scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN HASIL BELAJAR DAN MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA

2017 ◽  
Vol 4 (2) ◽  
pp. 606
Author(s):  
Ngadiman Ngadiman ◽  
Prabowo Prabowo ◽  
Raharjo Raharjo
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Feasibility Study ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
Learning Material ◽  
Physics Learning ◽  
Scientific Approach

This research development aims to determine the quality (validity, practicality, and effectiveness) of Physics Learning Material using Scientific Approach to Practice Students's Critical Thinking Skills in subject of fluid for student class XI Senior High School State 1 Batu Sopang. This research was implemented in two phases, namely the development of devices to follow the Morrison, Ross, Kalman, & Kemp’s design, continued implementation of the learning in the classroom using Pre- and Post-Design from Prunckun. The results showed that the developed device has a valid, practical, and effective. Valid visible from the validator assessment of the lesson plan RPP; student worksheets; students books achievement test; learning outcomes assessment instruments knowledge, performance, attitude, and critical thinking skills. Practical seen from the percentage feasibility study stage is 100 %; scores feasibility study in class XI-IA-1 is 3.71; XI-IA-2 3.72; and XI-IA-3 3.67; activities that support the scientific approach more dominant in learning and irrelevant activity has decreased every meeting; students responded positively to the process of learning and using a scientific approach that has been developed. Effective seen from individual mastery of knowledge learning outcomes of students of class XI-IA-1 is 88.00%; XI-IA-2 92.00%; XI- IA-3  87.00%; individual mastery of performance and attitude learning outcomes of students each class is 100 %; all students to increase critical thinking skills. Obstacles encountered in this study is times less efficient in guiding the students carry out experiments and practice critical thinking skills. The research showed that the physics learning material using scientific approach has valid, practical, and effective to improve learning outcomes and practice critical thinking skills. Penelitian pengembangan ini bertujuan untuk mengetahui kualitas (validitas, kepraktisan, dan keefektifan) perangkat pembelajaran fisika melalui pendekatan saintifik untuk meningkatkan hasil belajar dan melatihkan keterampilan berpikir kritis pada materi fluida untuk siswa kelas XI SMA Negeri 1 Batu Sopang. Penelitian ini dilaksanakan dalam dua tahap, yaitu pengembangan perangkat mengikuti rancangan Morrison, Ross, Kalman, & Kemp, dilanjutkan implementasi perangkat pembelajaran di kelas menggunakan Pre- and Post-Design dari Prunckun. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah valid, praktis, dan efektif. Valid terlihat dari penilaian validator terhadap RPP; LKS; buku siswa; instrumen penilaian hasil belajar pengetahuan, keterampilan, sikap, dan keterampilan berpikir kritis. Praktis terlihat dari persentase keterlaksanaan tahapan pembelajaran sebesar 100%; skor keterlaksanaan pembelajaran di kelas XI-IA-1 sebesar 3,71; XI-IA-2 3,72; dan XI-IA-3 3,67; aktivitas yang mendukung pendekatan saintifik lebih dominan dalam pembelajaran dan aktivitas tidak relevan mengalami penurunan setiap pertemuan; siswa memberikan respon positif terhadap perangkat dan proses pembelajaran menggunakan pendekatan saintifik yang telah dikembangkan. Efektif terlihat dari ketuntasan individual hasil belajar pengetahuan siswa kelas XI-IA-1 sebesar 88,00%; XI-IA-2 92,00%; XI-IA-3 87,00%; ketuntasan individual hasil belajar keterampilan dan sikap siswa setiap kelas sebesar 100%; semua siswa mengalami peningkatan keterampilan berpikir kritis. Kendala yang dihadapi dalam penelitian ini adalah kurang efisien waktu dalam membimbing siswa melaksanakan eksperimen dan melatihkan keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran fisika menggunakan pendekatan saintifik telah valid, praktis, dan efektif untuk meningkatkan hasil belajar dan melatihkan keterampilan berpikir kritis siswa.

scholarly journals PENGEMBANGAN PROTOTIPE PERANGKAT PEMBELAJARAN FISIKA SMK MODEL INKUIRI TERBIMBING MATERI CERMIN UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS

2017 ◽  
Vol 6 (1) ◽  
pp. 1175
Author(s):  
Dewi Suryani ◽  
Mohamad Nur ◽  
Wasis Wasis
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
Learning Material ◽  
Guided Inquiry ◽  
Physics Learning ◽  
Learning Outcomes Assessment ◽  
Two Phases

This research development aims to determine the quality (validity, practicality, and effectiveness) of Physics Learning Material Using Guided Inquiry Model to Practice Student’s Critical Thinking Skills in subject of Mirror for class XI State Vocational High School 2 Kota Pasuruan. This research was conducted   in two phases, namely the development of physics learning materials using the Dick and Carey design, continued with implementation of the learning in the classroom using One Group Pretest-Posttest Design. The result showed that the developing package has a valid, pratical, and effective. Validity  showed by the validator assessment of the Teacher’s Book Prototype; Student’s Book Prototype; Student’s Worksheets; Learning outcomes assessment instruments of Affective, Cognitive Product, Process, Critical Thinking Skills and Psycomotor. Practicality seen from the percentage of 100% level of practicality; scores practicality in class XI of Machine Technique is 3.78; activities that support the guided inquiry model are more dominant in learning and the irrelevant activity has decreased in every meeting; students responded positively to the student’s book prototype and process of learning using guided inquiry model that has been developed. Effectiveness seen from individual mastery of cognitive product outcomes of students of class XI Machine Technique is 100%; individual mastery of affective and psycomotor learning outcomes are 100%; all students’s critical thinking skills is increase, 10% of students change the skill from skillfull to very skillfull; 40% of students change the skill from no skillfull to skillfull and 50% change from less skillfull to skillfull. Obstacles encountered in this study are less efficient in guiding students carry out experiments and practice critical thinking skills. The research showed that the physics learning package using guided inquiry model has valid, practical, and effective to practice critical thinking skills.Penelitian pengembangan ini bertujuan untuk mengetahui kualitas (validitas, kepraktisan, dan keefektifan) perangkat pembelajaran fisika menggunakan model inkuiri terbimbing untuk melatihkan keterampilan berpikir kritis pada materi Cermin untuk siswa kelas XI SMK Negeri 2 Kota Pasuruan. Penelitian dilaksanakan dalam dua tahap, yaitu pengembangan perangkat mengikuti rancangan Dick dan Carey, dilanjutkan implementasi perangkat pembelajaran di kelas menggunakan One Group Pretest-Posttest Design. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah valid, praktis, dan efektif. Valid terlihat dari penilaian validator terhadap Model Pembelajaran; Buku Guru; Buku Siswa; LKS; Instrumen Penilaian Hasil Belajar Afektif, Kognitif Produk, Proses, Keterampilan Berpikir Kritis dan Psikomotor. Praktis terlihat dari persentase keterlaksanaan tahapan pembelajaran sebesar 100%, dengan skor keterlaksanaan pembelajaran di kelas XI Teknik Permesinan sebesar 3,78; aktivitas yang mendukung model inkuiri terbimbing lebih dominan dalam pembelajaran dan aktivitas tidak relevan mengalami penurunan setiap pertemuan; siswa memberikan respon positif terhadap prototipe buku siswa  dan proses pembelajaran menggunakan model inkuiri terbimbing yang telah dikembangkan. Efektif terlihat dari ketuntasan individual hasil belajar kognitif produk siswa kelas XI Teknik Pemesinan sebesar 100%; ketuntasan hasil belajar afektif dan psikomotor siswa sebesar 100%; semua siswa mengalami peningkatan keterampilan berpikir kritis, dari seluruh siswa 3% mengalami perubahan dari terampil menjadi sangat terampil; 50% dari tidak terampil menjadi terampil; 47% dari kurang terampil menjadi terampil. Kendala yang dihadapi dalam penelitian ini adalah kurang efisien waktu dalam membimbing siswa melaksanakan eksperimen dan melatihkan keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran fisika menggunakan model inkuiri terbimbing telah valid, praktis, dan efektif untuk melatihkan keterampilan berpikir kritis.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKABRAIN-BASED LEARNINGUNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS

2016 ◽  
Vol 4 (2) ◽  
pp. 82
Author(s):  
Arie Kusumawati
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Learning Material ◽  
Learning Materials ◽  
Quantitative Descriptive Analysis ◽  
Physics Learning

The objective of this research was to develope physics learning materials based on Brain-Based Learningthat are valid, practical, and effective to facilitate student’s critical thinking skills in fluid matter. The learning materials development using 4D development model and have been tested on 10th grade students of  The Senior High School of 1 Kopang, academic year 2016/2017, with one group pre-test post-test design trial development research. Data collection methods used were questionnaires validity, tests and observation, whereas data analysis techniques using qualitative and quantitative descriptive analysis. The results were showed several findings: physics learning materials developed had an average score of validity categorized valid, based on the implementation of the lesson plan is obtained that can be done well, especially on elaboration step. The response was very positive towards learning students, critical categorized for student’s critical thinking skills after the trial of physics materials were develop. Based on the results of this trial can be concluded that developement of physics learning material was valid, practical, and effective to facilitate student’s critical thinking skills.

scholarly journals Pengaruh Model Pembelajaran Inkuiri Terstruktur dengan Pendekatan Saintifik Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Fisika Siswa

2017 ◽  
Vol 1 (3) ◽  
pp. 210 ◽  
Author(s):  
Lia Saptini Handriani ◽  
Ahmad Harjono ◽  
Aris Doyan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Physics Learning ◽  
Scientific Approach

This study aims to determine the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and physics learning outcomes of class X in SMAN 1 Gerung in academic year 2014/2015. The study uses a quasi experiment with design untreated control group design with pretest and posttest. The sample was selected by clauster random sampling and obtained class X-3 as the experiment class using structured inquiry learning model with scientific approach and class X-6 as the control class using expository learning model. Data post-test were tested for normality, homogeneity, and hypothesis test. Hypothesis test using t-test polled variance with 5% of significance level. The results of the study were obtained: (1) there was the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and (2) there was the effect of structured inquiry learning model with scientific approach on student’s physics learning outcomes  This indicates that the structured inquiry learning model with scientific approach is better than the expository learning model. Expected to do further research on structured inquiry learning model with scientific approach that measure the other of higher order thinking skills.

scholarly journals MODEL INKUIRI TERBIMBING MENGGUNAKAN LKS BERORIENTASI KETERAMPILAN BERPIKIR KRITIS UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI PADA MATERI EKOSISTEM

2017 ◽  
Vol 5 (1) ◽  
pp. 703
Author(s):  
M. Salahudin Al’ Ayub ◽  
Rahardjo Rahardjo ◽  
Toeti Koestiari
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Gain Score

The aimed of this research to describe the student learning outcomes and critical thinking skills through guided inquiry model using student worksheet oriented of critical thinking skills. This Research was conducted on two stages, are development of teaching materials using Dick and Carey model, and the implementation stage into the classroom using one group pretest-posttest design with subjects were 30 students on X class of SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. The parameter is feasibility of lesson plan, student activity, learning outcomes, critical thinking skills and constraints for teaching and learning activities. Data collecting were using observation method, test, and questionnaire. After the data were analiyzed with this result: The feasibility of lesson plan could be categorized as good, student activity with instrument reliability classified as good, learning outcomes test to know mastery of student learning on Ecosystems with the average score as good and gain score high gain, critical thinking test with the average score as good and gain score high gain. Based on this research, it can be concluded that guided inquiry model using student worksheet of critical thinking skills can improve student learning outcomes and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan hasil belajar siswa dan keterampilan berpikir kritis siswa melalui model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis. Penelitian ini dilaksanakan dalam dua tahap, yaitu tahap pengembangan perangkat yang menggunakan model Dick & Carey, kemudian dilanjutkan dengan tahap implememtasi model di dalam kelas menggunakan rancangan One group Pretest-Posttest Design dengan subjek penelitian 30 siswa kelas X SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. Parameter yang diukur meliputi keterlaksanaan RPP, aktivitas siswa, hasil belajar siswa, keterampilan berpikir kritis siswa, respon siswa dan hambatan selama kegiatan belajar. Pengumpulan data menggunakan metode observasi, tes, dan angket. Selanjutnya data dianalisis secara deskriptif. Hasil penelitian menunjukkan Keterlaksanaan RPP dengan kategori baik, aktivitas siswa, dengan reliabilitas instrumen berkategori baik, ketuntasan belajar siswa pada materi ekosistem dengan nilai rata-rata baik dan gain score rata-rata  gain tinggi, ketuntasan keterampilan berpikir kritis dengan rata-rata nilai baik dan gain score rata-rata gain tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis dapat meningkatkan hasil belajar dan keterampilan berpikir kritis siswa.

scholarly journals Peningkatan Kemampuan Berfikir Kritis Mahasiswa Tadris IPA Melalui Pendekatan Saintifik Pada Mata kuliah IPA Terpadu

2019 ◽  
Vol 1 (1) ◽  
pp. 71
Author(s):  
Raden Gamal Tamrin Kusumah
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Action Observation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Integrated Science ◽  
Science Courses ◽  
Scientific Approach ◽  
Academic Year

AbstrakMata kuliah IPA Terpadu di IAIN Bengkulu merupakan mata kuliah baru bagi mahasiswa Tadris IPA. Hal ini dikarenakan pada tahun 2017/2018 baru ada tiga angkatan. Sehingga, hasil belajar mata kuliah ini tidak terlalu baik. Menurut wawancara dengan salah satu mahasiswa, salah satu penyebabnya adalah kesulitan mengintegrasikan komponen kimia, fisika, biologi secara bersamaan pada satu materi tertentu. Lebih spesifiknya, mahasiswa kesulitan untuk menjelaskan satu materi tertentu yang penjabarannya harus dijelaskan secara komprehensif baik dari segi mata kuliah kimia, fisika, biologi.  Oleh karena itu, penelitian ini bertujuan untuk melakukan perbaikan pembelajaran dan meningkatkan kemampuan berfikir kritis mahasiswa melalui pendekatan saintifik pada mata kuliah IPA Terpadu. Metode penelitian ini menggunakan penelitan tindakan kelas. Pembelajarannya terdiri dari dua siklus. Setiap siklus terdiri dari beberapa tahapan, yaitu; perencanaan, tindakan, observasi dan refleksi. Teknik pengumpulan data yang digunakan adalah observasi dan tes hasil belajar. Waktu dilakukan pada semester genap tahun akademik 2017/2018. Subjek penelitian adalah mahasiswa program studi Tadris IPA semester dua tahun akademik 2017/2018 yang sedang menempuh matakuliah IPA Terpadu. Hasil penelitian menunjukkan bahwa hasil belajar siswa yang dilakukan selama 2 siklus pembelajaran telah meningkat pada siklus yang ke-dua. Selain itu juga kemampuan berpikir kritis mahasiswa dalam pelaksanaan pembelajaran di matakuliah IPA Terpadu melalui pendekatan saintifik dapat terukur dan telah berhasil berdasarkan indikator keberhasilan. Increasing the Critical Thinking Ability of Tadris IPA Students through a Scientific Approach in Integrated Science Courses AbstractThe Integrated Science course at IAIN Bengkulu is a new subject for Tadris IPA students. This is because in 2017/2018 there were only three generations. So, the learning outcomes of this course are not very good. According to an interview with one of the students, one of the reasons is the difficulty of integrating chemical, physical, biological components simultaneously on one particular material. More specifically, students find it difficult to explain one particular material whose translation must be explained comprehensively both in terms of chemistry, physics, biology courses. Therefore, this study aims to improve learning and improve students' critical thinking skills through a scientific approach to Integrated Science courses. This research method uses classroom action research. Learning consists of two cycles. Each cycle consists of several stages, namely; planning, action, observation and reflection. Data collection techniques used are observation and learning outcomes tests. Time is carried out in the even semester of the 2017/2018 academic year. The research subjects were students of the 2017/2018 academic year Tadris IPA study program who were taking the Integrated Science course. The results showed that student learning outcomes carried out during the 2 learning cycles had increased in the second cycle. In addition, students' critical thinking skills in the implementation of learning in the Integrated Science course through a scientific approach can be measured and have been successful based on indicators of success.

scholarly journals PLANNING LESSONS FOR CRITICAL THINKING: A WAY TO IMPROVE LEARNING OUTCOMES IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

2019 ◽  
Vol 11 (1) ◽  
pp. 49
Author(s):  
Wilma Guadalupe Villacís Villacís ◽  
Cynthia Soledad Hidalgo Camacho
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Daily Basis ◽  
Critical Thinking Skills ◽  
Primary Sources ◽  
Effective Learning ◽  
Teachers And Students ◽  
Good Learning

Encouraging critical thinking (CT) in the EFL classroom is something that every professional in the educational field should be responsible for. The aim of this paper was to make an analysis of different studies on the topic. The methodology used was based on a descriptive study through the analysis of several primary sources such as research papers on the topic that have been published in scientific journals, books, records of or- ganizations, among others. These sources lead to the identification of important elements in a lesson plan for critical thinking: elements of thought, intellectual standards and intellectual traits. Writing good learning objectives is just as important as selecting effective activities and determining ideal assessments to facilitate that teachers and students perceive what is to be achieved in the class and how. Aligning the tenets of critical thin- king when planning a lesson promotes real learning in our students through the achievement of effective learning outcomes. In conclusion, critical thinking skills need to be developed on a daily basis rather than as a part of isolated lessons that uncommonly take place.

scholarly journals Implementasi Pendekatan CLPBI Untuk Meningkatkan Hasil Belajar Fisika Pada Siswa SMA

2019 ◽  
Vol 10 (1) ◽  
pp. 33-42
Author(s):  
Budi Hartati
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Tools ◽  
Twelfth Grade ◽  
Skills Learning

The learning outcomes of physics subjects of twelfth grade students in SMA Negeri 2 Pekalongan are still relatively low. It is because the students’ learning motivation is still not maximized; there have not been sufficient teaching aids and also the students are less active in the learning process. A classroom action research was conducted by using Cooperative Learning Problem Based Instruction (CLPBI) approach assisted by Melde learning tools. This research was done toward twelfth grade students in learning material of waves to improve their critical thinking skills, learning activities and outcomes. This classroom action research was carried out with several steps: problem identification, theoretical review of the learning tools, theoretical review of the learning outcomes, theoretical review of CLPBI approach, and analysis of the learning outcomes. The subjects researched were twelfth grade students in SMA Negeri 2 Pekalongan which were 32 respondents in total. The research data were obtained from the results of tests and observations using activity observation sheets. Then, the data were analysed by comparing the results of cycle I and II. The results showed that the critical thinking skills, learning outcomes and learning activities of the students in the first cycle was improved after being given the action of CLPBI approach assisted by Melde learning tools in learning material of waves. Keywords: CLPBI, learning outcomes, critical thinking

scholarly journals Implementation of Physics Learning Materials Based Generative Learning With Open-Ended Problem Approach To Stimulate Critical Thinking Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Chichi Rahayu ◽  
Eliyarti Eliyarti
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Development Stage ◽  
Critical Thinking Skills ◽  
Generative Learning ◽  
Learning Material ◽  
Learning Materials ◽  
Design Assessment ◽  
Physics Learning ◽  
Significance Level

The subject of this research was to discribe the implementation physics learning materials based generative learning with open-ended problem approach to stimulate students' critical thinking skills. This type of research is 4D consisting of four stages, in this paper discussing a review of the implementation which includes in development stage. The  data collection instruments are essay tests, assessment sheets, and student competency sheets. Analysis technique carried out in three domain:cognitive design assessment uses the t test with sub-scale analysis of critical thinking, also using gain test analysis to see an increase in critical thinking, then the analysis for affective and psychomotor domains using descriptive statistics. Based on analysis of student’s competency critical thinking skills increased by 29.9%. with t<sub>count</sub>19.06&gt;t<sub>(0.975)(31)</sub>1.67 in significance level 0.05, also gain factor from the 1<sup>st</sup> meeting until 4<sup>th</sup> meeting are <sub>1</sub>=0.3,<sub>2</sub>=0.4,<sub>3</sub>=0.5,<sub>4</sub>=0.5 in an interval 0.3&lt;g&lt;0.7 indicating significant differences. It means by using this learning material student can increase their critical thinking skill. In the affective domain, the attitudes of the learner in good categories with a class average of 76.65% and competency skills get an average of 74.18%, placing this material can improve learners learning outcomes in affective competencies and skills.

scholarly journals Pengembangan Perangkat Pembelajaran Problem Based Learning dengan Pendekatan Saintifik untuk Melatihkan Keterampilan Berpikir Kritis Mahasiswa

2019 ◽  
Vol 4 (2) ◽  
pp. 102-114
Author(s):  
Adi Candra Kusuma ◽  
Dwi Setia Mujiono
Keyword(s):  
Critical Thinking ◽  
Quantitative Data ◽  
Quantitative Research ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis Techniques ◽  
Scientific Approach ◽  
Scale Range

The research aims to obtain the validity of Problem Based Learning teaching instruments (including lesson plan, textbooks, student worksheets and test for critical thinking skills) through a scientific approach. This type of quantitative research, Quantitative data obtained from the average results of the recapitulation of the validation of experts and colleagues then as an evaluation given through descriptive advice, with the method of collecting observational data, questionnaires and interviews. Data analysis techniques use content and construct validity specified by several experts in the appropriate fields. Construct validation by 2 expert validators and 3 peer validators. The results of the average validation of the learning device recapitulation were obtained RPS (4.00), RPP (4.10), textbooks (4.03), Student Worksheets (4.01) and Tests for students' critical thinking skills (4.00) in the scale range 5 with the title of good to be used as a research instrument. Each of the results of the validation construct of the learning device is given suggestions to be improved before it is used in learning.

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