scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS MAHASISWA DALAM MENGEMBANGKAN PEMBELAJARAN SETS TERINTEGRASI KEARIFAN LOKAL

2017 ◽  
Vol 1 (2) ◽  
pp. 121
Author(s):  
Shanta Rezkita ◽  
Nadziroh Nadziroh ◽  
Endah Marwanti
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Cultural Value ◽  
Descriptive Research ◽  
Thinking Ability ◽  
School Learning ◽  
Quantitative Descriptive ◽  
Fair Poor

The demand of KKNI curriculum in the 21st century is about the equality of learning achievement covering attitudes and values, work ability, scientific mastery, authority and responsibility. For that, PGSD graduates of Sarjanawiyata Tamansiswa University (UST) Yogyakarta are expected to be able to design the learning activities, which is in line with the development of science, and technology, which is on the same time, are able to bring Indonesian cultural value into it. The graduates’ competence are presented in their abilities to develop elementary school learning activities based on the Science Environment Technology and Society (SETS) and integrate local wisdom into it. The purpose of this research is to describe the skills of critical thinking of PGSD students in developing SETS-based learning integrated with local wisdom and also along with the indicators that appear in each skill aspect. This is a type of quantitative descriptive research with non-test data collection techniques, observation, and documentation. While the main instruments are in the form of Student Worksheet (LKM), the observation sheet towards the indicators of critical thinking skills. Data analysis techniques is done by using descriptive statistics interpretation through several answering criteria: very good, good, fair, poor, and very poor which is then the results are presented in the form of tables. The results showed that the average critical thinking ability of PGSD UST students was 69.24% with can be categorized in good criteria. Indicator of every critical thinking skills aspect has appeared, even though some targets of achievements have not been optimally gained yet.

scholarly journals Analisis keterampilan berpikir kritis peserta didik SMA kelas X IPA pada materi virus

2020 ◽  
Vol 3 (1) ◽  
pp. 7-11
Author(s):  
Jussi Agustine ◽  
Nizkon Nizkon ◽  
Sulton Nawawi
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Critical Thinking Ability ◽  
Descriptive Research ◽  
Thinking Ability ◽  
Quantitative Descriptive

This study aims to determine the critical thinking skills of class X science students in Talang Ubi District on virus material. Type of quantitative descriptive research. The population of all students of class X Science in Talang Ubi District. The sample used in class X IPA 1 in SMA Negeri 1 Talang Ubi, SMA Negeri 2 Unggulan Talang Ubi, and SMA YKPP Pendopo. Data collection techniques using purposive sampling. Retrieval of data using instruments about the ability to think critically on virus material using the framework developed by Facione (2013), consist of five indicators namely: interpretation, analysis, evaluation, inference, explanation, and self-regulation. The results of the study of Critical Thinking Ability in the District of Talang Ubi can be categorized as low, with a percentage value of 59.26%. For the average number of indicators obtained in Talang Ubi District, namely: interpretation indicator has a percentage of 87.94%, and analytical indicator of 60.27%, and evaluation indicator of 45.52%, an inference indicator of 52.83%, an explanatory indicator by 40.00% and self-regulation indicators by 69.01%. This study can be concluded that the critical thinking ability of high school students of class X IPA in Talang Ubi sub-district on virus material is categorized as low. These results indicate that strategies, teaching materials, and learning media need to be developed to facilitate students' thinking skills.

scholarly journals Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Model Pembelajaran Kooperatif Tipe Jigsaw dengan Media Game Monopoli

2021 ◽  
Vol 6 (1) ◽  
pp. 201
Author(s):  
Ishmatud Diyanah ◽  
A. Rosyid Al Atok
Keyword(s):  
Critical Thinking ◽  
Group Formation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Cooperative Model ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Quantitative Descriptive

This study aimed to describe the application and analysis of student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media. The study used classroom action research with a quantitative descriptive approach. The application of the jigsaw type cooperative learning model with monopoly game media was applied in several stages, namely group formation, rolling dice in turns, followed by transaction activities in the form of a combination of answering questions, renting, selling, and buying assets until finally one of the students became an absolute rich person called a monopolist. The student's critical thinking ability before taking action measured through the pretest. It showed that the percentage of completeness obtained by students was 65.6% with a minimum completeness criterion of 75. The student's critical thinking ability after the action in cycle I showed that there was a change in the percentage of completeness obtained by students of 66.67% of the pretest results to 76.67% of the post-test results. In the second cycle, there was a change of 76.67% from the pretest results to 90% from the post-test results, thus student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media increased by 10% in cycles I and 13,33% in cycle II.

scholarly journals UPAYA MENINGKATKAN AKTIVITAS BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA DENGAN MENERAPKAN MODEL DISCOVERY LEARNING DI KELAS XI IPA 3 SMA N 9 KOTA BENGKULU

2020 ◽  
Vol 3 (1) ◽  
pp. 75-82
Author(s):  
Putri Melatiya ◽  
Nyoman Rohadi ◽  
Dedy Hamdani
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Activities ◽  
Average Score ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Temperature Heat

ABSTRAK Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa pada konsep suhu, kalor dan perpindahan kalor. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari tiga siklus. Setiap siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek dalam penelitian ini adalah seluruh siswa kelas XI IPA 3 yang berjumlah 26 siswa. Instrumen yang digunakan adalah lembar observasi untuk aktivitas belajar siswa dan soal tes kemampuan berpikir kritis siswa. Hasil penelitian ini menunjukkan bahwa aktivitas belajar siswa pada siklus I dengan rata-rata skor sebesar 25 dalam kategori baik, siklus II sebesar 27,5 dalam kategori baik, dan siklus III sebesar 29 dalam kategori baik. Hasil tes ketemampuan berpikir kritis siswa skor rata-rata kelas per siklus mengalami peningkatan tiap siklusnya. Pada siklus I diperoleh hasil sebesar 70,57 dengan kategori cukup, siklus II diperoleh hasil sebesar 82,30 dengan kategori baik, pada siklus III diperoleh hasil sebesar 90,57 dengan kategori sangat baik. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Discovery Learning dapat meningkatkan kemampuan berpikir kritis dan aktivitas belajar siswaKata Kunci : Model Discovery Learning, Aktivitas Belajar Siswa, Kemampuan Berpikir Kritis ABSTRACT This research was aimed to improve students' critical thinking skills on the concepts of temperature, heat and heat transfer. This research was a classroom action research that conducted in four stages, namely planning, implementing actions, observing, and reflecting. The subjects in this study were all students of class XI IPA 3, amounting to 26 students. The instrument used was an observation sheet for student learning activities and test questions for students' critical thinking skills. The results of this study indicated that student learning activities in the first cycle with an average score of 25 in the good category, the second cycle of 27.5 in the good category, and the third cycle of 29 in the good category. The results of students' critical thinking skills test scores on average per class has increased each cycle. In cycle I obtained results of 70.57 with enough categories, cycle II obtained results of 82.30 with good categories, in cycle III obtained results of 90.57 with very good categories. Based on the results of the study it can be concluded that the application of discovery learning models can improve critical thinking skills and student learning activitiesKeywords: Discovery Learning Model, Student Learning Activities, Critical Thinking Ability

scholarly journals KEMAMPUAN BERPIKIR KRITIS MAHASISWA DI PROGRAM STUDI PENDIDIKAN AKUNTANSI

Perspektif ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 52-57
Author(s):  
Purba Andy Wijaya ◽  
Fitriani
Keyword(s):  
Critical Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Education ◽  
Education Students ◽  
Study Program ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Study Techniques

The purpose of this study was to determine the critical thinking skills of students in the Accounting Education Study Program, Islamic University of Riau. This research is a type of quantitative descriptive research. The population and sample of this study were all students of the 5th semester of the 2020/2021 academic year, totaling 48 people. Collecting research data using documentation study techniques, and analyzed using descriptive analysis. The results showed that the critical thinking skills of Accounting Education students, on average, had good abilities. However, there are still some students who have a low critical thinking category. This is due to; 1) Some students are still formulating questions that are classified as CI and C2. 2) Students tend to answer questions briefly, without providing further explanation. 3) Students still use reasons that focus on the words of the book or take it directly from the internet without examining it first. Therefore, students must be encouraged to improve their abilities in critical thinking.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MAHASISWA MATA KULIAH EKOLOGI TUMBUHAN MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI

2018 ◽  
Vol 10 (2) ◽  
pp. 218-230
Author(s):  
Ayatusa’adah Ayatusa’adah
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Plant Ecology ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Group Design ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Answering Questions

The purpose of this study is to describe students' critical thinking skills in Plant Ecology courses through inquiry learning. This type of research is a quantitative descriptive research with one group pretest-posttest research design (single group design with pretest-posttest). Data collection techniques used pretest and posttest to measure students' critical thinking skills in understanding during learning. Research data on critical thinking skills from the pretest and posttest were analyzed by calculating the N-gain value. N-gain results indicate that the use of inquiry models can improve students' critical thinking skills. Students’ posttest data were analyzed descriptively to describe students' critical thinking skills through inquiry learning. The highest average score on the first indicator, which is focusing on questions,gotscore of 73.64, in the criteria of sufficient. The lowest average score is found in two indicators, namely the indicator asking and answering questions and the indicator considering whether the source is reliable or not. Both indicators got a score of 70 in the criteria of sufficient. On average all indicators of critical thinking skills of students got a score of 71.27 in the criteria of sufficient. The conclusion is that the Inquiry learning is able to improve students' critical thinking skills in the medium criteria.

scholarly journals MODEL TEAMS GAMES TOURNAMENT BERBANTUAN MEDIA PERMAINAN PLETOKAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

2020 ◽  
Vol 6 (2) ◽  
pp. 219-224
Author(s):  
Nita Mustika Sari ◽  
Siti Masfuah ◽  
Sekar Dwi Ardianti
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Research Subjects ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Class Iv

This study aims to describe the TGT model assisted by petting games to improve students' critical thinking skills. This class action research will be carried out in class IV SDN Pati Wetan 03 with research subjects 35 students and teachers planned in 2 cycles. Data collection techniques in this study were observation, interview, documentation, and test techniques. Analysis of the data used is quantitative and qualitative analysis. Results Increased student learning activities attitudes in the first cycle of 75.5 and increased in the second cycle to 80.5. Whereas the students' learning activities aspects of skills in the first cycle amounted to 70.5 and increased in the second cycle to 79.7. Increased students' critical thinking skills in the first cycle by 70.2 and increased in the second cycle to 81.6. The results of the study can be concluded that the results of the application of the model assisted by plete playing media can improve students' critical thinking skills. Keywords: Teams Games Tournament, Pletokan Games, Critical Thinking Ability

scholarly journals PROGRAMME FOR INTERNATIONAL STUDENT ASSESMENT (PISA) AS READING LITERACY STANDARD: CRITICAL THINKING SKILL IS PRIORITY

2020 ◽  
Vol 3 (1) ◽  
pp. 08-10
Author(s):  
Sri Katoningsih ◽  
Ilham Sunaryo
Keyword(s):  
Critical Thinking ◽  
International Student ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reading Literacy ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Locating Information

Reading literacy is an understanding applying, reflecting and engaging process with written texts to achieve goals, develop the knowledge and participate of society. The ability to think critically is an important ability for students because it can connect the gap between the problems taught at school and learning process. The ability to think critically can help in solving problems properly and appropriately. The research aims to analyze PISA as reading literacy standards can improve critical thinking. This research’s a quantitative descriptive research. So, the process of data analysis it can be valid and can be described precisely and completely qualitatively. Data collected through observation and questionnaires. This study was carried out by taking a sample of the ability of class XI children in SMA N Semarang. The population is 16 SMA N Semarang. The sample of this research is taken by random, each school consists of two classes. The type of data collected is in the form of quantitative data which are described qualitatively. Data was collected through interviews and questionnaires to see the extent of the student’s critical thinking skills. Data were analyzed through the critical thinking skills aspects, those are collecting information, conceptualizing, applying, analyzing, synthesizing, and evaluating information, experience, reflection, reasoning, and communication, and also PISA indicators are locating information, understand, evaluate and reflect. The research results indicate that the critical thinking skill is still weak when it was analyzed using the PISA indicators. The ways to increase the critical thinking skills is applied the PISA indicators. PISA indicators more effective to separate the information and detail to collect the information. Because of it, the critical thinking skills student is optimally increased.

scholarly journals HOW DOES THE STUDENTS’ CRITICAL THINKING ABILITY IN GEOMETRY OPTICS?

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Fery Hadi Sutrisno ◽  
Supriyono Koes Handayanto ◽  
Edi Supriyana ◽  
Rusna Laksmisari
Keyword(s):  
Critical Thinking ◽  
Optical Materials ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argument Analysis ◽  
Average Ability ◽  
Critical Thinking Ability ◽  
Descriptive Research ◽  
Test Instrument ◽  
Thinking Ability

One of the abilities that must be possessed by students in the 21st century is the ability to think critically. This article aims to analyze students' critical thinking skills in geometric optical materials. This research is descriptive research with subject of research consisted 116 student grade 12 SMA. The critical thinking skills test instrument consists of 12 items about the description of geometric optical material with reliability coefficient of 0.701. The results of this study indicate that the average ability of critical thinking students 14.54 of scale 100 with the highest score of 48 and the lowest value 1.3. This shows that students' critical thinking skills are still in the low category. The weakest aspect of critical thinking ability is argument analysis. Need efforts to improve students' critical thinking skills, one of them is by applying learning that requires students actively in solving problems.

scholarly journals Implementasi Rally Coach Untuk Mengembangkan Keterampilan Berpikir Kritis Pada Pelajaran Matematika

2020 ◽  
Vol 10 (2) ◽  
pp. 162-170
Author(s):  
Joko Krismanto Harianja
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Validity And Reliability ◽  
Coach Learning ◽  
Descriptive Research

Critical thinking skills need to be developed in learning activities because these skills are needed by students especially in solving problems both in everyday life and for the future. Based on research that has been done, students' critical thinking skills can be developed by implementing the rally coach learning model in mathematics learning activities. Rally coach is a cooperative learning model. From the research results obtained using descriptive research methods with a qualitative approach, students' critical thinking skills have increased significantly which indicates that the implementation of the rally coach learning model was declared successful. This study has been done using CAR (Class Action Research) method with 4 cycles. As part of the research, to find out an increase in accordance with expected, researchers designed a test instrument that has been tested for validity and reliability using the content validity ratio (CVR) method and the Cronbach Alpha formula. The results that have been obtained show in detail that the rally coach learning model provides an excellent contribution to improving students' critical thinking skills.

scholarly journals Effectiveness of Critical Thinking Indicator-Based Module in Empowering Student’s Learning Outcome in Respiratory System Study Material

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
A. N. Khasanah ◽  
S. Widoretno ◽  
S. Sajidan
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Choice Questions ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Test Result

<p>Research and development are aiming to develop critical thinking skills-based modules on the respiration system materials to empower the learning outcomes; verify the effectiveness of critical thinking skills-based modules with teaching materials in schools based on student learning outcomes. Research and development method are using Borg &amp; Gall development procedure with nine phases. Data analysis that used for the research and development are qualitative and quantitative descriptive. Research and development results show that critical thinking skills-based modules on the respiration system materials were developed according to the indicators of critical thinking skills and knowledge dimension that visualised on the objectives, materials, activities and evaluation questions which are developed to empower the learning outcomes. The result of module effectiveness test, showed by Anacova test result are FCount = 180,4 on factual, conceptual, procedural learning outcomes which are visualised in the form of multiple choice questions and FCount = 40.2 metacognitive learning results are visualised in the form of essays.</p>

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