scholarly journals PENGEMBANGAN MULTIMEDIA INTERAKTIF PADA PEMBELAJARAN MATERI JENIS-JENIS PEKERJAAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS

2018 ◽  
Vol 4 (3) ◽  
pp. 826
Author(s):  
Tiara Ayu Rahma Illahi
Keyword(s):  
Critical Thinking ◽  
Interactive Multimedia ◽  
Thinking Skills ◽  
Practical Aspect ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
School Students ◽  
Significant Difference ◽  
The Media ◽  
Feasibility Test

ABSTRACTThis study aims to develop learning media using interactive multimedia on the material types of work to improve the critical thinking skills of grade IV elementary school students. This type of research is qualitative and quantitative with the development model using Dick and Carrey. The results of the feasibility test of interactive multimedia products are categorized as feasible because the results of media validation testing, materials, individual tests and small groups show very good categories. For the practical aspect of the development of learning media is categorized very well because the category of the results of the implementation of learning outcomes and classroom learning activity has a range between 3.5-4.0. And for the aspect of the effectiveness of the media tested using t test, the result is obtained ttable value of 2.024 and tcount of 2.435, t-count> t-table means that there is a significant difference critical thinking skills by using interactive multimedia in learning on the material types of work grade IV students at SDN Baturono. Keywords: Interactive Multimedia, Types of Works, Critical Thinking Feasibility, Practicality, Effectivenes. ABSTRAKPenelitian ini bertujuan untuk mengembangkan media pembelajaran menggunakan multimedia interaktif pada materi jenis-jenis pekerjaan untuk meningkatkan kemampuan berpikir kritis siswa kelas IV sekolah dasar. Jenis penelitian ini bersifat kualitatif dan kuantitatif dengan model pengembangan menggunakan Dick and Carrey. Hasil pengujian kelayakan produk multimedia interaktif ini dikategorikan layak karena hasil dari pengujian validasi media, materi, uji perorangan dan kelompok kecil menunjukkan kategori sangat baik. Untuk segi kepraktisan pengembangan media pembelajaran ini dikategorikan sangat baik karena kategori skor hasil keterlaksanaan pembelajaran dan aktivitas belajar siswa kelas memiliki rentang antara 3,5–4,0. Dan untuk segi keefektifan media diuji menggunakan uji t, hasilnya adalah diperoleh nilai ttabel sebesar 2,024 dan thitung sebesar 2,435, nilai thitung > ttabel berarti bahwa maka terdapat perbedaan yang signifikan kemampuan berpikir kritis dengan menggunakan multimedia interaktif dalam pembelajaran pada materi jenis-jenis pekerjaan siswa kelas IV SDN Baturono Kata Kunci: Multimedia Interaktif, Jenis-Jenis Pekerjaan, Kemampuan Berpikir Kritis, Kelayakan, Kepraktisan, Keefektifan.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals Development of Salt Hydrolysis Module Based on guided Inquiry to Increase The Critical Thinking Ablility of 11th Grade High School Students

2020 ◽  
Vol 5 (7) ◽  
pp. 927-933
Author(s):  
Annisatul Qaidah ◽  
Hardeli .
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
School Students ◽  
Significant Difference ◽  
Class 1

This study aims to produce a guided inquirybased salt hydrolysis module to improve students' critical thinking skills by determining the level of validity, practicality and effectiveness of the module. The type of research used is research development or Research and Development (R&D). The sampling technique uses cluster purposive sampling. The number of samples is 57 students from both schools. The development model used is the Plomp development model which has three stages namely the initial investigation phase (preliminary research phase), the prototype phase (prototyping phase) and the assessment phase (assessment phase). The research instruments used were interview sheets, questionnaires in the form of validation and practicality sheets, objective questions, and critical thinking questions. Data analysis techniques using SPSS 16 software. The results obtained by N-gain experimental class is higher than the control class that is experimental class 1 and 2 have N-gain 64.65 and 59.46, while control classes 1 and 2 have N-gain 60 , 83 and 58.6 with significant differences. Hypothesis test results show a significant difference between the critical thinking skills of the experimental class and the control class, both in schools with high and low student abilities.

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

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

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

scholarly journals "Liver as excretory organ": Developing Android-based flash learning media for middle school students

2021 ◽  
Vol 1 (2) ◽  
pp. 86-97
Author(s):  
Yasmine Salsabila Muninda ◽  
Yuni Pantiwati ◽  
Elly Purwanti ◽  
Tutut Indria Permana
Keyword(s):  
Middle School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
School Students ◽  
Significant Difference ◽  
Excretory Organ ◽  
Eighth Grade Students ◽  
The Media ◽  
Expert Validation

Studying the liver as an excretory organ is still a problem for students. The availability of learning media that can represent learning is urgently required. This study aims to develop and analyze the feasibility and practicality of Android-based flash learning media on the liver as an excretory organ for eighth-grade students. This Research and Development (R&D) uses the Borg and Gall model with a limit of up to stage seven. The results of expert validation show that learning media is included in the "very feasible" category according to media experts and material experts, with the percentage order of 86% and 95%. The media practicality by the teacher's response showed that media was categorized as very practical (94%). Then, student response toward the media was reached 85% and categorized as practical. The test of the effectiveness of learning media on critical thinking skills showed that there was a significant difference between the pretest and posttest scores. The results of this study need to be continued at the next R&D stage to get the feasible product.

scholarly journals The Effect of Using Instructional Program Based on the STEM (Science, Technology Engineering & Mathematics) Approach in Teaching Mathematics on the Critical Thinking Skills of High School Students in the Riyadh Educational District

2020 ◽  
Vol 3 (2) ◽  
pp. 85-99
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Significant Difference ◽  
The Mean ◽  
And Mathematics ◽  
Experimental Group

This study aims to identify the effect of using a STEM-oriented (Science, Technology Engineering & Mathematics) teaching program in teaching mathematics on critical thinking skills among high school students in the Riyadh educational region in the Kingdom of Saudi Arabia. The sample of the study consists of (88) male and female students selected randomly from the "Advance Schools for Smart learning" in Riyadh city, where the semi-experimental approach is used. The results of the study show that there are statistically significant differences between the averages of the degrees of analysis skill, induction skill, reasoning skill, skill of conclusion, and evaluation skill in favor of the experimental group. The results also showed a statistically significant difference between the mean scores for the analysis skill, the induction skill, the reasoning skill, the conclusion skill and the evaluation skill for the benefit of the experimental group. The results also show a statistically significant difference between the mean scores for the scale skills as a whole and for the benefit of the experimental group. The results of the study show that there are no statistically significant differences between the mean scores of the critical thinking test skills and the total score attributed to the gender variable (male and female). The study recommends adopting the STEM approach in teaching science, technology, engineering and mathematics subjects, and redeveloping and building the content of science and mathematics curricula for the secondary stage through relying on science standards for the next generation, and working on adopting a special curriculum to teach the STEM approach and include it in the next plan for general education stages.

scholarly journals PBL-Based Interactive Multimedia in Improving Critical Thinking Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 136
Author(s):  
Abdulah Abdulah ◽  
Ali Mustadi ◽  
Windi Fitriani
Keyword(s):  
Critical Thinking ◽  
Interactive Multimedia ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Test Results ◽  
The Media ◽  
Product Effectiveness ◽  
Development Approach

This study aims to develop interactive multimedia based on problem-based learning and to find out its effectiveness against increasing critical thinking skills. This research uses a Research and Development approach. The research data was obtained through the media validation sheet instrument by experts and the critical thinking skills test instrument. Data analysis in this study used the independent t-test. Based on the results of the media validation test by the expert shows that the interactive multimedia that has been developed has the criteria of "Good". Then the product effectiveness test results using the independent t-test showed that interactive multimedia based on problem-based learning proved to be able to improve critical thinking skills in students. The results of this discovery have implications in learning, namely to improve critical thinking skills in students, it can be done by using interactive multimedia based on problem-based learning.

scholarly journals Efektivitas Strategi PBL Berbasis Potensi Akademik Terhadap Keterampilan Pemecahan Masalah dan Berpikir Kritis Siswa SMA Pada Topik Lingkungan

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
I Wayan Karmana ◽  
Iwan Dody Dharmawibawa ◽  
Titi Laily Hajiriah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Significant Difference ◽  
Academic Potential

The purpose of this research is to explain the effect of Problem Based Learning (PBL) and academic potential and their interactions toward problem solving and critical thinking skills of high school students. This research is a quasi-experiment that implements two different strategies with pretest-posttest non equivalent control group design by treatment factorial 2x2 which was conducted in the 2018/2019 academic year. Population of this research was class X students of SMA Negeri 8 Mataram, while the research sample was class X students of 2 classes with a purposive sampling technique. Research instruments is test of problem solving skills and test of critical thinking skills. Data analysis was performed with descriptive analysis and to test the hypothesis an anacova test was followed by further test used of Least Significant Difference (LSD). The calculation is aided by the SPSS 14 for Windows program. The results of this research showed that Problem Based Learning affects the problem solving and critical thinking skills. While academic ability (potential) and interaction of learning strategies with academic potential do not affect the problem solving and critical thinking skills of high school students on enviromental topic.

scholarly journals The Effectiveness of Flipbook and Video to Improve Students' Critical Thinking Skills in Science Learning during the COVID-19 Pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Ulin Nuha ◽  
Sri Wahyuni ◽  
Aris Singgih Budiarso ◽  
Uswatun Hasanah ◽  
Novita Eka Anggraini
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior High School Students ◽  
Average Score ◽  
School Students ◽  
Significant Difference

Critical thinking is one of the skills that must be possessed in studying science. During the Covid-19 pandemic, flipbooks and videos can be used as alternative media to improve students' critical thinking skills. This study aims to determine the effectiveness of using flipbooks and videos in improving the critical thinking skills of junior high school students during the pandemic. The method used in this research is descriptive quantitative. The data collected were in the form of students' pretest and posttest scores. The data were analyzed using the N-gain test and Independent Sample T-Test. The results showed: (1) learning videos were effective for improving students' critical thinking skills with an average score of 0.44 (medium) and (2) flipbooks were effective for improving students' critical thinking skills with an average score of 0.42 (medium). There is no significant difference between students' critical thinking skills, both after using flipbooks and videos.

Sign in / Sign up

Export Citation Format

Share Document