Trend of Critical Thinking Skill Researches in Biology Education Journals across Indonesia: from Research Design to Data Analysis

Abstract: This study aims to determine the interaction/influence of the application of the project based Double Loop Problem Solving learning model in improving Critical Thinking Skill and student Interpersonal Skill. This research is in the form of quantitative research and the sample used in this study is one class taken using Saturated Sampling techniques. The research class was treated using a project-based Double Loop Problem Solving learning model. The independent variable in this study is a project based Double Loop Problem Solving learning model, while the dependent variable is Critical Thinking Skill and student Interpersonal Skill. There are 2 kinds of data analysis techniques, namely data analysis techniques about Critical Thinking Skills and data analysis techniques about student Interpersonal Skills. The analysis of the hypothesis test of this study used the T-Test with a significance level of 5%. T-Test Criteria are as follows, Ho is accepted / H1 is rejected if T count is smaller than T table and Ho is rejected / H1 is accepted if T count is greater than T table. From the results of the TT-test for the first dependent variable Critical Thinking Skill T count = 18.77 and T table = 1.782, because T count is greater than T table, Ho1 is rejected, meaning that there is interaction/influence on the implementation of project based Double Loop Problem Solving learning model in improving Critical Thinking Skill. While the results of the T test for the Interpersonal Skill dependent variable obtained T count = 12.33 with T table = 1.782, because T count is greater than T table, Ho2 is rejected, meaning that there is interaction / influence on the application of Double Loop Problem Solving based learning models to improve Student Interpersonal Skills.Abstrak: Penelitian ini bertujuan untuk mengetahui interaksi/pengaruh penerapan model pembelajaran Double Loop Problem Solving berbasis project dalam meningkatkan Critical Thinking Skill dan Interpersonal Skill mahasiswa. Penelitian ini berbentuk penelitian kuantitatif dan sampel yang digunakan dalam penelitian ini adalah satu kelas yang diambil dengan menggunakan teknik Sampling Jenuh. Kelas penelitian diberi perlakuan dengan menggunakan model pembelajaran Double Loop Problem Solving berbasis project. Adapun variabel bebas dalam penelitian ini adalah model pembelajaran Double Loop Problem Solving berbasis project, sedangkan variabel terikatnya adalah Critical Thinking Skill dan Interpersonal Skill mahasiswa. Teknik analisis data ada 2 macam yaitu teknik analisa data tentang Critical Thinking Skill dan teknik analisa data tentang Interpersonal Skill mahasiswa. Analisis uji hipotesis penelitian ini menggunakan Uji-T dengan taraf signifikan 5 %. Kriteria Uji-T adalah sebagai berikut, Ho diterima/H1 ditolak jika T hitung lebih kecil dari T tabel dan Ho ditolak/H1 diterima jika T hitung lebih besar dari T tabel. Dari hasil uji T untuk variabel terikat pertama Critical Thinking Skill diperoleh T hitung = 18,77 dan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho1 ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran Double Loop Problem Solving berbasis project dalam meningkatkan Critical Thinking Skill. Sedangkan hasil uji T untuk variabel terikat Interpersonal Skill diperoleh T hitung = 12,33 dengan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho2 ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran Double Loop Problem Solving berbasis project dalam meningkatkan Interpersonal Skill mahasiswa.

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Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v1i3.46 ◽

2020 ◽

Vol 1 (3) ◽

pp. 246-260

Author(s):

Devy Alvionita ◽

Prabowo ◽

Z.A. Imam Supardi

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Fluid Dynamic ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning Materials ◽

Design Data ◽

Significance Level

This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.

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An Exploratory Research Design Further Demonstrating the Need for the Integration of Critical Thinking Skill Curricula in Homeland Security and Emergency Management Higher Education Academic Programs

Journal of Homeland Security and Emergency Management ◽

10.2202/1547-7355.1796 ◽

2011 ◽

Vol 8 (2) ◽

Cited By ~ 1

Author(s):

Matthew L. Collins ◽

Stacy L. Peerbolte

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Emergency Management ◽

Research Design ◽

Homeland Security ◽

Academic Programs ◽

Exploratory Research ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Education Academic

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PENERAPAN PENDEKATAN PEMBELAJARANCONTEXTUAL TEACHING AND LEARNING(CTL) DALAM UPAYAPENINGKATAN KETERAMPILAN BERPIKIR KRITIS

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v5i1.122 ◽

2017 ◽

Vol 5 (1) ◽

pp. 9

Author(s):

Devi Lestari ◽

Saiful Prayogi ◽

Bq Azmi Syukroyanti

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Data Collection ◽

Teaching And Learning ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Skill Test ◽

Class Room ◽

Data Collection Technique ◽

Data Analysis Result

This research aim to increase students’ critical thinking skill by using Contextual Teaching and Learning (CTL). This research is class room action research which use the quantitative approach. Subject of the research is VIII grade students’ and object of the research is students’ critical thinking skill in SMPN 5 Narmada. The instrument of the research is the critical thingking skill test. The data collection technique in this research is test and observation sheet, the test is used to measure the critical thingking skill whether the observation sheet is used to measure students’ and teacher activity. The result of research shows that the application of Contxtual Teaching and Learning (CTL) approach can increase students’ critical thinking skill. This can be seen from the data analysis result where the I cyrcle reach 49,91 and the II cyrcle reach 80,00 which involve in critical category.

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The Effectiveness of Predict Observe Explain Learning Model to Students’ Critical Thinking Skills

JIPF (Jurnal Ilmu Pendidikan Fisika) ◽

10.26737/jipf.v6i3.2213 ◽

2021 ◽

Vol 6 (3) ◽

pp. 228

Author(s):

Cut Eka Para Samya ◽

Muhibbuddin Muhibbuddin ◽

Suhrawardi Ilyas

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Conventional Model ◽

Banda Aceh

This research aims to understand the differences of critical thinking skill in learning physics using predict observe explain (POE). It was experimental research with pretest posttest control group. It was conducted in class XI IPA of SMAN 3 Banda Aceh on the topic of thermodynamic law. This research used two parallel classes, which is the first class stands for control and another is used as experiment. Conventional model is applied in control class, whereas class of experiment had predict observe explain model. Instrument of this research was objective test with five multiple choice. Then, data were collected through pretest and posttest. Data analysis is carried out by comparing initial and final skills of students and then tested for significance using two different means through independent simple t-test. The results showed that there were differences in critical thinking skills between students using POE model and students using non-POE model. Therefore, it can be concluded that application of learning model predict observe explain in improving students critical thinking skills.

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The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill

Jurnal Penelitian & Pengembangan Pendidikan Fisika ◽

10.21009/1.06114 ◽

2020 ◽

Vol 6 (1) ◽

pp. 121-130

Author(s):

Imam Arifin ◽

Insih Wilujeng ◽

Jumadi Jumadi

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Test Question ◽

Physics Learning ◽

Quasi Experimental ◽

The Subject

This research aimed to determine the effect of Quick on The Draw Model assisted by the physics learning book integrated Pancasila values on critical thinking skills. This research is quasi-experimental with one group pretest-posttest design. The subject in this research is 27 students of class XI MIA 2 MAN 1 Yogyakarta. Data collection used a test question to obtain data on students’ critical thinking skills. Data analysis increased critical thinking skills using n-gain. The results show the n-gain value on each indicator of critical thinking as follows: focusing questions of 0.75 (high), answering clarification questions of 0.82 (high), analyzing arguments of 0.68 (moderate), reviewing consideration values of 0.75 (high), and decide on an action of 0.53 (moderate). Therefore, Quick on The Draw Model assisted by the physics learning book integrated Pancasila values can improve critical thinking skills.

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