scholarly journals The Impact Of Application Of Value Clarification Technique (VCT) Towards Ecoliteracy And Critical Thinking Skill Student Of Social Science In Primary School

2019 ◽  
Vol 3 (1) ◽  
pp. 31-46
Author(s):  
Dadang Iskandar ◽  
Deasy Rahmawati ◽  
Acep Roni Hamdani
Keyword(s):  
Critical Thinking ◽  
Social Science ◽  
Study Groups ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
And Control ◽  
The Impact

The purpose of this study was to determine the effect of the application of Value Clarification Technique (VCT) to ecoliteracy and critical thinking skills of elementary school students in learning Social Science. The method used in this study is a quasi experimental design with non-equivalent control group design, using the two study groups. Subjects in this study were students of class IVSDN Cijerah Indah, Bandung Kulon District Bandung City. The experimental group was given the treatment of learning Value Clarification Technique (VCT) and the control group was given conventional learning. The results showed that in general there is a difference between learners ecoliteracy experimental class and control class and critical thinking skills among learners experimental class and control class after each class has been getting treatment that has been set.

scholarly journals PENGARUH LEMBAR KERJA SISWA (LKS) BERBASIS PENDEKATAN INDUKTIF TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI KELARUTAN DAN HASIL KALI KELARUTAN DI SMA NEGERI 12 BANJARMASIN

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Rifda Salsa Khairiyah ◽  
Raden Roro Ariessanty Alicia Kusuma Wardhani ◽  
Herlina Apriani
Keyword(s):  
Critical Thinking ◽  
Study Groups ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Group Design ◽  
Inductive Approach ◽  
And Control

Penelitian ini bertujuan untuk mengetahui pengaruh lembar kerja siswa (LKS)  berbasis  pendekatan  induktif terhadap kemampuan  berpikir  kritis siswa pada materi kelarutan dan hasil kali kelarutan. Penelitian ini dilaksanakan di SMA Negeri   12   Banjarmasin   dengan   menggunakan   metode   eksperimen   yang melibatkan dua kelompok belajar yaitu kelas eksperimen dan kelas kontrol dengan desain penelitian posttest only control group design. Sampel dalam penelitian ini sebanyak 48 sampel yang terdiri dari kelas eksperimen berjumlah 23 siswa dan kelas  kontrol  berjumlah  25  siswa.  Instrumen  yang  digunakan  untuk mengumpulkan  data  dalam  penelitian  ini  adalah  angket  kemampuan  berpikir kritis. Hasil penelitian menunjukkan bahwa pembelajaran yang menggunakan lembar kerja siswa berbasis pendekatan induktif dapat meningkatkan kemampuan berpikir kritis siswa dalam belajar pada materi kelarutan dan hasil kali kelarutan di SMA Negeri 12 Banjarmasin. Hal ini dapat dilihat pada hasil uji hipotesis yang menggunakan uji mann-whitney. Hasil yang didapatkan adalah nilai sig sebesar 0,036, yang menyatakan H0 ditolak dan H1 diterima, hal ini dikarenakan nilai sig < 0,05.This study aims to determine students’ critical thinking skills by using student worksheet based on inductive approach to student’s critical thinking skills on solubility and solubility results material . This research was conducted at SMA Negeri 12 Banjarmasin by using an experimental method involving the two study groups namely experimental class and control class with the research design used is the posstest only control group design. The sample in this study were 48 samples consisting of an experimental class 23 students and a control class 25 students. Instrument used to collect data were questionnaires of thinking skill. The result showed that learning with worksheet based on an inductive approach can improve students’ critical thinking skills in learning the material solubilty and solubility results  at  SMA  Negeri  12  Banjarmasin.  This  can  be  seen  in  the  results  of hypothesis testing using the Mann Whitney test. The results obtained are sig value of 0,036, which states that H0 is rejected and H 1 is accepted, this is because  sig < 0,05.

scholarly journals The Implementation of Portfolio Assessment to Increase Critical Thinking Ability for High School Students on Human Coordination System Material

2021 ◽  
Vol 9 (3) ◽  
pp. 130-136
Author(s):  
Annisa Tiara Linanti ◽  
Saiful Ridlo ◽  
Siti Harnina Bintari
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Portfolio Assessment ◽  
Deep Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Coordination System

Critical thinking has an essential role in the development of 21st-century skills to form students who have a deep understanding of the subject being studied. The use of portfolio assessment is believed to be a means of mastering a subject. This study was aimed to analyze whether the implementation of portfolio assessment in Biology learning in human coordination systems material can improve students' critical thinking skills. This study used a pretest and posttest control group design. Based on the results of the analysis, it was found that the means posttest score of students' critical thinking skills in the experimental class was 78.28, and the control class was 63.36. The Independent Sample T-Test showed a significant mean difference between the experimental class and the control class. The improvement of critical thinking skills by implementing portfolio assessment was better than the control class. The regression test showed that the contribution of the portfolio assessment to the improvement of critical thinking skills was 19.1%. The results of the analysis showed that the portfolio assessment distributed students in three categories of critical thinking skills were 59.4% in the enough category, 31.3% in the good category, and 9.4% in the very good category. The conclusion is that the implementation of portfolio assessment has a positive effect on increasing students' critical thinking skills in the human coordination system material.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

scholarly journals The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

2021 ◽  
Vol 7 (2) ◽  
pp. 87-100
Author(s):  
Shazia Sarwar ◽  
Muhammad Samiullah ◽  
Fazal-ur- Rahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Equivalent Control ◽  
Cognitive Acceleration ◽  
Faculty Of Education ◽  
And Control

Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

scholarly journals The Effect of using the 5E Instructional Strategy in developing critical thinking skills for third-grade intermediate students in the jurisprudence course: أثر استخدام استراتيجية دورة التعلم الخماسية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط في مقرر الفقه

2021 ◽  
Vol 5 (47) ◽  
pp. 124-95
Author(s):  
Ahlam Merji Al- Muhammadi Ahlam Merji Al- Muhammadi
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Instructional Strategy ◽  
Study Groups ◽  
Thinking Skills ◽  
Third Graders ◽  
Critical Thinking Skills ◽  
Control Group ◽  
And Control ◽  
Experimental Group

This study investigates the effect of the 5E Instructional strategy on the development of critical thinking skills of intermediate third graders through Jurisprudence course compared to the normal way of teaching. In order to achieve this goal the researcher adopted a pre- post two- group (experimental and control) quasi- experimental research methodology. The tool of the study was a critical thinking skills test based on Mary McFarland's strategy. After the validation and calculation of the tool's reliability, the researcher piloted the tool at a random sample consisting of (63) female intermediate third graders in thirtieth Medina School. The study used a number of appropriate statistical analyses which included: means of scores, standard deviation, alpha Cronbach coefficient reliability test of critical thinking skills, and T- test for independent samples to ensure group homogeneity of study groups, and to see the effect of using the 5E Instructional strategy on developing the critical thinking skills of the students. The obtained results indicated that there are statistically significant differences at the level of significance (a = 0.05) between the mean scores of experimental group and control group students in the critical thinking skills test in favor of the experimental group. In the light of these results, a number of recommendations have been made, namely: religious science teachers should be supervised towards more attention to the development of critical thinking skills; paying attention to the involvement of the student in the learning process; encouraging students to express their opinions and being able to defend their point of view in order to increase the level of critical thinking skills and finally to employ the 5E Instructional strategy in teaching jurisprudence course. Based on the findings of the study, a group of suggestions for future studies have been made that can be considered as extension to the current study.

scholarly journals Pengaruh Pendekatan Saintifik Terhadap Keterampilan Berpikir Kritis Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 36
Author(s):  
Baiq Azmi Sukroyanti ◽  
Ika Sufianti
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Thinking Skill ◽  
Control Group Design ◽  
Scientific Approach ◽  
And Control

[Title: The Effect of Scientific Approaches Toward Students' Critical Thinking Skills]. This study aims to determine the influence of scientific approach toward the critical thinking skills of students. Indicator of critical thinking skills provides a simple explanation, build skills, conclude, provide further explanation, and set the strategies an tactics. Design in this study was quasi-experimental with posttest only control group design. The population of the study was all of the students class VII SMPN 16 Mataram. The samples of the study consist of two class, that was experiment and control, which is experiment class was taught using scientific approach and control class was taught using conventional methods. The instrument of the study was a description test of critical thinking skill. Data postest show the average of creative thinking skill in the experimental class is 72,32% categorized well while for the control class is equal to 62,67% categorized quite well. The analysis data found tcount 3,28 and ttable 1,67 (the significant level of 5%). The result shows that there was an effect of a scientific approach toward critical thinking skills of the students in vibration and waves material.

scholarly journals EFFECTIVENESS OF THE PBL MODEL WITH THE TPS REVIEWED FROM CRITICAL THINKING ABILITY OF GRADE 5 STUDENTS IN MATHEMATICS TEACHING

2019 ◽  
Vol 7 (2) ◽  
pp. 157
Author(s):  
Elza Pristy Latifah ◽  
Wahyudi Wahyudi ◽  
Yohana Setiawan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Control Group Design ◽  
Average Value

The purpose of this study was to examine the differences in effectiveness of PBL learning models with TPS in terms of the critical thinking skills of elementary school students in mathematics. This research is a quasi-experimental study. In this study, the Non-equivalent Control Group Design design is used to investigate the effects of the two variables used. In this study 19 students at Bacem Elementary School and 19 students at Waru Elementary School, Jepon District, Blora Regency. The two groups were given different treatments, namely the PBL learning model was treated in the experimental group at Bacem SDN, and the TPS model was treated in the control group at Waru Elementary School. Based on the results of the study, H_oditotak and H_a were accepted. The analysis in this study used the Ngain test to determine the increase in the average value of the results of the pretest and posttest. This is based on the results of the NGain analysis showing an increase in value after being given PBL treatment of 0.64, while the increase in value after being given TPS treatment was 0.53. Based on all analysis results, it can be concluded that there are significant differences in effectiveness in this study. Evidently the application of PBL learning models has a higher level of effectiveness when compared to the TPS learning model of the critical thinking skills of fifth grade students in mathematics

scholarly journals Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions

2018 ◽  
Vol 5 (1) ◽  
pp. 108 ◽  
Author(s):  
Sri Hastuti Noer
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Discovery ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
In The Beginning ◽  
And Control ◽  
The Impact

This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

scholarly journals The effectiveness of the cooperative problem-based learning in improving the elementary school students’ critical thinking skills and interpersonal intelligence

2018 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
Khalis Amrullah ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Fifth Grade Students

This research aims to find out the effect of the cooperative problem-based learning on the improvement of the critical thinking and interpersonal intelligence of the fifth-grade students. This research was a quasi-experiment with the pretest-posttest control group design. The subjects were all fifth-grade students of SDN Liang Anggang 1, Pandahan 1, and Pandahan 2, Bati-Bati District of South Kalimantan in the second semester of the academic year 2015/2016. Data collection techniques that used were test and scale technique. The test was used to find out the critical thinking and the scale were used to find out the interpersonal intelligence.The hypothesis was tested using t-test and MANOVA with 0.05 significant levels. The result of this research shows that the use of the cooperative problem-based learning model in natural science teaching is effective in improving critical thinking and interpersonal intelligence of the fifth-grade students. Based on the result of t-test in posttest, the experimental I and II with control group show that the sig. < 0.05 and the result of the MANOVA in the experimental I and II with control group show that the significant value 0.000 ˂ 0.05.

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