scholarly journals The Effectiveness of Learning Instrument of Multiple Representations-Based Inquiry Model to Train Critical Thinking Skills in Physics Lesson

2020 ◽  
Vol 9 (1) ◽  
pp. 1772
Author(s):  
Anis Amanati
Keyword(s):  
Critical Thinking ◽  
Multiple Representations ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Internal Factors ◽  
Verbal Skills ◽  
Two Factors ◽  
And Mathematics

This research was motivated by the lack of student critical thinking skills in physics. Two factors influencing physics learning achievement are internal factors consisting of verbal skills and abstraction, and external factors consisting of curriculum, learning method, facilities and infrastructure, as well as the accuracy of selecting teaching media/material. Multiple representations-based inquiry learning model allows student to express a concept in various form including verbal, graph, and mathematics. This learning model has been applied on 30 graders X-IPA in SMA Kemala Bhayangkari 1 Surabaya where their average pretest score was 31.11. After they participated in three physics lessons, by using a learning model and instruments with multiple representations-based inquiry approaches, their critical thinking skill is improved significantly become 82.67. Besides that, 87.6% of student likes the learning implemented on them. It could be concluded that learning instruments of multiple representations-based inquiry stated effective to train student critical thinking skills on physics of high school.

scholarly journals PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
Author(s):  
Pricilla Anindyta ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significance Level ◽  
Class E

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model <em>problem based learning</em>, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals The Effectiveness of The Learning Model Problem Solving and Problem Posing Based from Critical Thinking Skill Mathematics for 4th Grade

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Wahyu Wulandari ◽  
Wahyudi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Quantitative Description ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Thinking Skill ◽  
Mathematics Skills

The purpose of this research is to see the effectiveness of the learning model of Problem Solving and Problem Posing in terms of the critical thinking skills of 4th grade students.the subject of this research is 4th grade in Bringin Elementary School 01 as 28 students dan Bringin 02 elementary school as 24 students. Data collection techniques using observation and tests. The research instrument uses RPP Problem Solving and Problem Posing, than istrument of students critical thinking. Data analysis used was quantitative description analysis as a prerequisite test, T test, and N-Gain. The results of hypothesis testing, with the t-sig (2-tailed) test obtained 0,000 < 0,05 with tcount 4,812 > ttable 2,012 then H0 is rejected which means there are differences in the critical thinking mathematics skills. That’s can provable with increase critical thinking students grade 4th in Bringin 01 Elementary School use Problem Solving model with first condition is 70,43 increase 15%. The increase of critical thinking students grade 4 in Bringin 02 Elementary School used Probem Posing with first condition is 70,43 increase be 87,18 with increase 17%. This condition to indicate Problem Posing model more effective than Probem Solving model reviewed by increased critical thinking mathematics.

scholarly journals Penerapan Model Introduction Connection Application Reflection Extention (ICARE) Dipadu Modul Pembelajaran Berbasis Konstruktivisme Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Peserta Didik

2021 ◽  
Vol 9 (3) ◽  
pp. 471-481
Author(s):  
Liza Utami ◽  
Hafnati Rahmatan* ◽  
Hasanuddin Hasanuddin ◽  
Cut Nurmaliah ◽  
Khairil Khairil
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Respiratory System ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Modules

Critical thinking skill plays an important role in achieving maximum learning outcomes. The lack of involvement in critical thinking skills activities impacts students’ learning outcomes. This study aims to analyze whether the ICARE learning model application combined with constructivism-based learning modules can improve students' critical thinking skills and learning outcomes. The research method is an experiment with a pretest-posttest control group design. This study was conducted in MAN 4 Aceh Selatan and MAS Ashhabul Yamin Aceh Selatan during the even semester (2020/2021 Academic Year) with the population of 196 students of science class XI. The research sample was 119 students, namely the experimental group 58 and the control group 60. The parameters measured are critical thinking skills and learning outcomes. Data on critical thinking skills and learning outcomes were analyzed by parametric statistics using an independent sample t test, while to observe the correlation of critical thinking skills with learning outcomes was conducted through correlation and regression analysis. The results showed that there was an increase in critical thinking skills and student learning outcomes after being taught using the application of the ICARE learning model combined with constructivism-based learning modules on the respiratory system material. The correlation coefficient obtained is 0.832 which indicates there is a positive relationship between critical thinking skills and learning outcomes with strong interpretations. The conclusion of this study is that the application of the ICARE learning model combined with constructivism-based learning modules can improve students’ critical thinking skills and learning outcomes on respiratory system material. Keywords: ICARE, Constructivism, Critical Thinking Skill, Learning Outcomes.

scholarly journals STUDENTS’ MATHEMATICAL THINKING SKILL VIEWED FROM CURIOSITY THROUGH PROBLEM-BASED LEARNING MODEL ON INTEGRAL CALCULUS

2020 ◽  
Vol 10 (1) ◽  
pp. 31
Author(s):  
Zetriuslita Zetriuslita ◽  
Rezi Ariawan
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Materials ◽  
Integral Calculus

This study aims to find out the improvement of students’ mathematical critical thinking viewed from curiosity through teaching materials with Problem Based Learning model. This is quasi-experimental research. The samples are, where the overall population consists of 75 samples divided into two classes.  This research employed a simple random sampling technique.  The instruments were the mathematical critical thinking skill test and curiosity questionnaire. The technique of data collection was carried out with test and non-test techniques. The data were analyzed through a two-way Anova test. Based on the analysis and interpretation of the research findings, it was found that: there was an improvement in students’ mathematical critical thinking skill from High curiosity by using teaching materials with Problem Based Learning model; 1) There was an improvement from  Average curiosity through learning with Integral Calculus teaching materials; 2) There was an improvement from Low curiosity; 3) There was no improvement from the level of curiosity (High,  Medium,  Low) through Problem-based Learning. 4) There was no influence between the level of curiosity and learning in improving students’ mathematical critical thinking skills. Do more in-depth studies related to improving mathematical critical thinking skills by reviewing other affective aspects

scholarly journals Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Desy Triana Dewi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Post Test ◽  
Study Plan

The classroom action research is based on lack of student critical thinking skill has an impact result of learning. This study aims to analyze teacher and students’ activities, to improve students’ critical thinking skills and student response by applying Problem Based Learning model to the APBN and APBD materials in Development on eleventh grade of Social Major 3 in 1st Senior High School Puri Mojokerto. This study was conducted in two cycles. Each cycle uses the stages of study plan (planning), implementation (acting), observation (observing), and reflection (reflecting). The instruments used were a post-test to determine the ability to think critically and an observation sheet to find out the teacher's activities, the students' activities and students' responses to the application of Problem Based Learning model. The result showed that the students' critical thinking skills increased from 50% in cycle 1 to 87.5% in cycle 2. Furthermore, the teacher activity showed an increase from 74,76% in cycle 1 to 91.9% in cycle 2. While the students' activity also experienced an increase from 78.19% in cycle 1 to 84.57% in cycle 2, and the students' response reached 89.06%. Therefore, it can be concluded that based on the results, the application of Problem Based Learning model can increase students' critical thinking skills.

scholarly journals The Effect of Science, Technology, Engineering, and Mathematics (STEM) Approaches on Critical Thinking Skills Using PBL Learning Models

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
I Putu Yogi Setia Permana ◽  
I Dewa Putu Nyeneng ◽  
I Wayan Distrik
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
High Category ◽  
Science Technology ◽  
And Mathematics

The purpose of this study was to determine the effect of Science, Technology, Engineering, and Mathematics (STEM) approach to the improvement of critical thinking skills using Problem Based Learning (PBL) models. The population of the research was all of the 10th grade IPA students in SMA Negeri 7 Bandar Lampung which were 233 students. The selection of research sample used a purposive sampling technique with the sample of class X IPA 5 that consisted of 31 students as the experimental group and the class X IPA 6, which was 30 students, as the control group. The research design used Non-Equivalent Pretest Posttest Control Group Design. Data were tested by N-gain analysis, normality test, homogeneity test, Mann-Withney U Test Effect size test. The results showed that there was a significant  effect of the STEM approach in improving critical thinking skills as indicated by the Sig. (2-Tailed), which was less than 0.05, 0.000, and the average value of N-gain (g) critical thinking skills in the experimental class was 0.73 (high category) while the control class was 0.56 (medium category). Effect size showed a value (d) of 1.49 included in high category. It can be concluded that the application of STEM approach using PBL learning model can improve students critical thinking skills. Implications of the study are discussed. The use of the STEM approach using PBL learning model can be used as an alternative for teachers as an effort to improve students' 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.

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