Efektifitas Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Kemampuan Berpikir Kritis Matematis dan Kemandirian Belajar Siswa

This research is motivated by mathematical critical thinking skills and students' learning independence that is not yet optimal becomes something that teachers need to pay attention to their students by providing an appropriate learning model to foster this. Based on the 2013 curriculum advocates the development of learning outcomes in cognitive and affective components developed simultaneously and proportionally. This study aims to determine the effectiveness of Jigsaw type cooperative learning models on mathematical critical thinking skills and student learning independence. This type of research is a quasi-experimental research. This study uses a Pretest-Posttest Control Group Design research design. The research instrument was tested for validation by content validation before being trialled. Data analysis techniques in this study were Multavariate Normality Test, Covariance Matter Homogeneity Test, Hotelling Trace T2 Test and t Test. In the preliminary data analysis, which was taken from the daily test scores and scale sheets of the pretest attitude of students' learning independence, showed there was no difference in the average mathematical critical thinking ability and student learning independence between the experimental class and the control class. In the final data analysis taken from the posttest, it can be concluded that the average mathematical critical thinking ability that uses the Jigsaw type cooperative learning model is better than the conventional learning model. But the results of the study also showed the average independence of student learning using the Jigsaw type cooperative learning model is the same as the conventional learning model.

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The Effect of STAD Cooperative Learning Model and Critical Thinking Ability on Learning Outcomes PPKn Grade V Students of SD Negeri 060934 Medan Johor

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i2.959 ◽

2020 ◽

Vol 3 (2) ◽

pp. 871-878

Author(s):

Romaida Karo Karo ◽

Reh Bungana Br Perangin-Angin ◽

Abdul Murad

Keyword(s):

Critical Thinking ◽

Cooperative Learning ◽

Learning Outcomes ◽

Statistical Tests ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Homogeneity Test ◽

Critical Thinking Ability ◽

Thinking Ability

This study aims to determine the differences in student learning outcomes taught by the cooperative learning model type STAD and conventional teaching, to find out the differences in the learning outcomes of PPKn students who have higher critical thinking skills compared to students who have low critical thinking skills, and to find out whether there is an interaction between the STAD type cooperative learning model with critical thinking skills on the learning outcomes of PPKn grade V students of SD Negeri 060934 Medan Johor. This research was conducted at SD Negeri 060934 Medan Johor. The research sample was determined by cluster random sampling, one class as an experimental class was taught with a STAD type cooperative learning model and one control class was taught conventionally. The sample to be studied amounted to 52 students consisting of 25 experimental class students and 27 control class students. Critical thinking ability tests are conducted to classify students who have high critical thinking skills and low critical thinking skills. Data were analyzed using two-way ANAVA using statistical tests with factorial design of 2x2 ANAVA with a significance level of > 0.05. Previously performed the normality test and homogeneity test analysis. The results showed that the learning outcomes taught using the STAD type cooperative learning model are better than conventional learning models in improving PKn learning outcomes of students as well as students who have high critical thinking skills who obtain better learning outcomes than students who have low critical thinking skills.

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The Effect of Student Teams Achievement Division (STAD) Learning Model and Social Skills on the Critical Thinking Ability in Four Grade Students of SD Negeri 05 Pauh Lubuk Sikaping

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i1.766 ◽

2020 ◽

Vol 3 (1) ◽

pp. 144-156

Author(s):

Reviva Safitri ◽

Edy Syahputra ◽

Asmin Asmin

Keyword(s):

Critical Thinking ◽

Social Skills ◽

Cooperative Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Models ◽

Critical Thinking Ability ◽

Thinking Ability ◽

The Difference

This study aims to: (1) To find out the differences of mathematical critical thinking ability of students taught with the STAD type cooperative learning model compared to conventional learning models; (2) To find out the difference of mathematical critical thinking ability of students who have high social skills compared to students who have low social skills; and (3) To find out the interaction between learning models and social skills in effecting the students' critical thinking ability. The population in this study were all grade four students at SD Negeri 05 Pauh Lubuk Sikaping, the number of students was 54, consisting of four grade A and four grade B. Data collection techniques used in this study were social skills questionnaires and critical thinking skills tests. The data analysis technique used in this study was inferential statistical techniques. Hypothesis testing is done by Two Way Anova test with a significant level of 0.05. The results showed that: (1) mathematical critical thinking ability of students taught with the STAD type cooperative learning model was higher than mathematical critical thinking ability of students taught with the conventional learning model (Fcount = 21.164 and sig. 0.000> 0.05); (2) The mathematical critical thinking ability of students who have high social skills was higher than the mathematical critical thinking ability of students who have low social skills (Fcount = 6.756 and sig. 0.012> 0.05); and (3) There was an interaction between learning models and social skills in effecting mathematical critical thinking ability of students (Fcount = 7.054 and sig. 0.011> 0.05).

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PENERAPAN MODEL TRI PRAMANA SPA DITINJAU DARI MOTIVASI SISWA TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v7i2.66 ◽

2017 ◽

Vol 7 (2) ◽

pp. 180-192

Author(s):

Ida Bagus Ari Arjaya ◽

Kadek Rahayu Puspadewi

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Interactive Effect ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Motivation ◽

Critical Thinking Ability ◽

Significant Difference ◽

Thinking Ability

The purposes of this research are to analyze: 1) The difference of critical thinking ability between Model Tri Pramana SPA (MTPSPA) and Model Pembelajaran Konvensional (MPK), 2) the differences in critical thinking skills between MTPSPA and MPK in students with high learning motivation, 3) The differences in critical thinking skills between MTPSPA and MTPSPA in students with low learning motivation, 4) The interactive effect between learning model and learning motivation toward students' critical thinking ability. The population of this study was all students of SMP Negeri 7 Denpasar academic year 2016/2017. The Samping technique that was used was group random sampling method with a quasi experiment design. The prerequisite data analysis consisted of internal validity analysis and interrater reliability. Two Way Analyze of Variant (ANAVA) by using SPSS 17 for Windows Software was used as the data analysis technique. The result of the present study are 1) there was significant difference of students’ critical thinking between MTPSPA and MPK (p=0,000 < α = 0,05), 2) there was significant difference of students’ critical thinking between MTPSPA and MPK for high motivation (p=0,000 < α = 0,05), 3) there was significant difference of students’ critical thinking between MTPSPA and MPK for low motivation (p=0,000 < α = 0,05), 4) there is no interaction effect between learning model and students’ learning motivation toward students' critical thinking (p = 0,482> α = 0,05).

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Development of Learning Based on Problems in Chemistry Subjects to Improve Students' Critical Thinking Ability

PEDAGOGIA Jurnal Pendidikan ◽

10.21070/pedagogia.v9i2.789 ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Melania Priska ◽

Agnes Pendy ◽

Natalia Peni ◽

Ludovicus Carvallo

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Biology Education ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Critical Thinking Skills ◽

Homogeneity Test ◽

Critical Thinking Ability ◽

Thinking Ability

Solution material is one of the materials that requires a student's level of understanding at the critical thinking level. Critical thinking skills train students to learn to find and solve problems using scientific methods based on real experiences encountered and experienced directly. To be able to find the concept of knowledge based on existing realities, an appropriate learning model is needed, namely a problem-based learning model. This study aims to determine students' critical thinking skills. The type and design of this research is development research with a nonequivalent control group design. The samples of this research were students of semester 2, Biology Education Study Program, University of Flores. This research was conducted from April-June 2020. Data were collected using the critical thinking ability test technique of students in the chemical solution subject, followed by processing and analyzing data using the prerequisite analysis test in the form of normality test, homogeneity test, and t-test. The data analysis shows the significance value of the normality and homogeneity test, namely α> 0.05, while for the t-test α <0.05. From these results prove that problem-based learning can improve students' critical thinking skills in chemistry subject matter solution

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Analisis Kemampuan Berfikir Kritis Siswa Menggunakan Teams Assisted Individualization (Pembelajaran Sains Materi Gerak)

SEJ (Science Education Journal) ◽

10.21070/sej.v1i2.1183 ◽

2017 ◽

Vol 1 (2) ◽

pp. 52

Author(s):

Ahmad Khoiri

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Cooperative Learning ◽

Learning Outcomes ◽

Learning Model ◽

Homogeneity Test ◽

Model Type ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Before And After

The aims of the Research are to difference of learning result and ability of critical thinking before and after treatment (treatment). Methods used with pretest and posttest for learning outcomes; questionnaires for students' critical thinking skills. Data analysis technique used reliability test, normality test, homogeneity test and hypothesis test of t one party test. The result of data analysis shows: 1) Based on pre test result, initial condition of student before using cooperative learning model type Teams Assisted Individualization experimental class 74,9 and control class 75,3 medium category. 2) end ability test to train students critical thinking ability show result tcount> ttable or 3,934> 1,684 (significance level 5%) means there is influence of cooperative learning model type Teams Assisted Individualization. 3) There is difference of critical thinking ability of class VIIA student with VIIB Junior High School Ma'arif Mlandi for 77 for experiment class and 75 control class and critical thinking ability equal to 79,6 with high category. 4) There was an increase in learning outcomes before and after the treatment of cooperative learning model type Teams Assisted Individualization of 74.9 to 77

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STUDI PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN MODEL KOOPERATIF TIPE TAKE AND GIVE DAN THINK PAIR SQUARE DI KELAS XI IPA SMA NEGERI 1 REJANG LEBONG

Alotrop ◽

10.33369/atp.v3i1.9026 ◽

2019 ◽

Vol 3 (1) ◽

Author(s):

Windy Novita Amalia ◽

Hermansyah Amir ◽

Sumpono Sumpono

Keyword(s):

Critical Thinking ◽

Hypothesis Test ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Homogeneity Test ◽

Critical Thinking Ability ◽

Normality Test ◽

Thinking Ability ◽

The Difference

The purpose of this research is to measure the difference of improvement of students' critical thinking ability by applying the cooperative model Take and give type with Think Pair Square type on salt hydrolysis material in grade XI IPA SMA Negeri 1 Rejang Lebong academic year 2017 / 2018. This study was conducted with a population of 201 students from 6 IPA classes and a sample of 68 students from 2 classes it class XI IPA 1 as experiment 1 and XI IPA 5 as experiment 2 which can be from normality and homogeneity test. The research is a kind of quasi experiment. Data analysis used is normality test, homogeneity test and hypothesis test. The students' critical thinking ability data is obtained from the pretest and posttest values at the beginning of the meeting and at the end of the meeting. This critical thinking skills test consists of 15 essay questions. The average increase in critical thinking skills for Take and give classes with Think Pair Square class is 44,757 and 51,683. By testing the hypothesis using t test with a significant level of 0.05, then obtained the value for t hitung> t table is 3.081> 1.668. The results showed that students' critical thinking skills with the classes that apply the Think Pair Square learning model is better than the class that applied the Take and give learning model.

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CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Maifalinda Fatra ◽

A Rizki ◽

Tita Khalis Maryati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Simple Explanation ◽

Critical Thinking Ability ◽

Thinking Ability

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

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The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

Bioeducation Journal ◽

10.24036/bioedu.v2i2.68 ◽

2018 ◽

Vol 2 (2) ◽

pp. 124-132

Author(s):

Mesia Dewi Hasanah ◽

Heffi Alberida ◽

Yosi Laila Rahmi

Keyword(s):

Critical Thinking ◽

Research Result ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Critical Thinking Skills ◽

Control Group ◽

Critical Thinking Ability ◽

Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

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THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL AND CRITICAL THINGKING ABILITY TOWARD SCIENCE PROCESS SKILLS OF SMA

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v4i2.3239 ◽

2015 ◽

Vol 4 (2) ◽

pp. 55

Author(s):

Ferawati Hutapea ◽

Motlan .

Keyword(s):

Critical Thinking ◽

Training Model ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Process Skills ◽

Science Process Skills ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Better Than

The purpose of research are 1). To know are differences in science process skills of students with the applied of inquiry training learning model and direct instruction learning models, 2). To know are differences in science process skills of students who has high critical thinking ability and the critically low ability, 3). To know the interaction inquiry training learning model and critical thinking ability toward students science process skills. The samples in this research conducted by cluster random sampling and as many as two class , the first class (X-I) as experiment applied Inquiry Training learning model and the second class (X-2) as control class applied Direct Intruction learning model. The instrument used in this research is tests science process skills and critical thinking skills in the form of description and observation sheets science process skills. From these results it can be concluded that: 1) there are differences in students science process skills with applied inquiry training model and direct intruction model, 2) science process skills of students with high critical thinking ability is better than the science process skills of students with the ability to think critically low, and 3) the interaction inquiry training learning model and critical thinking ability toward the science process skills.

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Application of Discovery Learning Model to Improve Critical Thinking Ability of Class 5 IPA

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.45817 ◽

2020 ◽

Vol 3 (3) ◽

pp. 138

Author(s):

Sri Rahayu

Keyword(s):

Critical Thinking ◽

Action Research ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Classroom Action Research

This type of research is classroom action research. The purpose of this study was to improve critical thinking skills in science by applying the Discovery Learning model. The results showed that the application of the Discovery Learning model can improve critical thinking skills in science. The percentage of critical thinking skills in the very good, good, adequate, and poor categories. In pre-cycle it was 41%, cycle I was 68%, increased in cycle II to 86%, and increased again in cycle III was 95%.

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