Development of Discovery Learning Model Learning Tools to Improve Students' Physical Critical Thinking Ability

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Maya Astika ◽  
Hikmawati Hikmawati ◽  
Sutrio Sutrio ◽  
Gunawan Gunawan
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Process Data ◽  
Model Learning ◽  
Validity Data ◽  
Average Value

This development research aims to produce a product in the form of a discovery learning model to improve students' critical thinking skills in physics. The research design used is the 4D model which consists of define, design, develop and disseminate. Products developed in the form of a syllabus, lesson plans (RPP), material analysis, student worksheets (LKPD), and test instruments in the form of description questions. Data collection techniques using validation sheets and questions. The validity data were analyzed by determining the final mean value (NA) of the expert validators and practitioners. The improvement of critical thinking skills is analyzed using standard gain from the results before and after the learning process. Data validity results show that the learning device developed is at a very valid level with a final average value of 3.48 so that the developed device is suitable for use in learning. The data on the reliability results of the learning tools developed with an average value of 93.21% were included in the reliable category. The ability to think critically with discovery learning models has increased with a gain value of 0.38. Based on the results of these data, it can be concluded that the discovery learning model that was developed is effective to improve students' critical thinking skills in physics.Keywords: Learning tools, discovery learning model, critical thinking skills in physics

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 17-27
Author(s):  
Dian Noer Asyari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

scholarly journals Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics

2020 ◽  
Vol 4 (1) ◽  
pp. 83
Author(s):  
Anike Putri ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Average Response ◽  
Flat Side ◽  
Student Questionnaire ◽  
Skills Learning

This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.

scholarly journals Improving Critical Thinking Skills and Learning Outcomes of 4th Grade Students Through Discovery Learning Model

2021 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Wahyu Rizaldi ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Average Score ◽  
Average Value ◽  
Analysis Technique ◽  
Thematic Learning

Lack of critical thinking skills in students is a problem faced in thematic learning at <em>SD Negeri 2 Kedungrejo. </em>Therefore, it had an impact on low learning outcomes. From this problem, this study aims to improve critical thinking skills and learning outcomes through discovery learning model. Classroom Action Research (PTK) was used in this study. While the data collection instruments included observation sheets, test questions, and questionnaires. The data analysis technique used a comparative descriptive technique. The subjects of this study were 22 4<sup>th</sup> grade students of <em>SD Negeri 2 Kedungrejo.</em> The results of this study indicated an improvement of critical thinking skills and students’ learning outcomes. This can be proven by the average value of students' critical thinking skills in cycle I of 54.67% and increased again in cycle II by 69.84%. Whereas for students’ learning outcomes, in cycle I showed students’ average score of 70. Moreover, it increased by an average value of 80 in cycle II. To sum up, these results showed that applying discovery learning model in the online learning process were able to improve students’ critical thinking skills and learning outcomes.

scholarly journals Meningkatkan keterampilan berpikir kritis melalui model pembelajaran decision making pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan

2020 ◽  
Vol 5 (1) ◽  
pp. 60-63
Author(s):  
Eulis Sopia Fardiani ◽  
Yogi Nugraha ◽  
Nadya Putri Saylendra
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Interview Format ◽  
Class Average ◽  
Students Success

This study aims to improve the critical thinking skills of students of class XI IPA 2 MAN 2 Karawang on PPKn subjects through the Decision Making learning model. The use of this learning model is one of the efforts to improve critical thinking skills of students of class XI IPA 2 MAN 2 Karawang on PPKn subjects. The research method used in this study is the Classroom Action Research (CAR) method, which is research conducted by teachers in their own class with the aim of improving their performance as teachers, so that student learning outcomes become more improved. The PTK model used is the Kemmis & Mc model. Taggart which consists of planning, implementation, observation, and reflection. The instruments used are test results, observation, and interviews. Learning outcomes tests are used to measure students' success in critical thinking skills in the subject of analyzing cases of threats to ideology, politics, economics, socio-culture, defense and security and strategies to overcome them in the frame of Bhineka Tungga Ika). Observation and interview using observation format and interview format. The results showed that the use of the Decision Making learning model can improve students' critical thinking skills in PPKn subjects. From the pre-action class average value 28.76, it becomes 49.41 in the first cycle, 67.53 in the second cycle, and 91.79 in the third cycle..

scholarly journals IMPLEMENTATION OF GENERATIVE LEARNING MODEL TO IMPROVE STUDENT’S OF ISLAM ABHARIYAH JUNIOR HIGH SCHOOL CRITICAL THINKING SKILLS

2016 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Sri Yuliyanti ◽  
Saiful Prayogi ◽  
Bq. Azmi Sukroyanti
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Generative Learning ◽  
Learning Material ◽  
Average Value ◽  
Model Research

This research aims to enhance students’ critical thinking skills of SMP Islam Abhariyah on the academic year 2015/2016 through the application of the generative learning model. Research method used was classroom action research (PTK). This research was conducted in two cycles. Each cycle consist of planning, implementating, observating, and reflecting. Data learning activities of the students and teachers’ activities obtained by observation, while data on students’ critical thinking skills test was obtained by an evaluation at the end of each cycle. The subject of this study was 28 students in VIII-B class. Application of the generative learning model in this study considered as successful if the value of critical thinking skills of the students at a minimum categorized as critical. The data for student’s critical thinking skills was accomplished by using an essay test, and the average value of students is 41.96 (categorized very less critical) whit classical completeness achieved only 3,57% in the cycle I and in the cycle II showed the average value of the students is 68,92 (categorized critical) whit classical completeness increased to 85,71%. Research data of student’s activities was taken by using the student’s observation sheet. The average score in the cycle I is 46.50 (categorized as fairly active) and in the cycle II is 66.00 (categorized as active). The data of teacher’s activities was taken by using teacher’s observation sheet. The presentation of learning material is 64,28% (categorized as good) in the cycle I and 91,06% (categorized as very good) in the gathering II. Thus, the conclusion to this study is the application of the generative learning model can improve students’ critical thinking skills.

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

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

<p><em>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%.</em><em></em></p>

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

scholarly journals The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic

2020 ◽  
Vol 6 (1) ◽  
pp. 113-120
Author(s):  
Yus Rama Denny ◽  
Indri Sari Utami ◽  
Siti Rohanah ◽  
Dewi Muliyati
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Research Method ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Cooperative Model ◽  
Average Value

This study aims to determine the effect of developing blended learning models on students' critical thinking skills on impulse and momentum. The research method used in this study is ADDIE. The population in this study is class X MIA SMAN 4 Serang City. The sample of this study amounted to 31 students from class X MIA 2 as an experimental class using a blended learning model and 30 students from class X MIA 3 as a control class using a cooperative model. The test used in this study was eight essays in the form of representatives of one question indicator. These results indicate an increase in students' critical thinking skills after being given treatment that is by using a blended learning model. A large increase is evidenced by the N-Gain value in the experimental class that is 0.60 in the medium category and 0.23 in the low category in the control class. The average value of pretest and posttest is 5.27 and 9.77 in the control class, while in the experimental class is 5.65 and 16.61. These results show that there is an influence on the development of blended learning models for critical thinking skills on the momentum and impulses.

scholarly journals PENGARUH MODEL PEMBELAJARAN GENERATIF TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI PEMANASAN GLOBAL

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Fela Elwitriana ◽  
Suhendar Suhendar ◽  
Aa Juhanda
Keyword(s):  
Global Warming ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Generative Learning ◽  
Learning Models ◽  
Average Value ◽  
Significant Difference

This study aims to find how students' critical thinking skills after learning to use generative learning models in science learning material on global warming. This type of research is a quasi-experimental study with a population of 2 classes taken from class VII SMP in one of the cities of Sukabumi. The research sample was selected using a purposive sampling technique. The research design used in this study was the Nonequivalent Control Group Design. The instrument used in this study is a multiple-choice test of 15 items, each of which has been declared valid and reliable. Based on the data requirements test, it is known that the results of the research data are normally distributed and the two classes have the same variance (homogeneous). From the data analysis, it is known that the average value of the posttest of the experimental class students with the generative learning model is 84.50 and the average value of the posttest of the control class students without using the generative learning model is 62.19. There is a significant difference in student learning outcomes, this is evidenced by the Z-test obtained by Zcount> Ztable (3.72 > 1.96) so this study rejects H0 and accepts H1. Thus, it can be concluded that there are effects of learning outcomes on the critical thinking skills of students who take part in learning by using generative learning models on global warming material.

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