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 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 Development of Acid-Base Devices Integrating ARCS Motivation Strategy in Problem-Solving Learning Model Scientific Attitude and Critical Thinking Skills of Students

2021 ◽  
Vol 7 (SpecialIssue) ◽  
Author(s):  
Melania Priska ◽  
Natalia Peni ◽  
Yosephina Payu Wao
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Acid Base ◽  
Gain Score ◽  
Motivation Strategies

The purpose of this research is to develop an acid-base device that integrates ARCS motivation strategies in problem-solving learning models of scientific attitudes and critical thinking skills of students. The development of this device uses a 4-D model, but in this study, due to the limited time, the development of the device only reached the development stage and was tested on Biology Education Study Program students in semester 2 with a one-group pretest-posttest design. Data collection techniques used are validation, tests, and questionnaires. Data were analyzed using SPSS and the Likert scale. The results showed the validity of the Semester Lesson Plan obtained a rcount of 0.690, valid category. Student Worksheet obtained rcount value of 0.748 valid categories. Learning Outcomes Test obtained, rcount of 0.701, with a valid category. The percentage of Lesson Plan implementation is on a scale of 4 with a good category. The results of the N-Gain Score test in the productive class is 78.58% effective category while the N-Gain Score in the trial class is 70.14% and is included in the quite effective category. The data shows that learning using ARCS motivation strategies in problem-solving learning models can improve student learning outcomes.

scholarly journals HUBUNGAN BERPIKIR KRITIS DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DI MASA PANDEMI COVID 19

Jurnal PenSil ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 120-129
Author(s):  
Endah Sri Wahyuni ◽  
Henita Rahmayanti ◽  
Ilmi Zajuli Ichsan
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Face To Face ◽  
Quantitative Correlation ◽  
Face To Face Learning ◽  
Good Learning

Abstrak Dalam  pembelajaran daring, banyak kendala yang dihadapi baik siswa maupun guru, hal ini dikarenakan  siswa dan guru tidak dapat berinteraksi seperti pada pembelajaran tatap muka sehingga siswa mengalami kesulitan dalam menangkap materi yang disampaikan oleh guru. Untuk mendapatkan hasil belajar yang sesuai dengan kriteria ketuntasan minimal, maka siswa dituntut untuk mandiri, mempunyai daya berpikir kritis dan motivasi belajar yang tinggi. Penelitian ini bertujuan untuk mengetahui seberapa besar korelasi/pengaruh antara berpikir kritis, motivasi belajar, dan hasil belajar siswa. Metode yang digunakan adalah kuantitatif korelatif, dengan analisis data menggunakan SPSS. Pengambilan data dilakukan dengan sebaran angket melalui Google Form. Penelitian dilaksanakan di salah satu SMK Negeri di Jakarta dengan populasi siswa kelas X DPIB sebanyak 70 siswa dan sampel diambil 40 siswa. Hasil belajar yang di gunakan adalah hasil belajar nilai ketrampilan mata pelajaran Gambar Teknik yang diambil dari hasil nilai tugas selama satu semester. Hasil penelitian yang didapat ternyata kemampuan berpikir kritis siswa mempunyai korelasi dengan hasil belajar jika siswa memahami materi yang disampaikan oleh guru dan mempunyai media pembelajaran yang memadai, sedangkan semangat belajar mempunyai korelasi positif dengan derajat sedang dan signifikan terhadap hasil belajar. Jika semangat belajar tinggi, maka akan mendapatkan hasil belajar yang baik. Kata kunci: Pembelajaran Daring, Berpikir Kritis, Motivasi Belajar, Hasil Belajar Abstract In online learning there are many obstacles faced by both students and teachers, this is because students and teachers cannot interact as in face-to-face learning so that students have difficulty capturing the material presented by the teacher. To get learning outcomes that are in accordance with the minimum completeness criteria, students are required to be independent, have critical thinking power and high learning motivation. This study aims to determine how big the correlation/influence between critical thinking, learning motivation and student learning outcomes. The method used is quantitative correlation, with data analysis using SPSS. The research was conducted in one of the State Vocational High Schools in Jakarta with a population of students of class X DPIB and 40 students were taken as samples. The learning outcomes used are the results of learning the value of the Engineering Drawing subject skills taken from the results of the value of the assignment for one semester. The results of the study showed that students' critical thinking skills had a correlation with learning outcomes if students understood the material presented by the teacher and had adequate learning media. Meanwhile, the spirit of learning has a positive correlation with moderate and significant degrees of learning outcomes. If the enthusiasm for learning is high, it will get good learning outcomes. Keywords: Online Learning, Critical Thinking, Learning Motivation, Learning Outcomes

scholarly journals Pengembangan Perangkat Pembelajaran IPA Fisika Melalui Model Pembelajaran Inkuiri Dengan Metode Pictorial Riddle

2013 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Imelda Imelda ◽  
M. Arifuddin Jamal ◽  
Suyidno Suyidno
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Physical Science ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Data Retrieval ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Plan Implementation

Learning device in SMP Negeri 4 Banjarmasin has not been designed to accommodate the needs of students to actively learn and solve problems on their own during the learning process, therefore carried out a study aimed at describing the effectiveness of the development of the physical science learning through inquiry learning model with the method of pictorial riddle. In particular, this study aimed to describe: (1) the feasibility study, (2) lesson plan implementation, (3) students' critical thinking skills, (4) learning outcomes, (5) the response of students towards learning. This refers development research to the Dick and Carey. Data retrieval techniques through achievement test, observation, questionnaires, and documentation. The results were analyzed by descriptive qualitative and quantitative. The results showed that: (1) a device developed includes lesson plans, Teaching Materials and LKS are reliable instrument used, (2) the method of inquiry learning lesson plan implementation of using pictorial riddle methods in good category. (3) students' critical thinking skills that include known issues, define hypotheses, solve problems, collect data, evaluate, and conclude are in good category. (4) learning outcomes that indicates with classical TPK completeness in good category is achieved with good overall sensitivity and sensitive, although there is a small unfinished because of the difficulty in analyzing the problem, (5) The students response of to the inquiry learning model with pictorial riddle methods is in good category. Retrieved conclusion that the physical science device which is developed are effective to improve critical thinking are students and learning outcomes learning through inquiry learning model with pictorial riddle methods. 

scholarly journals The Effectiveness of Learning Implementation Plan Tool Through Design-Based Research

2018 ◽  
Vol 11 (1) ◽  
pp. 271-278
Author(s):  
Muhammad Zaini
Keyword(s):  
Critical Thinking ◽  
Social Skills ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Performance Skills ◽  
Design Based Research ◽  
International Student Assessment

Background: Research of Program for International Student Assessment (PISA) focusing on reading material, mathematics, and Natural Science shows that Indonesia ranks 10th of the lowest from 65 countries. Research of Trends International Mathematics and Science Study (TIMSS) shows the Indonesian students capability at very low rank in 1) understanding complex information, 2) theory, analysis, and problem solving, 3) use of tools, procedures, and problem solving, and 4) investigation. One possible way to overcome the problem of Indonesian students’ weakness is to improve the Lesson Plan. Materials and Methods: This research intended to determine the effectiveness of Science-Biology Lesson Plan through design-based research. The research used Tessmer Model with the stages of self-evaluation, expert reviews, one by one, small group, and field test as the research focus. The research subject was VII A students amounted to 40 students. The data included 1) cognitive learning outcomes, 2) performance skills, 3) character behavior, 4) social skills, and 5) critical thinking skills. Learning outcomes was obtained through test and analyzed based on Minimum Mastery Criteria. Performance skills were assessed through observation using performance task detail rubric. Character behavior and social skill were assessed through observation using characteristic behavior rubric. Critical thinking skills were ssessed through student worksheets with quantitative rubric. Results: The research result shows that Lesson Plan is effective to be used based on (1) student learning outcomes (product and process) that have exceeded the classical completeness, (2) student performance skills are very good, (3) student character behavior (discipline and responsibility) is very good, (4) student social skills (collaborating and contributing ideas) are mostly very good, and (5) student critical thinking skills are good.

DEVELOPING CRITICAL THINKING SKILLS THROUGH PROFESSIONAL DEVELOPMENT

2020 ◽  
Vol 74 (4) ◽  
pp. 456-461
Author(s):  
Zh. Tutbaeva ◽  
◽  
G. Tokshylykova ◽  
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Essential Elements ◽  
Critical Thinking Skills ◽  
Teachers And Students ◽  
The Right ◽  
Critical Thinker

The paper is devoted to the role of critical thinking in teaching and focuses on asking the right questions to get the right answers. Critical thinking is being able to think logically and reasonably. It also provides novice teachers and students with practical example of a lesson plan for a reflective teacher. It helps to see the essential elements for a lesson plan, but most importantly it provides an example of a plan heading which is crucial before planning as it helps teachers think critically before they start the lesson. A critical thinker is analytical, reflective, fair-minded, positive, curious, perseverant and creative. The researchers suggest a lesson plan for PD workshop on the importance of critical thinking with detailed procedure.

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 KEEFEKTIFAN PERANGKAT RENCANA PELAKSANAAN PEMBELAJARAN MELALUI PENELITIAN BERBASIS PERANCANGAN

2021 ◽  
Vol 1 (2) ◽  
pp. 85-92
Author(s):  
Noorlatifah Noorlatifah ◽  
Suryajaya Suryajaya ◽  
Muhammad Zaini
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Self Evaluation ◽  
Expert Review

Teachers still have difficulty practicing critical thinking skills so that learning outcomes and critical thinking skills in science learning are less than optimal. This study aims to evaluate the effectiveness of the quality of the lesson plans developed using a guided inquiry learning model with the topic of change in form at SMPN 22 Banjarmasin. The method used is development research. The device development model used is the Tessmer model, which includes the stages of self-evaluation, expert review, one to one, small group, and field test. The lesson plans developed were syllabus, lesson plans, teaching materials, LKPD, and assessment test. The subjects in the study were students of class VII SMPN 22 Banjarmasin. The results showed that the lesson plan using the guided inquiry model, the topic of change in form was classified as effective, including the learning outcomes of students with a completeness percentage of 76% and had reached the KKM set by the school. Students 'critical thinking skills are categorized as very good, students' psychomotor skills use very good categorized filter papers, characterized behavior includes disciplinary aspects that are very well categorized and aspects of responsibility are very good. Social skills include aspects of working together which are categorized as quite good, aspects of donating ideas are categorized as very good, and spiritual attitudes of gratitude are categorized as very good. Based on the following research results, it can be concluded that the lesson plan tools through design-based research are effective.Keywords: effectiveness, lesson plans tools, guided inquiry, learning outcomes, critical thinking skillsAbstrakGuru masih mengalami kesulitan dalam melatihkan kemampuan berpikir kritis sehingga hasil belajar dan keterampilan berpikir kritis dalam pembelajaran IPA kurang optimal. Penelitian ini bertujuan mengevaluasi keefektifan kualitas perangkat RPP hasil pengembangan menggunakan model pembelajaran inkuiri terbimbing topik perubahan wujud di SMPN 22 Banjarmasin. Metode yang digunakan adalah penelitian pengembangan. Model pengembangan perangkat yang digunakan adalah model Tessmer, meliputi tahap self evaluation, expert review, one to one, small group, dan field test. Perangkat RPP yang dikembangkan adalah silabus, RPP, bahan ajar, LKPD, dan lembar penilaian. Subyek dalam penelitian adalah peserta didik kelas VII SMPN 22 Banjarmasin. Hasil penelitian menunjukkan bahwa perangkat RPP menggunakan model inkuiri terbimbing topik perubahan wujud tergolong efektif meliputi hasil belajar peserta didik dengan persentase ketuntasan sebesar 76% dan telah mencapai KKM yang ditetapkan sekolah. Keterampilan berpikir kritis peserta didik terkategori sangat baik, keterampilan psikomotor peserta didik menggunakan kertas saring terkategori sangat baik, perilaku berkarakter meliputi aspek disiplin terkategori sangat baik dan aspek tanggung jawab terkategori sangat baik. Keterampilan sosial meliputi aspek bekerja sama terkategori cukup baik, aspek menyumbangkan ide terkategori sangat baik, dan sikap spiritual rasa syukur terkategori sangat baik. Berdasarkan hasil penelitian berikut dapat disimpulkan bahwa perangkat RPP melalui penelitian berbasis perancangan efektif.Kata kunci: keefektifan, perangkat RPP, inkuiri terbimbing, hasil belajar, keterampilan berpikir kritis

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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