Implementation of Problem Solving with Concept Map to Improve Critical Thinking Skills and Chemistry Learning Achievement

ABSTRAK Penelitian ini bertujuan untuk menguji pengaruh pembelajaran dengan model Problem Solving Fisika (PSF) terhadap prestasi belajar dan kemampuan berpikir kritis pada siswa kelas X MIA di SMAN 4 Kaur. Penelitian ini menggunakan desain nonequivalent control group design untuk meneliti pengaruh model PSF terhadap prestasi belajar dan one group pretest posttest design untuk meneliti pengaruh model PSF terhadap kemampuan berpikir kritis. Sampel penelitian diambil menggunakan teknik purposive sampling sehingga diperoleh kelas X MIA 1 berjumlah 31 orang sebagai kelas eksperimen dan kelas X MIA 2 berjumlah 31 orang sebagai kelas kontrol. Data penelitian dikumpulkan dengan menggunakan tes prestasi belajar dan tes kemampuan berpikir kritis. Berdasarkan analisis data menggunakan uji-T dua sampel independen menunjukkan bahwa 1) tidak terdapat pengaruh yang signifikan pembelajaran dengan model PSF terhadap prestasi belajar dengan nilai < yaitu (1,23< 2,00), dengan effect size sebesar 0,32 yang berada dalam kategori rendah. 2) terdapat pengaruh yang signifikan pembelajaran dengan model PSF terhadap kemampuan berpikir kritis diketahui dengan adanya selisih antara skor rata-rata posttest dengan skor rata-rata pretest sebesar 36,78, dengan effect size sebesar 3,21, yang berada dalam kategori kuat. Kesimpulan penelitian ini menunjukkan bahwa tidak terdapat pengaruh yang signifikan pembelajaran menggunakan model Problem Solving Fisika terhadap prestasi belajar siswa kelas X SMAN 4 Kaur dan terdapat pengaruh yang signifikan terhadap kemampuan berpikir kritis siswa kelas X SMAN 4 Kaur. Kata Kunci: Model Problem Solving Fisika, prestasi belajar, Kemampuan Berpikir Kritis ABSTRACTThis study aimed to examine the effect of learning used the Problem Solving Fisika (PSF) learning Model on the learning achievement and critical thinking Skills of students of SMAN 4 Kaur. This research used nonequivalent control group design to examine the effect of the PSF learning model on learning achievement and one group pretest posttest design to examine the effect of the PSF learning model on Critical Thinking Skills. Samples in this research were taken by using purposive sampling. Data analysis which used the T-test two independent samples showed that 1) there was no significant effect of learning with the PSF learning model on the learning achievement with a value that was tcount<ttable (1.23 <2.00), with effect size of 0,31 which were in the low category. 2) there was a significant effect of learning with the PSF model on critical thinking skills known by the difference between the average Posttest score and average Pretest score (O2-O1) of 36,78, with effect size of 3,21, meant that the Problem Solving Fisika learning model had an effect of 98% and was in the High category. The conclusion of this study shows that there is no significant effect of learning using the Problem Solving Fisika learning model on the learning achievement and a significant effect of learning using the Problem Solving Fisika learning model on thecritical thinking skills.Keywords: Model Problem Solving fisika, learning achievements, critical thinking ability

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Keefektifan problem solving dan guided inquiry dalam setting TAI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v3i2.6143 ◽

2016 ◽

Vol 3 (2) ◽

pp. 221

Author(s):

Hesti Setianingsih

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

T Test ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Learning Problem ◽

Learning Achievement ◽

Research Population

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan membandingkan keefektifan problem solving setting team assisted individualization (TAI) dengan guided inquirysetting TAI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri siswa. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Lebaksiu yang terdiri atas 9 kelas. Dari populasi yang ada diambil secara acak dua kelas, yaitu kelas VII H dan kelas VII I sebagai sampel kelas penelitian. Kelas VII H diberi treatment dengan pendekatan pembelajaran problem solving setting TAI, sedangkan kelas VII I dengan guided inquiry setting TAI. Data dianalisis dengan menggunakan uji one sample t-test, uji MANOVA dengan T2 Hotteling’s dilanjutkan dengan uji t-Benferroni untuk menentukan pendekatan pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran problem solving setting TAI dan guided inquiry setting TAI keduanya efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri; pendekatan pembelajaran guided inquiry setting TAIlebih efektif daripada problem solving setting TAI ditinjau dari masing-masing aspek.Kata Kunci: problem solving, guided inquiry, team assisted individualization, prestasi belajar, kemampuan berpikir kritis, kedisiplinan diri The effectiveness of problem solving and guided inquiry viewed from students’ learning achievement, critical thinking skills, and self-discipline AbstractThis study aims to describe the effectiveness and compare the effectiveness of problem solving in team assisted individualization (TAI) setting with guided inquiry in TAI setting viewed from the students’ learning achievement, critical thinking skills, and self-discipline. The research population comprised all Class VII students, consisting of 9 classes of SMP Negeri 1 Lebaksiu. From the population, two groups (classes), class VII H and class VII I, were selected randomly as the research class sample. Class VII H was treated with the approach of learning problem solving in TAI setting, while class VII I was treated with the guided inquiry in TAI setting. The data were analyzed using one sample t-test, MANOVA with T2 Hotteling’s and then continued by t-Benferroni test to determine which the approach of learning is more effective. The results of study show that the approaches of learning problem solving in TAI setting and guided inquiry in TAI setting are both effective viewed from students’ learning achievement, critical thinking skills, and self-discipline, and the approach of learning guided inquiry in TAI setting is more effective than problem solving in TAI setting in terms of each aspect.Keywords: problem solving, guided inquiry, team assisted individualization, learning achievement, critical thinking skills, self-discipline

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EFEKTIFITAS PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING DENGAN CONTEXT-RICH PROBLEMS PADA MATERI POKOK TERMOKIMIA DALAM MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN BERPIKIR KRITIS

Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram ◽

10.33394/j-ps.v2i1.1051 ◽

2014 ◽

Vol 2 (1) ◽

pp. 18

Author(s):

Khaeruman Khaeruman ◽

Siti Nurhidayati Nurhidayati ◽

Sari Rahayu

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Learning Outcomes ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Critical Thinking Ability ◽

Passive Learning ◽

Chemistry Learning ◽

Thinking Ability

Passive learning leads to low student chemistry learning outcomes. This study aims to improve learning outcomes and students' critical thinking skills on thermochemical subject matter through problem-solving learning model with context-rich problems. This research was conducted in 2 cycles, namely: planning, implementation, observation, evaluation, and reflection. Student learning result data obtained through formative test given at each end of the cycle and students' critical thinking skills adapted to the indicator of critical thinking. Learning outcomes show that classical completeness earns a score of at least 70 85% of the total number of students taking the evaluation test. The results showed that the results of classical evaluation in cycles I and II were 35% and 90%, respectively. Improvement of learning result that is 157%, and critical thinking ability of student in cycle I score that is 45% (uncritical category). In cycle II, the score achieved is 65% (critical category). Increased critical thinking ability reached 44.4%. We conclude that the application of problem-solving learning model with Context-rich problems can improve learning outcomes and critical thinking skills

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MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KEMAMPUAN MEMECAHKAN MASALAH SISWA MELALUI PEMBELAJARAN BERBASIS MASALAH [IMPROVING STUDENTS’ CRITICAL THINKING SKILLS AND PROBLEM SOLVING ABILITIES THROUGH PROBLEM-BASED LEARNING]

JOHME Journal of Holistic Mathematics Education ◽

10.19166/johme.v2i2.1331 ◽

2019 ◽

Vol 2 (2) ◽

pp. 108

Author(s):

Mery Fransiska Simanjuntak ◽

Niko Sudibjo

Keyword(s):

Critical Thinking ◽

Action Research ◽

Problem Solving ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Achievement ◽

Learning Mathematics ◽

Math Students ◽

Bahasa Indonesia

Critical thinking and problem-solving abilities need to be possessed by each person in order to be able to solve various problems and make decisions correctly. One of many tools for developing critical thinking skills is learning mathematics. The purpose of this study is to analyze whether Problem Based Learning is able to increase students’ abilities in critical thinking, problem solving, and learning achievement. Using Classroom Action Research (CAR) methods for three cycles, research was conducted on 24 grade 8 math students at the Pelangi Kasih School. The results of this study showed that Problem Based Learning is able to increase students’ critical thinking, problem solving, and learning achievement.BAHASA INDONESIA ABSTRACT: Keterampilan berpikir kritis dan kemampuan memecahan masalah adalah dua hal penting untuk siswa agar mampu membuat keputusan yang benar dan memecahkan berbagai masalah dalam hidupnya. Salah satu sarana untuk mengembangkan keterampilan berpikir kritis dan memecahkan masalah adalah melaui pembelajaran berbasis masalah. Tujuan dari penelitian ini adalah untuk menganalisis penggunaan Pembelajaran Berbasis Masalah (PBM) untuk meningkatkan keterampilan berpikir kritis dan kemampuan memecahkan masalah. Menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan sebanyak tiga siklus, penelitian dilakukan pada dua puluh empat siswa pada kelas matematika kelas VIII, Sekolah Pelangi Kasih jakarta. Hasil penelitian ini menunjukkan bahwa Pembelajaran Berbasis Masalah dapat meningkatkan keterampilan berpikir kritis dan kemampuan memecahkan masalah pada siswa .

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PROBLEM BASED E-LEARNING DALAM PEMBELAJARAN KIMIA DI SMA

Jurnal Kwangsan ◽

10.31800/jtp.kw.v9n1.p70--89 ◽

2021 ◽

Vol 9 (1) ◽

pp. 70

Author(s):

Puji Ariyati ◽

I Wayan Sukrawarpala ◽

I Wayan Santyasa

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Learning Achievement ◽

Achievement Data ◽

Chemistry Learning ◽

Equivalent Control ◽

E Learning

Many concepts of chemistry about abstract things that require strong understanding to the concepts by relating it in daily life. Its implementation does not only have to be directly face to face, but also can be through e-learning. The aim of this study is at describing the differences in the influence of the Problem-Based e-Learning (PBeL) model with Direct e-learning (DeL) model on critical thinking skills and chemistry learning achievement. This quasi-experimental study was applied in which thepretest-posttest non-equivalent control group design, involving 3 classes (95 students) of Class X MIPA SMAN-1 Bebandem. The study sample consisted of 2 classes (64 students). Critical thinking skills and chemistry learning achievement data were obtained from the critical thinking skills test scores and chemistry learning achievement. Data were analyzed descriptively by using one-way MANCOVA. The results showed that, there were significant differences in: (1) critical thinking skills and learning achievement together between students learning with PBeL and DeL models (F= 26,363; p<0.05); (2) critical thinking skills between students learning with PBeL and DeL models (F= 36,278; p<0.05); (3) learning achievement between students learning with PBeL and DeL models (F= 9,859; p <0.05). PBeL model has a greater effect than DeL on critical thinking skills and Chemistry learning achievement of class X students of SMAN-1 Bebandem AbstrakBanyak konsep kimia tentang hal-hal abstrak yang memerlukan pemahaman yang kuat dengan mengaitkannya dalam kehidupan sehari-hari. Pelaksanaannya tidak harus secara tatap muka tetapi bisa melalui e-Learning. Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan pengaruh model Problem-Based e-Learning (PBeL) dengan model Direct e-Learning (DeL) terhadap keterampilan berpikir kritis dan prestasi atau hasil belajar Kimia. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan pre-test and post-test non-equivalent control group design. Populasi penelitian ini adalah 3 kelas paralel (95 siswa) kelas X MIPA SMAN-1 Bebandem. Sampel penelitian ini terdiri dari 2 kelas paralel (64 siswa). Data keterampilan berpikir kritis dan prestasi/hasil belajar kimia diperoleh dari skor tes keterampilan berpikir kritis dan prestasi/hasil belajar Kimia. Data dianalisis secara deskriptif dan MANCOVA satu jalur. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan pada (1) keterampilan berpikir kritis dan prestasi/hasil belajar secara bersama-sama antara peserta didik yang belajar dengan model PBeL dan DeL (F=26,363; p<0,05), (2) keterampilan berpikir kritis antara peserta didik yang belajar dengan model PBeL dan DeL (F=36,278; p<0,05); dan (3) prestasi/hasil belajar Kimia antara peserta didik yang belajar dengan model PBeL dan DeL (F = 9,859; p<0,05). Model PBeL berpengaruh lebih besar dibandingkan dengan DeL terhadap keterampilan berpikir kritis dan prestasi/hasil belajar Kimia siswa kelas X SMAN-1 Bebandem.

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PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v9i2.342 ◽

2017 ◽

Vol 9 (2) ◽

pp. 99

Author(s):

St Fatimah Azzahra

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Problem ◽

Group Problem ◽

Control Group Design ◽

Group Design ◽

Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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Beliefs about Critical Thinking among English Teachers in Qasabet Al- Mafraq, Jordan: معتقدات عن التفكير الناقد بين معلمي اللغة الانجليزية في قصبة المفرق، الأردن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.z260919 ◽

2020 ◽

Vol 4 (8) ◽

Author(s):

Zainab Salem Ahmad

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Role Playing ◽

English Teachers ◽

Thinking Skills ◽

Critical Thinking Skills ◽

The North ◽

Conceptual Maps ◽

Asking Questions ◽

Teacher's Knowledge

This study aimed to investigate the relationships between teachers' knowledge, beliefs and activities about critical thinking. . The study followed the descriptive approach. This research was based on a questionnaire designed to investigate English teachers' points of view about critical thinking for primary and secondary schools in Qasabet Al Mafraq which is a city in the north of Jordan The population of the study is 280 female and male teachers distributed through 160 primary and secondary school. The study sample was randomly selected and it represents 46% of all English teachers in Qasbet Al Mafraq. They are 40 male and 88 female teachers during the second semester 2018/2019. The results of the study indicate that most of the teachers know the higher and lower –order of critical thinking skills. Also, they are inclined to use the critical thinking strategy to achieve certain outcomes in the curriculum. According to the teachers' beliefs, they think critical thinking is an important and effective strategy for problem solving and decision making. On one hand, there is a positive correlation between teacher's knowledge, teachers' belief and critical thinking activitie such as role- playing, asking questions, problem- solving, conceptual maps, debate and game playing. But on the other hand, there are no statistically significant differences at (a= 0.05) due to the variables of gender, experience, number of students, and the stage they are teaching. The researcher recommends that more research should be done on the effect of critical thinking on the four skills reading, writing, speaking and listening.

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Implementasi Media Pembelajaran Komik Islam Untuk Meningkatkan Prestasi belajar dalam berpikir Kritis Siswa di Sekolah

ULUL ALBAB Jurnal Studi Islam ◽

10.18860/ua.v17i1.3264 ◽

2016 ◽

Vol 17 (1) ◽

pp. 110 ◽

Cited By ~ 1

Author(s):

Anip Dwi Saputro

Keyword(s):

Student Achievement ◽

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

P Value ◽

Learning Achievement ◽

Critical Thought ◽

Post Test ◽

Student Questionnaire ◽

Research Experiment

The goals of this research are : determine learning achievement in students' critical thinking during the learning using the medium of comics Islam. This research is a research experiment using two classes; kontrol one class and one class treatment. In this study using respondents 72 students to test experimental comic learning media Islam. This research aims to improve student achievement in students' critical thinking about the use of pre test, post test and student questionnaire responses. Data from these assessments were analyzed using SPSS. 18.0 with Anacova test. The results showed that: (1) there is a relationship between learning achievement with the critical thinking skills of students because the p value (Sig.) Of <0.05, (2) there is a relationship between the media with critical thinking skills of students because the p value (Sig.) <0:05 and (3) there is influence student achievement and learning media to the critical thinking skills of students because the p value (Sig. Corrected Model) <0.05. Keywords : Islamic comics as learning resources, student testing grades, and critical thought.

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ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽

10.24127/biolova.v1i1.39 ◽

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.

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Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v6i2.991 ◽

2017 ◽

Vol 6 (2) ◽

pp. 234 ◽

Cited By ~ 1

Author(s):

Muhammad Ikhsan ◽

Said Munzir ◽

Lia Fitria

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Critical Thinking Ability ◽

Group Design ◽

Thinking Ability ◽

Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

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