scholarly journals Effectiveness of Jigsaw Cooperative Learning Models In Lessons of the Basics of Building Construction on Students Learning 'Outcomes Viewed From Critical Thinking Skills

2019 ◽  
Vol 1 (7) ◽  
Author(s):  
Ansheila Rusyda Subiyantari ◽  
Supari Muslim ◽  
Erina Rahmadyanti
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Vocational High School

This study aims to analyze the differences in the effectiveness of the Jigsaw cooperative learning model and the direct learning model of student learning outcomes in DKB subjects in class X DPIB of Vocational High School 2 Surakarta; to analyze the differences in learning outcomes between students who have high critical thinking skills and students who have low critical thinking skills in DKB subjects in class X DPIB Vocational High School 2 Surakarta; and to analyze whether there is an interaction between the learning model and students' critical thinking skills towards student learning outcomes in the class X DKB DPIB Vocational High School 2 Surakarta. This study is a quantitative experimental study with a 2x2 factorial design. The sample of this study was the tenth grade students of DPIB Vocational High School 2 Surakarta in the 2018/2019 academic year, totaling 64 students. Data obtained from the results of observations, interviews, and tests. The data analysis technique uses 2-way Anava technique. The results is study's learning using Jigsaw cooperative learning model obtain the results of cognitive learning higher significant than learning outcomes cognitive students learn by using direct learning model on the subjects of DKB in Vocational High School 2 Surakarta; cognitive learning outcomes for students who have critical thinking skills height significantly higher than the results of cognitive learning students who have the skills to think critically low on the subjects of DKB in Vocational High School 2 Surakarta; and there is a very significant interaction between the learning model and the skill level which is critical to the cognitive learning outcomes of students in the DKB subjects at Vocational High School 2 Surakarta.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF DENGAN STRATEGI PEMBELAJARAN POE (PREDICT OBSERVE EXPLAIN) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUANBERPIKIR KRITIS SISWA DI MAN 1 MATARAM TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (1) ◽  
pp. 28
Author(s):  
Saiful Prayogi ◽  
Samsun Hidayat ◽  
Auliya Wulandara
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Reflection Data ◽  
Yield Learning

This study aims to improve learning outcomes and critical thinking skills of students MAN 1 Mataram Academic Year 2012/2013 through the application of cooperative learning model and strategy learning POE (Predict Observe Explain). The type of research used is classroom action research (PTK). This study was conducted in two cycles. Each cycle consists of planning, execution, observation, and reflection. Data on cognitive learning outcomes was obtained from PG tests and critical thinking through LKS. The subjects of the study are students of class X-1 that is 35 people. The results showed that, there is an increase in learning outcomes and students' critical thinking skills after the application of learning models. In the first cycle of classical completeness of cognitive learning results of 48.39%, the second cycle increased to 87.88%. The students' critical thinking ability in the first cycle was 67.28, and the Ikedua cycle increased to 74.62 with critical criteria. It can be concluded that cooperative learning model with POE (Predict Observe Explain) learning strategy has improved yield learning and critical thinking skills of students.

scholarly journals Peningkatan Kemampuan Berfikir Kritis Dengan Pendekatan Problem Based Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
Endra Priawasana ◽  
Waris Waris
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Action Observation ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Planning Action

Basically students have critical thinking skills. Students 'critical thinking skills that are still low are needed in a way so that students' critical thinking skills increase, With the Problem Based Learning learning model in the hope that students' critical thinking skills will increase. the purpose of the study was to determine the effectiveness of problem based learning in improving students' critical thinking skills. This type of research is Action Research, with the stages of planning, action, observation and reflection. This research was conducted in two cycles, with each cycle consisting of two lessons. The subjects in this study were MTs students. In Ambulu sub-district. Data collection techniques use tests and non-tests. The results showed that student learning outcomes in the first cycle got a score of 45 with very low criteria, in cycle II it increased to 92.5 with very good criteria. Students' critical thinking skills in the first cycle experienced 36% classical completeness with very low criteria, in cycle II it increased to 80% with high criteria. The results of the study prove that the application of the Problem Based Learning model is very effective in improving students' critical thinking skills.

scholarly journals Application of virtual reality assisted probing prompting model to improve critical thinking skills and student learning outcomes

2021 ◽  
Vol 2104 (1) ◽  
pp. 012021
Author(s):  
Mahdian ◽  
A M Rahman ◽  
Leny ◽  
Rusmansyah ◽  
P Saadi
Keyword(s):  
Virtual Reality ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Colloidal System ◽  
Learning Models ◽  
Analysis Techniques

Abstract This study aims to find out (1) the improvement of students’ critical thinking skills to the application of probing prompting learning models assisted by virtual reality media in colloidal system materials, (2) improvement of students’ learning outcomes against the application of probing learning models assisted by virtual reality media on colloidal system materials, (3) the response of students to the application of probing learning models assisted by virtual reality media on colloidal system materials. tudy pretest-posttest design. This study sample was a student of class XI MIPA 4 at SMA Negeri 8 Kota Banjarmasin. Data collection uses to test and non-test techniques. Data analysis techniques use descriptive and inferential analysis techniques. The results showed that: (1) the application of The Probing Prompting learning model assisted by Virtual Reality media could improve the critical thinking skills of students, (2) the application of the learning model probing prompting assisted by virtual reality media on colloidal system materials can improve students’ learning outcomes, (3) the application of Probing Prompting learning model assisted by Virtual Reality media gets a good response from students.

scholarly journals PENGARUH STRATEGI METAKOGNITIF TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR PESERTA DIDIK PADA MATERI SISTEM PENCERNAAN DI SMAN BANDA ACEH

2020 ◽  
Vol 8 (1) ◽  
pp. 60
Author(s):  
Hasanuddin Hasanuddin ◽  
Khairil Khairil ◽  
Samingan Samingan ◽  
Ismul Huda ◽  
Agustina Agustina
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Banda Aceh

This study aims to determine the effect of metacognitive strategiy on critical thinking skills and student learning outcomes in human digestive system material at SMAN 5 and SMAN 12 in Banda Aceh. This research was conducted in the second semester of the 2018/2019. The method used in this study is Experimental with the Pretest Posttest Control Group Design. The subjects of the study were all students of class XI IPA in both SMAN 5 and SMAN 12 Banda Aceh. The students of SMAN 5 from class IPA 4 was used as the control class meanwhile students from class IPA 2 as the experimental class. Students in SMAN 12 from class IPA 1 was used as control class meanwhile students from class IPA 2 as the experimental class. Data analysis was carried out by normality, homogeneity and t-test. The results showed that the use of metacognitive strategiy had an effect on students' critical thinking abilities, this can be seen from the results of the t-test in SMAN 5, namely t-hit 15,59 > t-tab 1,64 and in SMAN 12 namely t- hit 15,32 > t-tab 1,645, as well as influencing the cognitive learning outcomes of students, seen in the results of the t-test in SMAN 5 namely 10,07 > t-tab 1,64 and in SMAN 12 which is 3,68 > t-tab 1,64. The conclusion is that the use of metacognitive strategiy influences critical thinking skills and student learning outcomes in SMAN 5 and SMAN 12 in Banda Aceh.

scholarly journals IMPROVING THE LEARNING OUTCOMES OF KNOWLEDGE AND INQUIRY SKILL DOMAIN ON THIRD GRADE STUDENTS OF SMP NEGERI 14 KENDARI THROUGH THE GUIDED INQUIRY LEARNING MODEL ASSISTED BY SCIENCE KIT

2019 ◽  
Vol 4 (2) ◽  
pp. 175
Author(s):  
Luh Sukariasih ◽  
I Gede Purwana Edi Saputra ◽  
Fahrudi Ahwan Ikhsan ◽  
Andri Estining Sejati ◽  
Khaerun Nisa
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Inquiry Skill ◽  
Class Viii

The study aims to improve the learning outcomes in the field of knowledge and inquiry skill in class VIII 5 SMP Negeri 14 Kendari on the subject matter of light in atmosphere as the effect of applying the guided inquiry learning model assisted by science KIT. The method of the study used a classroom action research with research design is cycle model. The research subject is the students of class VIII 5 SMP Negeri 14 Kendari in the academic year 2016/2017 which consist of 26 students. The learning data achievements of the learners' realm were obtained through the learning result test (cycle test), the skill data of the learners were obtained through the inquiry sheet, and then was analyzed used the descriptive statistics.  Results of data analysis are: 1) learning outcomes increased from 60,31 in cycle I to 75 in cycle II; 2) the students group inquiry skill increased form average value 2.68 (enough category) in the cycle I to 3.15 (good category) in cycle II; 3) the students mastery learning percentage increase from 42.31% (11 students) in cycle I to 77% (20 students) in cycle II. It could be concluded that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain on Class VIII 5 SMP Negeri 14 Kendari in the subject matter of light in atmosphere. Keywords: guided inquiry, inquiry skills, learning outcomes,science KIT.   References Ahmadi, L. (2015). Pemanfaatan Alat KIT pada Pembelajaran.Gorontalo: Universitas Negeri Gorontalo. Aksa, F.I., Utaya, S., & Bachri, S. (2019). Geografi dalam Perspektif Filsafat Ilmu. Majalah Geografi Indonesia,33(1), 43-37. Amaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning?. Jurnal Sosial Humaniora, 10(2), 59-70. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (A. Priantoro, Trans.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Depdiknas. (2004). Kurikulum Mata PelajaranSains SMP danMTs.Jakarta: Depdiknas. Greenwald, R.R.,&Quitadamo, I.J. (2014). A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course. The Journal of Undergraduate Neuroscience Education, 12(2), 100-106. Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119-130. Hidayati, D.N., Amaluddin, L.O., & Surdin. (2016). The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject. Social Science, Education and Humanities Research,9(1), 367-371. Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2015). Guided Inquiry: Learning In The 21st Century(2nd ed.). California: Libraries Unlimeted. Mulyana, S., Rusdi, & Vivanti, D. (2018). The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcome. Indonesian Journal of Science and Education, 2(1), 105-109. Niana, R., Sarwanto, & Ekawati, E.Y. (2016). The Application of Guided Inquiry Model on Physic Learning to Improve Scientific Attitude and Students Analysis Ability. Proceedings of the 2nd International Conference on Teacher Training and Education Sebelas Maret University,2(1), 605-615. Piaget, J. (1970). Science of Education and the Psychology of The Child. New York: Wiley. Putra, M.I.S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers.JPII, 5(1), 83-93. Riduwan. (2015). Dasar-Dasar Statistika. Bandung: Tarsito. Sanjaya, W. (2014). Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group. Sapriya. (2014). Pendidikan IPS. Bandung: RemajaRosdaKarya. Sarwi, S.,& Prayitno, W.W. (2016). Implementation of Guided Inquiry Physics Instruction to Increase An Understanding Concept and to Develop The Students Character Conservation. JurnalPendidikanFisika Indonesia,12(1), 1-7. Sitorus, H.H., Hasruddin, & Edi, S. (2017). The Influence of Inquiry Learning Model on Student’s Scientific Attitudes in Ecosystem Topic at MTs. Daarul Hikmah Sei Alim (Islamic Junior High School) Asahan. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(11), 170-175. Sohibun. (2014). Penerapan Strategi Belajar Dengar Lihat Kerjakan (Delikan) Berbasis Laboratorium Mini terhadap Ketrampilan Proses Sains (KPS) Siswa SMA Kelas X MIA. Jurnal Imliah Edu Research, 3(1), 53-67. Sudjana, N. (2014). Penelitian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya. Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan   R&D. Bandung: Alfabeta. Tim Direktorat Pembinaan SMP. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama. Jakarta: Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Pertama. Wardani, S., Nurhayati, S., & Safitri, A. (2015). The Effectiveness of the Guided Inquiry Learning Module towards Students’ Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594. Yewang, M.U.K., Degeng, I.N.S., Setyosari, P., & Sulton. (2016). The Effect of Guided Inquiry Learning Method VS Free Inquiry Against Learning Outcomes. International Conference on EducationUM, 561-568. Zaini, M. (2016). Guided Inquiry Based Learning on the Concept of Ecosystem Toward Learning Outcomes and Critical Thinking Skills of  High School Student. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 50-55.   Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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

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.

scholarly journals Development of Physics Students Worksheets with Scientific Approaches to Improve Skills Critical Thinking and High School Student Learning Outcomes

2021 ◽  
Vol 8 (2) ◽  
pp. 107
Author(s):  
Algiranto Algiranto ◽  
Sulistiyono Sulistiyono
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
High School Student ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Physics Students ◽  
Scientific Approach

Low critical thinking skills and student learning outcomes in physics, especially in class X students of Muhammadiyah Imogiri High School becomes the background of this research. This research aims to (1) produce student worksheet products with a scientific approach that is appropriate to be used to improve critical thinking skills and high school student learning outcomes, (2) find out the improvement of students' critical thinking skills after using student worksheet with a scientific approach in the physics learning process. (3) knowing the increase in student learning outcomes after using student worksheets with a scientific approach to the development results. This research is a research and development (R&D) development with a 4-D model that is defined, design, develop, and disseminate. The subjects of the study were students of class X IPA of Muhammadiyah Imogiri High School. The results showed: (1) obtained student worksheet with a scientific approach that is suitable for use in learning in class X high school on temperature and heat material, based on the results of the assessment of the material validator included in the category (very good), from the media validator included in the category (good) and language validator is included in the category (Very Good) so that the Development Worksheet is feasible to be used for learning activities, (2) Students' critical thinking skills have increased in terms of the gain value of the pretest-posttest results in the moderate category with a gain value of 0.67. (3) the improvement of cognitive aspects of learning outcomes is indicated by the standard value of gain <g> of 0.73 (high). From these results, it can be concluded that the development worksheet can improve critical thinking skills and student learning outcomes.

scholarly journals Application of The Discovery Learning Model Assisted by Google Meet to Improve Students' Critical Thinking Skills and Science Learning Outcomes

2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Galih Mustikaningrum ◽  
Widiyanto Widiyanto ◽  
Nani Mediatati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Negative Effect

The Covid-19 pandemic situation has hampered the learning process. This can have a negative effect on the quality of the science learning output. This study aims to describe critical thinking skills and science learning outcomes through the application of the discovery learning model assisted by the Google Meet application. This type of research is Classroom Action Research (PTK) which consists of four stages, namely planning, implementing, observing, and reflecting. The subjects in this study were 15 students. The research instrument used was the critical thinking skills observation sheet and the learning outcome test sheet. The results showed that critical thinking skills in the pre-cycle stage were 52.33, cycle I 60.17, and cycle II 69.17. Then, the completeness of student learning outcomes in the pre-cycle is 60.00%, the first cycle is 73.33%, and the second cycle is 86.67%. Based on this, it can be concluded that learning with the discovery learning model assisted by the Google Meet application can improve critical thinking skills and science learning outcomes. The results of this study have implications for finding solutions to improve the quality of science learning output.

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