scholarly journals Development of Augmented Reality-Based Interactive Multimedia to Improve Critical Thinking Skills in Science Learning

2019 ◽  
Vol 12 (4) ◽  
pp. 331-344
Author(s):  
Ahmad Syawaludin ◽  
◽  
Gunarhadi Gunarhadi ◽  
Peduk Rintayati ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Augmented Reality ◽  
Science Learning ◽  
Interactive Multimedia ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

scholarly journals The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 1-14
Author(s):  
Triyo Supriyatno ◽  
Dirga Ayu Lestari ◽  
Ulfa Utami
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Guided Inquiry ◽  
Learning Models ◽  
Model Learning ◽  
Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

scholarly journals The Development of Science Learning Tool Oriented Toward Guided Inquiry to Improve Students’ Critical Thinking Skills

2020 ◽  
Vol 5 (6) ◽  
pp. 1394-1402
Author(s):  
Rahmi Nur Habibah ◽  
jandra Kirana ◽  
Raharjo .
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Data Analysis ◽  
Elementary Students ◽  
Science Learning ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Guided Inquiry

This study aims to produce science learning tools that are valid, practical, and effective which consists of syllabus, lesson plan, teaching material, student activity sheets, and test sheets to improve the critical thinking skills of elementary students. This research was carried out using the 4-D model of adaptation Ibrahim, M., which is define, design, developing, disseminate and tested in class V of Jiken Elementary School, Kedondong I Elementary School, Sudimoro Elementary School, school year 2019/2020 with One-Group Pretest-Posttest Design. Data analysis techniques used are quantitative and qualitative descriptive. The results shows: 1) valid, according to the validity of the three validators with valid categories, 2) practical, in accordance with the level of observers seen from the activity of students increasing at each meeting and implementation of RPP, 3) effective, seen from appearing significantly different from the pretest and posttest test students' critical thinking and positive student responses. Based on the results of data analysis, it can be concluded that the development of science learning tools oriented in guided inquiry is valid, practical, and effective for improving critical thinking skills of elementary students.

scholarly journals THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

2020 ◽  
Vol 4 (1) ◽  
pp. 5-10
Author(s):  
Riyani Septi Indriyana ◽  
Susilowati Susilowati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Science Technology ◽  
Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on  STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA  test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

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