scholarly journals PENGARUH METODE DISCOVERY-INQUIRY TERHADAP PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN TOPIK KELARUTAN

2020 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Fina Khaerunnisa Frima
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Industrial Revolution ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Method ◽  
Research Subjects ◽  
Thinking Skill ◽  
Critical Thinking Skill

The era of industrial revolution 4.0 contributes major challenges in 21st century of education in obtaining qualified students. Education process lead to the development of student skills and attitudes in addition to the knowledge learning process. Critical thinking skills (KBKr) is one of the 21st century learning skills that students should have and needs to be practiced during learning process in school. One of the learning method to practice KBKr is discovery-inquiry learning method. The purpose of this study is obtain the affect of discovery-inquiry learning method on student’s critical thinking skill achievement in topic of solubility. Method of research is pre-experimental and one-shot case study as the design of method research. Subjects were 41 students at one of the senior high school in Bandung. Instruments of this research are six questions of written test and interview guidelines. Highest achievement at the whole sub indicators is the high ability student’s group. Overall, the student’s critical thinking skill achievement on factors affecting solubility’s learning with discovery-inquiry is good.

scholarly journals Penerapan Model Pembelajaran Problem Posing Menggunakan LKS Berbasis Scientific Aproach Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 190
Author(s):  
Suriasa Suriasa
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Problem Posing ◽  
Research Subjects ◽  
Learning Problem ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Scientific Approach

Keterampilan berpikir kritis siswa belum menjadi perhatian, padahal keterampilan berpikir kritis merupakan salah satu keterampilan berpikir tingkat tinggi yang sangat penting diajarkan kepada siswa. Penelitian ini bertujuan untuk mendeskripsikan efektifitas penerapan model pembelajaran problem posing menggunakan LKS berbasis scientific approach. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK).  Subjek penelitiannya ialah 34 siswa kelas 7C SMPN 24 Banjarmasin. Instrumen yang digunakan dalam penelitian ini adalah LKS brbasis scientific approach. Berdasarkan hasil analisa data diperoleh keterampilan berpikir kritis siswa pada siklus I keterampilan menanya sebesar 67,88%, pada siklus II keterampilan menanya sebesar 84,71%, dan pada siklus III keterampilan menanya sebesar 92,26%, sedangkan keterampilan mengamati, mencoba, menganalisis, mengkomunikasikan dan menyimpulkan pada ketiga siklus sebesar mencapai nilai diatas 85%. Hal ini menunjukkan peningkatan keterampilan berpikir kritis siswa dari siklus I ke siklus II baik, dan siklus III amat baik. Hasil belajar siswa materi konsep zat yang berorientasi keterampilan berpikir kritis siswa mencapai ketuntasan secara klasikal pada siklus I sebesar 78,13%, pada siklus II sebesar 88,24%, dan pada siklus III sebesar 91,18%. Respon siswa terhadap pembelajaran sangat baik. Oleh karena itu diperoleh simpulan bahwa penerapan model pembelajaran problem posing menggunakan LKS berbasis scientific aproach efektif meningkatkan keterampilan berpikir kritis siswa kelas 7C SMPN 24 Banjarmasin pada materi konsep zat.Critical thinking skills of students have not been a concern, whereas critical thinking skills are one of the most important high-level thinking skills taught to students. This study aims to describe the effectiveness of applying learning problem-posing model using worksheet based on scientific approach. This research uses classroom action research method. The research subjects are 34 students of grade 7C SMPN 24 Banjarmasin. The instrument used in this research is a scientific approach bracket worksheet. Based on the result of data analysis, the students' critical thinking skill in the first cycle of questioning skills equal to 67,88% score, on the second cycle, the questioning skill equal to 84,71%, and on the third cycle of questioning skill equal to 92,26% , while observation skill, try, analyze, communicate and conclude on all three cycles achieving a value above 85%. This shows the improvement of students' critical thinking skills from cycle I to cycle II good, and cycle III is very good. Student learning result of concept material that oriented critical thinking skill of students reach mastery classically in cycle I equal to 78,13%, in cycle II equal to 88,24%, and at cycle III equal to 91,18%. Student response to learning is very good. Therefore it is concluded that the application of learning problem-posing model using a scientific-based worksheet approach effectively improves critical thinking skills of 7C students SMPN 24 Banjarmasin on the material concept of substance.

scholarly journals Development of Learning Device Based on 21st Century Skill with Implementation of Problem Based Learning to Increase Critical Thinking Skill of Students on Polyhedron for Grade 8th Junior High School

2020 ◽  
Vol 4 (2) ◽  
pp. 273 ◽  
Author(s):  
Melva Yola Afdareza ◽  
Putri Yuanita ◽  
Maimunah Maimunah
Keyword(s):  
High School ◽  
Critical Thinking ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
21St Century Skill

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of  problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

scholarly journals The Influence of Reciprocal Teaching Towards the Critical Thinking Skill Improvement of Blind Students

2020 ◽  
Vol 7 (2) ◽  
pp. 255-265
Author(s):  
Novi Indriastuti ◽  
Sugini Sugini ◽  
Mohammad Anwar
Keyword(s):  
Critical Thinking ◽  
Visually Impaired ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Reciprocal Teaching ◽  
Rank Test ◽  
Research Subjects ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significance Level

This study aims to determine the influence of reciprocal teaching application in improving the critical thinking skill of visually impaired student in SLB-A YKAB Surakarta on the academic of year 2019/2020. This study is classified as pre-experimental research with the form of one group pretest-posttest design. The Subjects in this study were seven students from 5th-9th grades in SLB-A YKAB Surakarta. The seven students became the research subjects after being selected using purposive sampling technique. Some subject criteria set in this study include: visually impaired student who have reached formal operational stage according to Piaget’s theory, were able to read, write, listen, and speak fluently, and have problems in developing critical thinking skills. Data collection in this study was done through observation and oral test. The instrument used in this study was validated by measurement expert, psychologist, and linguist and was tested to visually impaired students in SMP MIS Surakarta. The results of expert validation and instrument trials indicate that this instrument was valid with a validity coefficient of 0.92-1 and reliable with a reliability coefficient of 0.975. Then the instrument was used to measure the critical thinking skill of research subject before and after being given treatment through the application of reciprocal teaching. The pretest and posttest data were analyzed using non-parametric statistic with Wilcoxon Sign Rank Test type at the significance level of 0.05. According to the data analysis using SPSS 25, the Asymp. Sig (2-tailed) value was obtained of 0.017. That value was smaller than 0.05, so that H0 was rejected and Ha was accepted. Thus, the application of reciprocal teaching has a significant effect towards the critical thinking skill of visually impaired student in SLB-A YKAB Surakarta on the academic of year 2019/2020.

scholarly journals CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN

2017 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Ratna Hidayah ◽  
Moh. Salimi ◽  
Tri Saptuti Susiani
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Important Indicator ◽  
Self Reflection ◽  
The World ◽  
World Development

The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills are beneficial in improving the analysis skill, creativity, ability to make use of ideas or information, and looking for information skill as well as self-reflection. Learning can do the development of learners’ critical thinking skills. An important indicator in the critical thinking skills is interpreting which about an ability dealing with studying or analyzing, identifying the relevant or irrelevant sources, identifying and evaluating the assumptions, implementing various strategies to make the appropriate decisions, summarizing and regulating themselves.

scholarly journals PENERAPAN STRATEGI METAKOGNITIF PADA MATA KULIAH KAJIAN MATEMATIKA SD UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA PGSD

2020 ◽  
Vol 1 (2) ◽  
pp. 89
Author(s):  
Choirul Annisa
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Metacognitive Strategy ◽  
Test Results ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Writing Test

During the learning process of Kajian Matematika SD, there are only 10-15% of students who ask questions or give opinions. Students will express his opinion only when teacher raised questions. Writing test results also show that students are still cann’t collecting the necessary information, give reasons and solve the problem. This indicates that the critical thinking skill of students still needs to be improved. Metacognition is awareness in using strategies in the learning process so they can actively learning, critical thinking, able to solve problems and make decisions. Metacognitive strategy that consist of planning, monitoring and evaluating can be used to develop the skill of metacognitive. This research belongs to the classroom action research. The results of this research obtained that the implementation of metacognitive strategies is able to improve students's critical thinking skills.

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS IV SD PADA SUBTEMA KEINDAHAN ALAM NEGERIKU

2019 ◽  
Vol 5 (2) ◽  
pp. 1019
Author(s):  
Ari Wariyanti
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design

ABSTRACTThis research aims to know the effect of inquiry learning model toward critical thinking skill and learning result of fourth grade student of Elementary School. The type of research is experiment research with form of research is pretest-posttest control group design. The research data was obtained as follows:  the ttest score (13,539) > ttable (1,686) and mean score in experiment class is 91,2500 higher than the critical thinking skills of students in the control class 57,7083. So, there are effect of inquiry learning model toward student’s critical thinking skill. As for the second hypothesis testing was shown with ttest score (4,459) > ttable (1,686) with mean score in experiment class is 87,5000 higher than student’s learning results in control class 75,7500. So, there are effect of inquiry learning model to student’s learning result. Based on the discussion of research results, it can be concluded that inquiry learning model has an effect to student’s critical thinking skills and student’s learning result in significant. Keywords: Inquiry Learning Model, Critical Thinking Skills, Learning Result. ABSTRAK                                                                                          Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis dan hasil belajar siswa kelas IV SD.  Jenis penelitian yang dilakukan adalah penelitian eksperimen dengan desain penelitian pretest-posttest control group design. Data hasil penelitian yang diperoleh sebagai berikut: nilai thitung (13,539) > ttabel (1,686) dan nilai mean pada kelas eksperimen sebesar 91,2500 lebih tinggi dibandingkan dengan kemampuan berpikir kritis  siswa pada kelas kontrol yaitu sebesar 57,7083. Jadi, ada pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis siswa. Sedangkan untuk pengujian hipotesis kedua menunjukkan nilai thitung (4,459) > ttabel (1,686) dengan nilai mean pada kelas eksperimen sebesar 87,5000 lebih tinggi dibandingkan dengan hasil belajar siswa pada kelas kontrol yaitu 75,7500. Jadi, ada pengaruh model pembelajaran inkuiri terhadap hasil belajar siswa. Berdasarkan diskusi hasil penelitian, dapat disimpulkan bahwa model pembelajaran inkuiri berpengaruh terhadap kemampuan berpikir kritis siswa dan hasil belajar siswa secara signifikan. Kata-kata Kunci: model pembelajaran inkuiri, kemampuan berpikir kritis, hasil belajar.

scholarly journals PENERAPAN PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI PADA PELAJARAN KIMIA DI UPH COLLEGE [THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING TO INCREASE CRITICAL THINKING OF GRADE 11 STUDENTS STUDYING CHEMISTRY AT UPH COLLEGE]

2018 ◽  
Vol 14 (2) ◽  
pp. 209
Author(s):  
Year Rezeki Patricia Tantu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Learning Method ◽  
Research Subjects ◽  
Contextual Teaching ◽  
Grade 11

<p>Chemistry in secondary education aims to equip students with higher order thinking skills. In a grade 11 chemistry class at UPH College, students were less active in asking and answering questions. The result of their cognitive learning in class was actually quite good, but they did not connect the concepts and context of chemistry to real-world situations. Students memorized almost all of the concepts that they needed to complete the exercises and take tests. Students were not using thinking skills because the learning process tended to use a  conventional teacher-centered approach. The aim of this research is to implement the Contextual Teaching and Learning method as a solution to increase critical thinking of grade 11 students in chemistry. This study uses Class Action Research (CAR) with 24 grade 11 students at UPH College as research subjects. Data were collected through observation, interviews, reflection, and student worksheet which is then analyzed descriptively qualitative. The results showed that there is increased critical thinking through Contextual Teaching and Learning. It was concluded that (1) the Contextual Teaching and Learning process should include constructivist, inquiry, questioning, learning communities, modeling, reflection, and authentic assessment in each cycle run, (2) the Contextual Teaching and Learning method can increase critical thinking of grade 11 students in chemistry.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Pembelajaran Kimia pada pendidikan menengah atas bertujuan untuk memperlengkapi siswa dengan kemampuan berpikir yang lebih tinggi. Saat pembelajaran Kimia di UPH College berlangsung, sebagian besar siswa kelas XI masih kurang aktif dalam proses tanya jawab. Hasil rata-rata belajar kognitif siswa dalam kelas ini tergolong baik, namun siswa kurang mengaitkan konsep kimia dengan konteks kehidupan sehari-hari. Hampir semua konsep dihafal dan digunakan untuk mengerjakan soal latihan dan soal tes. Siswa belum terbiasa melatih kemampuan berpikir mereka karena pembelajaran cenderung menggunakan pendekatan konvensional yang berpusat pada guru. Penelitian ini bertujuan menerapkan pembelajaran kontekstual untuk meningkatkan kemampuan berpikir kritis siswa kelas XI pada pelajaran Kimia. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan subjek penelitian berjumlah 24 siswa kelas XI di UPH College. Data dikumpulkan melalui observasi, wawancara, jurnal refleksi, dan lembar kerja siswa yang kemudian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan berpikir kritis melalui pembelajaran kontekstual. Disimpulkan bahwa: (1) proses pembelajaran kontekstual yang meliputi konstruktivisme, inkuiri, bertanya, komunitas belajar, pemodelan, refleksi, dan penilaian otentik terlaksana dalam setiap siklus yang dijalankan, (2) pembelajaran kontekstual dapat meningkatkan kemampuan berpikir kritis siswa kelas XI pada pelajaran Kimia.</p>

scholarly journals Everyone Is A Teacher Here Effect on Science Learning Achievement Based on Critical Thinking Skills

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Riska Oktalia ◽  
Astuti Wijayanti ◽  
Tias Ernawati
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Achievement ◽  
Significant Difference ◽  
The Difference

This research is a quasi-experiment that aims to know: (1) the difference of science learning achievement between the learning method of everyone is a teacher here with the method of discussion learning (2) the difference of science learning achievement for high and low critical thinking skill (3) the interaction between learning method and the critical thinking skill of the learning achievement of science. Design research using factorial design 2x2. Data collection techniques using test techniques, observation techniques, questionnaires, and documentation. Data analysis techniques for hypothesis testing using a two-way ANOVA test. Based on the results of this research, it can be concluded that: (1) there is a very significant difference the learning outcomes of science between the learning method of everyone is a teacher here with the method of discussion learning (p = 0,000) (2) there is a very significant difference of science learning achievement for high and low critical thinking skills (p = 0,000) and (3) there is a significant interaction between the learning method and the critical thinking skill of the learning achievement (p = 0,040).

scholarly journals The Effectiveness of Blended Learning Model to Promote Physics Students’ Critical Thinking Skill

2021 ◽  
Vol 10 (3) ◽  
pp. 441
Author(s):  
Bahtiar Bahtiar
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill

Critical thinking skills that are claimed to be in the medium and low categories require special attention. Efforts that can be made to overcome these problems are to use an explicit learning model to develop students' critical thinking skills by considering the integration of technology in the learning process. This study aimed to describe the validity, practicality, and effectiveness of blended learning model in promoting critical thinking skill. This study garnered the data regarding the validity from three validators. The practicality of the learning model was based on the applicability of the learning model, students’ responses and challenges faced throughout the teaching and learning process; while the effectiveness of the learning model was based on the increase of the critical thinking skill. The empirical evidence showed that the average score given by the three validators was 3.7 with the percentage of 90% reliability, which falls into a very valid category. The blended learning model enabled the students to develop their critical thinking skill with the average achievement 0.83 for each indicator of critical thinking. This study concluded that the blended learning model was valid, practical, and effective to promote students’ critical thinking skill. The results of this study can be used as an alternative solution to improving students' critical thinking skills that are relevant to technological developments.

scholarly journals Process-Oriented Inquiry Learning Enhances Students’ Critical Thinking Skills

2019 ◽  
Vol 14 (3) ◽  
pp. 108
Author(s):  
Nurussaniah Nurussaniah ◽  
Ira Nofita Sari
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Equivalent Control ◽  
Information Finding

The objective of this study is to determine the applied inquiry learning to improve the students’ critical thinking skills. This study uses non-equivalent control group design. Students in this study were divided into two class activities. The experimental class was treated with the application of inquiry learning, whereas the control class was given the conventional learning. In this study, the students’ critical thinking skill is obtained through a test. The test used was a critical thinking skill test consisting of five questions with the following indicators, namely: completing information, finding and defining problems, recognizing assumptions and formulating hypothesis. The result shows that the gain value in the experimental class is higher than the gain value in the control class. It indicates that the improvement of students’ critical thinking skills in the experimental class is higher than the students’ critical thinking skills in the control class. Therefore, it can be said that the application of inquiry learning provides a more significant improvement than conventional learning. The students’ critical thinking skills show an increase at the medium category on the aspect of completing information, recognizing assumption and formulating hypothesis. Meanwhile, on aspect of finding and defining problem, students’ critical thinking skills show an increase at the low category or it can also be said it does not show any increase.

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