Berpikir Kritis

2019 ◽  
Vol 7 (2) ◽  
pp. 82
Author(s):  
Ismiyatun Khasanah ◽  
M. Aji Fatkhurrohman ◽  
Mobinta Kusuma
Keyword(s):  
Critical Thinking ◽  
Concept Mapping ◽  
Concept Map ◽  
Test Group ◽  
Thinking Skills ◽  
Mapping Method ◽  
T Test ◽  
Critical Thinking Skills ◽  
Group Design ◽  
Post Test

<p>Penelitian ini bertujuan untuk mengetahui bahwa metode concept mapping bervisi SETS dapat meningkatkan kemampuan berpikir kritis peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dan jenis penelitian ini adalah penelitian eksperimen. Desain penelitian yang digunakan adalah pretest and postest group design. Peta konsep yang digunakan dalam bentuk fill in mapp sehingga peserta didik diminta untuk melengkapi peta konsep yang telah disediakan. Penelitian ini di analisis menggunakan uji t. Hasil yang diperoleh dari analisis data pretest dan postest menggunakan uji t bahwa terdapat perbedaan antara hasil pretest dan postest dengan nilai signifikansi 0,00 &lt; 0,05. Sehingga hipotesis pada penelitian dapat diketahui bahwa ditolak dan diterima.  ditolak karena hasil uji t menyatakan bahwa ada perbedaan hasil pada pretest dan postest dengan nilai postest lebih tinggi dari pada nilai pretest sehingga hipotesis yang dapat diterima  yaitu ada peningkatan hasil belajar dan berpikir kritis peserta didik melalui metode concept mapping bervisi SETS.</p><p> </p><p>This study aims to determine that the SETS vision concept mapping method can improve students' critical thinking skills. This study uses a quantitative approach and this type of research is experimental research. The research design used was the pretest and post-test group design. The concept map used in the fill-in app form so that students are asked to complete the concept map that has been provided. This study was analyzed using t-test. The results obtained from the pretest and post-test data analysis used the t-test that there were differences between the results of the pretest and post-test with a significance value of 0.00 &lt;0.05. So that the hypothesis in the study can be seen that rejected and accepted. rejected because the results of the t-test state that there are differences in the results at the pretest and post-test with the post-test value higher than the pretest value so that the accepted hypothesis is that there is an increase in students' learning and critical thinking through SETS vision concept mapping method.</p>

scholarly journals PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW

2015 ◽  
Vol 2 (1) ◽  
pp. 63 ◽  
Author(s):  
Miftakhus Sholikhah ◽  
Hartono Hartono
Keyword(s):  
Critical Thinking ◽  
Math Achievement ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Achievement ◽  
Group Design ◽  
Multiple Group ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika. Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis   THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW Abstract This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics dispositions

scholarly journals The Effectiveness of Problem Based Learning (PBL) Based Socioscientific Issue (SSI) to Improve Critical Thinking Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Muflichatu Nur Fita ◽  
Budi Jatmiko ◽  
Elok Sudibyo
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Innovative Solution

The purpose of this research was to see how effective the Problem Based Learning (PBL) based Socioscientific Issues (SSI) is at improving critical thinking skills. The sample used was grade seven in SMPN 4 Lamongan with 2 classes and each class contains 15 students. The design of the learning materials trial used  One-Group pre-test post-test design. Tests of critical thinking skills and student answer sheets were used to collect data. Techniques of data analysis used N-gain, paired t-test, and independent t-test. The result of this research is as follows: The effectiveness in terms of the critical thinking skills test the category increase is high, there is a significant difference between the test before and after learning with PBL based SSI and there is no difference N-gain in the two group classes and students' responses are classified as very good. Based on data analysis, it can be concluded that PBL with SSI is effective to improve critical thinking skills. The implications of this study are PBL-based SSI has the potential to be an innovative solution and alternative for improving critical thinking skills.

scholarly journals Analisis keterampilan berpikir kritis dan self efficacy peserta didik: Dampak PjBL-STEM pada materi ekosistem

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Tirka Rizal Allanta ◽  
Laila Puspita
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Tenth Grade ◽  
Post Test ◽  
Cluster Random Sampling

Tujuan penelitian ini untuk mengetahui dampak PjBL dengan pendekatan STEM terhadap keterampilan berpikir kritis dan self efficacy peserta didik. Penelitian ini termasuk dalam jenis quasi experiment dengan Nonequivalent Control Group Design, melibatkan dua subjek penelitian yaitu experiment class and control class. Populasi penelitian ini adalah peserta didik kelas X IPA SMA Gajah Mada Bandar Lampung. Sampel yang digunakan sebanyak 2 kelas, pengambilan sampel adalah cluster random sampling, pengumpulan data menggunakan test esai berpikir kritis dan angket skala likert. Analisis data penelitian menggunakan uji Anova. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest dan postest kelas eksperiment sebesar 64,96 menjadi 84,24. Model PjBL pendekatan STEM meningkatkan kemampuan berpikir kritis dan self efficacy peserta didik yang ditandai adanya peningkatan skor rata-rata pre test dan pos testt pada tiap indikator yaitu 60,86 menjadi 81,22. Peningkatan pre test dan post test dengan N-gain sebesar 0,55 atau 31%. Nilai rata-rata angket Self Efficacy kelas eksperimen sebesar 135,04 atau 93% dangan kategori sangat tinggi. Maka disimpulkan bahwa terdapat pengaruh model PjBL – STEM terhadap peningkatan keterampilan berpikir kritis dan self efficacy peserta didik kelas X pada materi ekosistem. An analysis of students' critical thinking skills and self-efficacy: The influence of PjBL-STEM on ecosystem learning materials Abstract: This research aimed to determine the influence of the PjBL model with the STEM approach on students' critical thinking skills and self-efficacy. This research is a quasi-experimental research with a nonequivalent control group design. This research also involved two research subjects, namely the experimental class and the control class. The population of this research was the tenth-grade students of SMA Gajah Mada Bandar Lampung. The samples were determined using the cluster random sampling technique. In collecting the data, the researchers employed a critical thinking test and a Likert scale questionnaire. The research data were analyzed using the ANOVA test. The results showed that the experimental class’s average score on the pretest experienced an improvement, from  64.96 to 84.24. The PjBL model with the STEM approach improved students' critical thinking skills and self-efficacy. The improvement was marked by the average pre-test and post-test scores improvement for each indicator, from 60.86 to 81.22. The improvement of pretest and posttest scores determined by the N-gain test was 0.55 or 31%. Furthermore, the average self-efficacy score obtained by the experimental class was 135.04, or 93% within the excellent category. Therefore, it can be concluded that the PjBL model with the STEM approach influenced the tenth-grade students' critical thinking skills and self-efficacy on ecosystem learning materials.

scholarly journals Perbedaan Model Problem Based Learning dan Konvensional terhadap Keterampilan Berpikir Kritis Siswa

2019 ◽  
Vol 4 (8) ◽  
pp. 1125
Author(s):  
Devi Tri Lukitasari ◽  
Sudarmiatin Sudarmiatin ◽  
Muhammad Zainuddin
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Skills Acquisition ◽  
School Students ◽  
Control Group Design ◽  
Group Design

<p class="Abstrak"><strong>Abstract:</strong> This study aims to determine the differences in the ability to think critic of elementary school students by applying the model of Problem Based Learning (PBL) and Conventional. This type of research that is a quasi-experimental design Nonequivalent Control Group Design. Number of respondents 72 students, 36 students in grade control (conventional) and the experimental class of 36 students (PBL). Instruments used the descriptions written tests. Based on research results using the Independent Sample T-Test results obtained 0.000 &lt;0.05. This means that there are difference significant between critical thinking skills in the classroom with the conventional model and PBL. These results are supported by the acquisition of the average yield of critical thinking skills acquisition experimental class with a mean = 14.2, while the control class to get mean = 12.4. So it could be concluded that there were significant differences of critical thinking skills class with PBL and conventional models.</p><strong>Abstrak:</strong> Penelitian ini bertujuan guna mengetahui perbedaan kemampuan berpikir ktitis siswa SD dengan menerapakan model <em>Problem Baased Learning</em> (<em>PBL</em>) dan <em>Konvensional</em>. Jenis penelitian ini yakni kuasi eksperimen berdesain <em>Nonequivalent Control Group Design. </em>Jumlah responden 72 siswa, 36 siswa kelas kontrol (dengan konvensional) dan 36 siswa kelas eksperimen (dengan PBL). Instrumen yang dipakai yakni tes tulis uraian. Berdasarkan hasil penelitian menggunakan <em>Independent Sample T-Test </em>diperoleh hasil 0,000 &lt; 0,05. Hal tersebut berarti ada perbedaan yang significan antara kemampuan berpikir kritis pada kelas dengan model konvensional dan PBL. Hasil tersebut didukung dengan perolehan hasil rata-rata keterampilan berpikir kritis kelas eksperimen dengan perolehan rerata = 14,2 sedangkan kelas kontrol mendapatkan rerata = 12,4. Sehingga bisa disimpulkan ada perbedaan signifikan keterampilan berpikir kritis kelas dengan model PBL dan konvensional.

scholarly journals Perbedaan Keterampilan Berpikir Kritis Siswa Melalui Penerapan Media Pembelajaran Laboratorium Virtual Pada Konsep Sistem Pernapasan Manusia Di SMA Negeri Unggul Sigli

2013 ◽  
Vol 1 (2) ◽  
pp. 124
Author(s):  
Teuku Musreza Fonna ◽  
Adlim Adlim ◽  
Muhammad Ali S
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Virtual Laboratory ◽  
Breathing System ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference

Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berpikir kritis siswa melalui pembelajaran konvensional dan penggunaan media laboratorium laboratorium virtual pada konsep sistem pernapasan manusia. Metode yang digunakan adalah metode eksperimen dengan rancangan pretest-postest control group design. Sampel penelitian adalah siswa kelas XI semester dua berjumlah 50 orang siswa SMA yaitu 25 orang kelas XI.A dan 25 orang kelas XI.B di SMA Negeri Unggul Sigli Kabupaten Pidie. Pembelajaran di kelas eksperimen dilakukan dengan menggunakan media (software) virtual lab, sedangkan kelas kontrol diterapkan pembelajaran konvensional dan masing-masing kelas digunakan model Pembelajaran Langsung. Efektifitas penerapan Laboratorium virtual terhadap keterampilan berpikir kritis dianalisis dengan menggunakan tes berupa uraian yang dilakukan dengan uji-t (Independent Samples t-Test). Hasil penelitian menunjukkan bahwa thit. 5,507 > ttab. 2,011. Dengan demikian, terdapat perbedaan yang signifikan penerapan pembelajaran dengan menggunakan media laboratorium virtual terhadap keterampilan berpikir kritis siswa pada konsep sistem pernapasan manusia. Kata Kunci: Keterampilan Berpikir Kritis, Laboratorium Virtual, dan Sistem Pernapasan Manusia This research aims to determine the differences in critical thinking skills of students who taking conventional learning and virtual labs on the concept of the human breathing system. The method used is an experimental method by design pretest-posttest control group design. The research population is high school students at class XI in the second semester of school time. Two classes with 25 students each were chosen purposively for experiment and control class. The experimental classed was taught by using learning media of virtual laboratory software, while the control class was taught with conventional learning and both classes were applied the Direct Instruction Model. Pretest and posttest on critical thinking skills and cognitive learning outcomes of the students in both classes were compared and analyzed by using a test; essay and multiple-choice performed with t-test (Independent Samples t-Test). The results showed that there was significant improvement of critical thinking skills (tcount 5, 507 > ttable 2,011) students that learned through media of virtual laboratory software. Thus, there is a significant difference in the application of virtual laboratory software on students' critical thinking skills on the concept of the human breathing system. Keywords: Critical Thinking Skills, Virtual Laboratory, and The Human Breathing System

scholarly journals Pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Keterampilan Berpikir Kritis Siswa SD

2018 ◽  
Vol 3 (2) ◽  
pp. 127-134 ◽  
Author(s):  
Arrum Meirisa ◽  
Ronal Rifandi ◽  
Masniladevi Masniladevi
Keyword(s):  
Critical Thinking ◽  
Control Design ◽  
Thinking Skills ◽  
Positive Influence ◽  
T Test ◽  
Critical Thinking Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh pendekatan PMRI terhadap kemampuan berpikir kritis siswa dan bagaimana proses belajar menggunakan pendekatan PMRI terhadap kemampuan berpikir kritis siswa di kelas V SD Negeri 44 Kalumbuk Kota Padang. Jenis penelitian ini adalah Eksperimen. Desain yang digunakan adalah Quasi Experimental dan rancangannya Posttest Only Control Design. Subjek penelitian ini adalah siswa kelas V SD Negeri 44 Kalumbuk Kota Padang, yang terdiri dari dua kelas yaitu kelas VA sebagai kelas kontrol dan kelas VB sebagai kelas eksperimen. Data yang diperoleh dengan tes akhir dianalisis dengan menggunakan uji- t. Hasil penelitian dengan menggunakan uji normalitas dan homogenitas terhadap kedua data berdistribusi normal dan homogen. Selanjutnya dilakukan uji hipotesis dengan uji-t menunjukkan thitung= 3,04 dan ttabel= 1,673 dengan df= 55 dan taraf signifikan 5%. Berdasarkan pengujian thitung > ttabel maka H0 ditolak dan H1 diterima dengan kesimpulan penggunaan PMRI memberikan pengaruh terhadap keterampilan berpikir kritis siswa di kelas V SD Negeri 44 Kalumbuk Kota Padang tahun ajaran 2017/2018. Kata kunci: PMRI; berpikir kritis This study aimed to determine whether there is an influence of the PMRI approach on students’ critical thinking skills and how the learning process using PMRI approach in grade V of SDN 44 Kalumbuk Padang is. This study was a quasi-experimental research with Post-test Only Control Design. The subject in this study were students of VA and VB of SDN 44 Kalumbuk Padang in the academic year of 2017/2018. The data collected through post-test was analyzed with t-test. The t-test result shows that tcount = 3,04 and ttable= 1,673 with df= 55 and alpha 5 %. Based on the result, it is concluded that the PMRI approach gives a positive influence to the students’ critical thinking skills in grade V of SDN 44 Kalumbuk padang in academic year 2017/2018. Keywords: PMRI; critical thinking

scholarly journals The Correlation of Guided Inquiry Model with SETS Approach on Students' Critical Thinking Skills

EDUSAINS ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 341-348
Author(s):  
R. Melisa Nelvita Sari ◽  
Siti Suryaningsih ◽  
Luki Yunita
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Quasi Experiment

KORELASI MODEL INKUIRI TERBIMBING BERPENDEKATAN SETS TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA AbstractCritical thinking skills in chemistry subject is still low. Teacher-centered learning is one of the causes of low critical thinking skills. The objective of this study was to investigate the correlation of guided inquiry learning model with the Science, Environment, Technology and Society (SETS) approach on students’ critical thinking skills at chemical equilibrium material. The research method was Quasi Experiment with Nonequivalent Control Group Design, and the samples were taken using purposive sampling. The samples consisted of 36 students in the control and the experimental classes. The research instrument consisted of 12-item essay test which represented 11 indicators of critical thinking skill. Data analysis was performed using the Independent Sample T-test through SPSS 22 version. The results of hypothesis testing showed a correlation of the use of guided inquiry model with SETS approach on students' critical thinking skills in the experimental class with sig values <0.05. The percentage result of the posttest data showed an increase in critical thinking skills of students in the experimental class. The conclusion of this study is that the use of guided inquiry model with SETS approach can improve students' critical thinking skills. The highest critical thinking skills indicator in the experimental class is inducing and judging inductions, while the lowest indicator is observing and judging observation reports.AbstrakKeterampilan berpikir kritis pada mata pelajaran kimia masih rendah. Pembelajaran yang berpusat pada  guru adalah salah satu penyebab rendahnya keterampilan berpikir kritis. Tujuan penelitian untuk mengetahui korelasi model pembelajaran inkuiri terbimbing berpendekatan Science, Environment, Technology, dan Society (SETS) terhadap keterampilan berpikir kritis siswa pada materi kesetimbangan kimia. Metode penelitian adalah Quasi Experiment dengan desain Nonequivalent Control Group Design, dan teknik yaitu purposive sampling. Sampel penelitian sebanyak masing-masing 36 orang pada kelas kontrol dan eksperimen. Instrumen penelitian berupa tes esai sebanyak 12 butir soal yang mewakili 11 indikator keterampilan berpikir kritis. Analisis data menggunakan Independent Sample T-test melalui SPSS versi 22. Hasil uji hipotesis menunjukkan adanya korelasi penggunaan model inkuiri terbimbing berpendekatan SETS terhadap keterampilan berpikir kritis siswa kelas eksperimen dengan nilai sig. < 0,05. Hasil persentase data posttest menunjukkan adanya peningkatan keterampilan berpikir kritis siswa pada kelas eksperimen. Kesimpulan dari penelitian ini bahwa penggunaan model inkuiri terbimbing berpendekatan SETS mampu meningkatkan keterampilan berpikir kritis siswa. Indikator keterampilan berpikir kritis tertinggi di kelas eksperimen adalah membuat induksi dan mempertimbangkan hasil induksi dan indikator terendah adalah mengobservasi dan mempertimbangkan hasil observasi.  

scholarly journals Penerapan Model Pembelajaran Problem Based Learning Dan Inkuiri Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Konsep Dampak Pencemaran Lingkungan Terhadap Kesehatan

2017 ◽  
Vol 2 (2) ◽  
pp. 132
Author(s):  
Evi Apriana ◽  
Anwar Anwar
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Post Test ◽  
The Impact

Penelitian ini bertujuan untuk mengetahui peningkatkan kemampuan berpikir kritis mahasiswa melalui penerapan model pembelajaran Problem Based Learning (PBL) dan Inkuiri pada konsep dampak pencemaran lingkungan terhadap kesehatan, menggunakan metode eksperimen dengan rancangan Statistic group pretes-postes design. Populasi dalam penelitian ini adalah mahasiswa Fakultas Kesehatan Masyarakat Universitas Muhamadiyah Aceh. Kelas pertama dibelajarkan dengan model pembelajaran PBL dan kelas kedua dibelajarkan dengan model pembelajaran Inkuiri. Analisis data tentang model pembelajaran PBL dan Inkuiri terhadap peningkatan kemampuan berpikir kritis mahasiswa. Data penelitian diuji dengan t-test, menggunakan program statistik software komputer. Hasil penelitian menunjukkan nilai kemampuan berpikir kritis pada model pembelajaran PBL dan Inkuiri dengan t-hitung > t-tabel (3,20 > 2,00), dengan nilai postest mean PBL = 72,25 dan mean Inkuiri = 81,00. Maka dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis mahasiswa pada model PBL dan Inkuiri. Kata Kunci: Model Pembelajaran Problem Based Learning, Inkuiri, Kemampuan Berpikir Kritis, dan Pencemaran Lingkungan This study aims to determine the improvement of students' critical thinking skills through the application of the Problem Based Learning (PBL) and Inquiry on the concept of the impact of environmental pollution on health, using experimental methods to design pretest-posttest Statistic group design. The population in this study were students of the Faculty of Public Health, University of Muhammadiyah in Aceh. First class learned with PBL learning model and the second class learned with inquiry learning model. Analysis of data on PBL and inquiry learning model to increase students' critical thinking skills. Data were tested by t-test, using a statistical software program computer. The results show the value of critical thinking skills in the PBL and inquiry learning model with t count> t-table (3.20> 2.00), with a mean post-test score and the mean PBL = 72.25 and mean Inquiry = 81.00. It can be concluded that there is an increase in students' critical thinking skills and inquiry PBL model. Keyword: Learning Model of Problem Based Learning, Inquiry, Critical Thinking Skills, and Environmental Pollution

scholarly journals Keefektifan Model Discovery Learning dengan Brainstorming terhadap Kemampuan Berpikir Kritis Peserta Didik

2019 ◽  
Vol 4 (5) ◽  
pp. 593
Author(s):  
Nurhasanah Nurhasanah ◽  
Djukri Djukri
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This reseach was aimed to determine the effectiveness of the Discovery Learning model with Brainstorming on students' critical thinking skills. This research is a quasi-experiment with a non-equivalent pretest-posttest control group design. Data analysis used t-test and continued with an analysis of the N-gain value. The results showed that there was a significant difference between the experiment class and the control class with a significance value of 0,001 ≤ 0,05. N-gain values in the experiment class and control class were 0.53 and 0.30, this means that the improvement of students' critical thinking skills in the experimental class is better than the control class.</p><p><strong>Abstrak:</strong><strong> </strong>Penelitian ini bertujuan untuk mengetahui keefektifan model <em>Discovery Learning</em> dengan <em>Brainstorming</em> terhadap kemampuan berpikir kritis peserta didik. Penelitian ini adalah penelitian <em>quasi-eksperimen</em> dengan desain <em>non-equivalent pretest-posttest control group design</em>. Analisis data menggunakan uji <em>independent t-test</em> dan dilanjutkan dengan analisis nilai <em>N-gain</em>. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol yaitu dengan nilai signifikansi 0,001 ≤ 0,05. Nilai <em>N-gain</em> pada kelas eksperimen dan kelas kontrol masing-masing 0,53 dan 0,30, ini berarti peningkatan kemampuan berpikir kritis peserta didik pada kelas eksperimen lebih baik dibandingkan dengan kelas kontrol.</p></td></tr></tbody></table></div>

scholarly journals STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) APPROACHES USING THEMATIC LEARNING MEDIA TO DEVELOP CRITICAL THINKING

2021 ◽  
Vol 13 (1) ◽  
pp. 20
Author(s):  
Azka Falaih Rizqiyana
Keyword(s):  
Critical Thinking ◽  
Elementary School Students ◽  
Test Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Post Test ◽  
And Mathematics ◽  
Thematic Learning

Current learning emphasizes the integration of science and technology to face the challenges of the 21st century. Elementary school students experience difficulties in developing critical thinking skills due to the limitations of thematic learning media and appropriate learning approaches. Teachers must support the learning process following the changing times, namely integrating Science, Technology, Engineering, and Mathematics (STEM) into fun learning. The purpose of this study was to determine the effectiveness of the approach stem using thematic learning media in developing the critical thinking skills of elementary school students. This research is a quantitative research using a quasi-experimental method with one-group-pre-test-post-test, which is to see the difference between the pre-test and post-test with 1 class without a control class. Furthermore, the data obtained in this study were in the form of students 'answers to data collection instruments that measured students' critical thinking skills before and after treatment with the approach STEM using thematic learning media. Based on the results of data analysis and discussion, it is concluded that the criteria for improving students' critical thinking skills are in the moderate category, there is a difference in the mean critical thinking skills between the pre-test group, namely before and the post-test group, namely after learning with the approach STEM using thematic learning media and the post-test group, that is, after learning with the approach STEM using thematic learning media has average critical thinking skills better than the pre-test group, namely before learning with the approach STEM using thematic learning media.Keywords: STEM, Learning Media, Thematic, Critical Thinking

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