scholarly journals Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes

2021 ◽  
Vol 14 (3) ◽  
pp. 613-628
Author(s):  
Arifin Maksum ◽  
◽  
I Wayan Widiana ◽  
Arita Marini ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Social Skills ◽  
Problem Solving ◽  
Social Studies ◽  
Path Analysis ◽  
Learning Outcomes ◽  
Self Regulation

scholarly journals The Effectiveness of Learning Implementation Plan Tool Through Design-Based Research

2018 ◽  
Vol 11 (1) ◽  
pp. 271-278
Author(s):  
Muhammad Zaini
Keyword(s):  
Critical Thinking ◽  
Social Skills ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Performance Skills ◽  
Design Based Research ◽  
International Student Assessment

Background: Research of Program for International Student Assessment (PISA) focusing on reading material, mathematics, and Natural Science shows that Indonesia ranks 10th of the lowest from 65 countries. Research of Trends International Mathematics and Science Study (TIMSS) shows the Indonesian students capability at very low rank in 1) understanding complex information, 2) theory, analysis, and problem solving, 3) use of tools, procedures, and problem solving, and 4) investigation. One possible way to overcome the problem of Indonesian students’ weakness is to improve the Lesson Plan. Materials and Methods: This research intended to determine the effectiveness of Science-Biology Lesson Plan through design-based research. The research used Tessmer Model with the stages of self-evaluation, expert reviews, one by one, small group, and field test as the research focus. The research subject was VII A students amounted to 40 students. The data included 1) cognitive learning outcomes, 2) performance skills, 3) character behavior, 4) social skills, and 5) critical thinking skills. Learning outcomes was obtained through test and analyzed based on Minimum Mastery Criteria. Performance skills were assessed through observation using performance task detail rubric. Character behavior and social skill were assessed through observation using characteristic behavior rubric. Critical thinking skills were ssessed through student worksheets with quantitative rubric. Results: The research result shows that Lesson Plan is effective to be used based on (1) student learning outcomes (product and process) that have exceeded the classical completeness, (2) student performance skills are very good, (3) student character behavior (discipline and responsibility) is very good, (4) student social skills (collaborating and contributing ideas) are mostly very good, and (5) student critical thinking skills are good.

scholarly journals HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ayang Kinasih
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Success Rate ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Higher Learning ◽  
Self Awareness ◽  
Learning Success ◽  
Learn Physics ◽  
High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract:  The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

Using Metacognitive Strategies in the STEM Field

2017 ◽  
pp. 216-230 ◽  
Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Autumn Dozier
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Metacognitive Strategies ◽  
Multiple Perspectives ◽  
Learning Techniques

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

scholarly journals Peningkatan Keterampilan Sosial dan Hasil Belajar menggunakan Model Pembelajaran Kooperatif Roundtable dan Carousel Feedback

2019 ◽  
Vol 4 (10) ◽  
pp. 1304
Author(s):  
Erita Febri Lestari ◽  
Mohammad Zainuddin ◽  
Budi Eko Soetjipto
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Models ◽  
Fourth Class ◽  
Classroom Action Research

<p><strong>Abstract:</strong> This study aims to analyze the improvement of social skills and social studies learning outcomes of student using RoundTable and Carousel Feedback cooperative learning models. The method used classroom action research. The subjects of this study were fourth class students which amounted to 33 students at SD Negeri 3 Besuki. The result of this study obtained from observation, documentation, questionnaires, tests, and interviews. The results showed that RoundTable and Carousel Feedback cooperative learning models can improve social skills and social studies of student learning outcomes.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan menganalisis peningkatan keterampilan sosial dan hasil belajar IPS siswa menggunakan model pembelajaran kooperatif <em>RoundTable<strong> </strong></em>dan <em>Carousel Feedback. </em>Metode penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian yaitu siswa kelas IV.1 yang terdiri dari 33 siswa di SD Negeri 3 Besuki. Data hasil penelitian diperoleh dari observasi, dokumentasi, angket, tes, dan wawancara. Hasil penelitian model pembelajaran kooperatif <em>RouundTable</em> dan <em>Carousel Feedback</em> dapat meningkatkan keterampilan sosial dan hasil belajar IPS siswa.

scholarly journals Pengaruh Model Problem Solving dan Problem Posing Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar PPKn

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Maha Surdinata ◽  
Sukardi Sukardi ◽  
Rispawati Rispawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Model Problem ◽  
Practical Implication ◽  
Problem Posing ◽  
Development Theory ◽  
Control Group ◽  
Control Group Design ◽  
Group Design

Tujuan penelitian ini adalah untuk mengetahui ada tidaknya pengaruh penerapan model problem  solving  dan problem  posing  terhadap kemampuan berpikir kritis dan hasil belajar PPKn  sisw a. Penelitian ini merupakan penelitian Quasi eksperimen dengan nonequivalen  control group  design.  Data berfikir kritis dijaring menggunakan angket dan data hasil belajar PPKn  diambil menggunakan so al tes yang sudah memenuhi persyaratan instrument  penelitian. Keseluruhan data dianalisis secara kuantitif  melalui uji parametrik yang terlebih dahulu diuji persyaratan analisis. Hasil penelitian menunjukkan bahw a tidak ada perbedaan kemampuan berfikir kritis dan hasil belajar PPKn antara yang menggunakan model problem  solving dan problem  posing.  Dengan mencermati nilai rata-rata yang sangat tinggi, maka kedua model pembelajaran sangat efektif. Implikasinya praktis adalah kedua model dapat digunakan dan secara teoritis memperkuat teori konstruktivistik sebagai backgroud teori pengembangan model pembelajaran. AbstractThe  purpose  of  this study is to  determine w hether  there is influence of  the application of problem solving methods and problems posed against the ability of critical thinking and  learning outcomes  of  student  PPKn.  This research is an experimental Quasi research w ith nonequivalent control group design. Learning methode  data w ith questionnaire method  and  learning result data PPKn taken using test questions that have met the requirements of the instrument. The data are analyzed quantitatively through the parametric test first. The results show ed no differences in critical thinking skills and learning outcomes betw een PPKn using problem solving and problem posing model. By looking at very high averages, the tw o learning models are very effective. The practical implication is that the second model  can  be  used  and  theoretically reinforces  constructivist  theory  as  a backgroud of learning model development theory. Keywords: Problem Solving, Problem Posing, Critical Thinking

scholarly journals THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

2014 ◽  
Vol 2 (2) ◽  
pp. 40
Author(s):  
Dicky Iranto ◽  
S Suparno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Social Studies ◽  
Problem Based Learning ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
The Social ◽  
Experiment Method

Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experiment method with non-equivalent group design. The conclusion of this research shows that there is enhancement to the students’ critical thinking skill significantly and suggested to use this method on another topic, schools gives the hypermedia facilities, and researching another learning competences.   Keywords: Problem Based Learning, Hypermedia, Critical Thinking Skill

scholarly journals TRAINING THE CRITICAL THINKING SKILLS OF STUDENTS USING THE PROBLEM SOLVING LEARNING MODEL IN CHEMICAL EQUILIBRIUM

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Melysa Pramitha Rosa ◽  
Utiya Azizah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Chemical Equilibrium ◽  
Design Method ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
The One

 The purpose of its research for  train students' critical thinking with problem solving learning models of equilibrium theory. The research was conducted in XI MIPA 1 class at SMA Negeri 14 Surabaya using the One Group Pretest Posttest Design method. The results obtained in this study were the teacher's implementation of the syntax in accordance with the problem solving learning model obtained by a percentage of ≥61% at each meeting. The student's relevant activity reaches a percentage of 82.78% for meeting 1; 84.44% for meeting 2, and 85% for meeting 3. At the time of the critical assessment of the 4 indicators drilled namely, interpretation, analysis, inference, and increasing understanding of 93.49% respectively; 82.87%; 88.90%; 85.42%. On the learning outcomes of students in the realm of knowledge by 92%. This shows the application of effective problem solving learning models in learning chemical equilibrium in training critical thinking skills. 

Sign in / Sign up

Export Citation Format

Share Document