scholarly journals The Effectiveness of ARIAS Learning Model Based on Digital Literacy in Terms of Critical Thinking Ability of Elementary School Students

Author(s):  
Fida Rahmatika Hadi ◽  
Liya Atika Anggrasari
2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Eldi Fajri N ◽  
Taufina Taufina

The purpose of this research is to find out the improvement of students' mathematical critical thinking skills in elementary school students by using the REACT strategy. This research is a classroom action research conducted in class IV at SDN 02 VII Koto Sungai Sarik Padang Pariaman . The results showed that there was an increase in students' mathematical critical thinking skills starting from the initial ability of 43.67, cycle 1 gained an average of 68.56, and cycle 2 gets an average of 83.37. So it can be concluded that there is an increase in mathematical critical thinking skills of elementary school students by using the REACT strategy. This study recommends that primary school teachers can use the REACT strategy as an effort to improve mathematical critical thinking skills of elementary school students.


Author(s):  
Muhammad Jiyad Prawira ◽  
Ucu Cahyana ◽  
Riana Bagaskorowati

This study aims to find the influence of ICT media and the ability to think critically about science literacy skills of elementary school students. This research was conducted in class V SDN Kebon Kacang 01 Jakarta. The research design used experimental method with treatment by level 2 x 2. Data analysis was carried out using 2-way variance analysis (ANOVA). The results of this study are (1) the existence of different literacy skills of students who learn to use ICT Flash media with ICT Power Point Media. (2) There is an interaction between ICT media and critical thinking ability to science literacy ability of elementary school students. (3) Science literacy ability of students who have high critical thinking ability using ICT Flash media is higher than students having high critical thinking ability using ICT Power Point Media. (4) science literacy ability of students with low critical thinking ability using ICT Flash media is lower than students having low critical thinking ability using ICT Power Point Media.


Author(s):  
Ludiana Fitriyah ◽  
Siti Maghfirotun Amin ◽  
Tatag Yuli Eko Siswono

The ability to think critically is an important ability that elementary school students must have. The ability to think critically helps students make the right decisions about what to believe and what actions to take in the present or in the future. The ability to think critically can be developed by an open-ended approach to learning mathematics. The open-ended approach uses open-ended problems that have more than one correct answer and various ways of solving. Open-ended problem is expected to motivate students to find solutions independently so that in the process students' critical thinking ability will increase. This study aims to describe the process of developing mathematics learning tools using an open-ended approach for fourth-grade elementary school students to improve critical thinking ability. The learning tools development model consists of 3 phases, namely preliminary research (needs and context analysis, review of literature, development of a conceptual or theoretical framework for the study), prototyping phase (syllabus design, lesson plans, worksheets and expert validation) and assessment phase (limited trials). The trial in this study used a one-group pretest-posttest design with the research subjects of 19 fourth-grade students at Kedungdoro I/306 elementary school. The data collection technique used a device validation sheet, an observation sheet for the implementation of lesson plans and student activities, a student response questionnaire and a critical thinking ability test. The data obtained were analyzed using the average score which was converted according to the defined categories. The results show that the learning tools developed are valid based on the assessment of the two validators, practical based on the implementation of the lesson plan and student activities in the "very good" category, and effective based on the responses of students who are in the "strong" category and student's critical thinking ability that significantly increased with medium category based on paired sample t-test and N-Gain analysis.


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