scholarly journals Karakteristik dan Asesmen Pembelajaran Abad 21

2021 ◽  
Vol 5 (5) ◽  
pp. 4341-4350
Author(s):  
Rosnaeni Rosnaeni
Keyword(s):  
Critical Thinking ◽  
Communication Skill ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Library Research ◽  
Innovative Thinking

Pembelajaran abad 21 merupakan pembelajaran berbasis teknologi yang kinisemakin berkembang pesat. Perkembangan teknologi tersebut mendorong adanya berbagai pengembangan, termasuk juga dalam bidang penilaian atau assessment. Penelitian ini penelitian ini adalah studi kepustakaan (Library Research) dimana studi kepustakaan adalah kegiatan mengumpulkan bahan-bahan yang berkaitan dengan penelitian yang berasal dari buku dan jurnal-jurnal ilmiah. Hasil penelitian menunjukkan bahwa pembelajaran abad 21 sendiri memiliki ciri dan keunikannya sendiri, dimana pembelajaran yang dilakukan di lembaga pendidikan harus berfokus pada keterampilan abad 21. Pembelajaran harus didesain sesuai dengan keterampilan 4C yang meliputi, 1) critical thinking skill (keterampilan berpikir kritis), 2) creative and innovative thinking skill (keterampilan berpikir kreatif dan inovatif), 3) communication skill (keterampilan komunikasi), dan 4) collaboration skill (keterampilan berkolaborasi. Adapun Asesmen atau penilaian pembelajaran pada abad 21 yaitu penilaian autentik. Penilaian autentik merupakan pembelajaran penilaian yang melibatkan peserta didik untuk berperan dalam aktivitas pembelajaran secara nyata, selanjutnya peserta didik dapat melakukan penyelidikan, menuntut peserta didik berperan aktif membangun pengetahuan dari lingkungan sekitarnya.

scholarly journals Etnomatematika: Menumbuhkan Kemampuan Berpikir Kritis Melalui Budaya Dan Matematika

2018 ◽  
Vol 1 (1) ◽  
pp. 35 ◽  
Author(s):  
Adhetia Martyanti ◽  
Suhartini Suhartini
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Secondary Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Library Research ◽  
Thinking Ability ◽  
Three Stages

The critical thinking skill is one of the skills that students need to have in the present century. However, this skill is not fully owned by students. This article aims to describe the mathematics learning activities based on ethnomatematics in relation to foster students' critical thinking skill. The method used in this research is research of library research (library research). The data in this study is secondary data in the form of research results such as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques used in the study include three stages: organize, synthesize, and identify. The results of literature studies show that by selecting appropriate cultural content, ethnomatmatic-based mathematics learning has relevance to indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision making. Thus, the learning of mathematics based on ethnomatematics can be used as one of mathematics learning alternative to develop students' critical thinking ability.

scholarly journals Membangun Keterampilan Berpikir Kritis Siswa Melalui Literasi Digital Berbasis STEM pada Masa Pandemik Covid 19

CENDEKIAWAN ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 69-72
Author(s):  
Fitri Handayani
Keyword(s):  
Critical Thinking ◽  
Digital Literacy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Science Technology ◽  
Library Research ◽  
Engineering Mathematics

During the Covid 19 pandemic, learning allowed children to think critically and creatively through online learning based on STEM (Science, Technology, Engineering, Mathematics). STEM is developed integrated with the implementation of 2013 curriculum learning that leads to the development of 21st-century learning. STEM-based digital literacy is learning that has a syntax to build students' skills in solving problems and critical thinking skills (Critical Thinking Skills) so that they can actively build knowledge through digital literacy STEM-based. STEM as a learning approach as a bridge in the development of science to improve students' critical thinking skills (Critical Thinking Skill). This research is a qualitative research which is library research using books and other literature as the main object. The expected results by improving STEM-based online critical thinking skills for teachers are to provide changes in the pattern of learning activities and increase the content of new STEM-based science, especially during the Covid 19 pandemic, which can provide more space for teachers to explore student skills from afar with STAM-based digital literacy. The result of science education from STEM-based digital literacy that is expected for students is that students can learn and be skilled to improve critical thinking skills through STEM-based Digital Literacy, which in turn can be skilled in solving problems in real life.

scholarly journals ASSOCIATION AMONG MATHEMATICAL CRITICAL THINKING SKILL, COMMUNICATION, AND CURIOSITY ATTITUDE AS THE IMPACT OF PROBLEM-BASED LEARNING AND COGNITIVE CONFLICT STRATEGY (PBLCCS) IN NUMBER THEORY COURSE

2018 ◽  
Vol 7 (1) ◽  
pp. 15 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Communication Skill ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Mathematical Communication ◽  
The Impact ◽  
Conflict Strategy

This research aims to find out the association amongMathematical Critical Thinking (MCT) ability, Mathematical Communication, and Mathematical Curiosity Attitude (MCA) as the impact of applying Problem-Based Learning Cognitive Conflict Strategy(PBLCCS) in Number Theory course. The research method is correlative study. The instruments include a test for mathematical critical thinking skill and communication, and questionnaire to obtain the scores of mathematical curiosity attitude. The findings show that: 1) there is no association between critical thinking skill and mathematical curiosity attitude as the impact of applying problem-based learning cognitive conflict strategy, 2) there is no association between mathematical communication and curiosity attitude as the impact of applying problem-based learning and cognitive conflict strategy, and 3) the impact of applying problem-based learning cognitive conflict strategy is more influential in developing critical thinkingskillthan communication skill and curiosity.

scholarly journals PENGEMBANGAN MULTIMEDIA INTERAKTIF BERBASIS INKUIRI PADA MATERI SISTEM REPRODUKSI MANUSIA UNTUK MENINGKATKAN HASIL BELAJAR DAN MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA

2017 ◽  
Vol 5 (1) ◽  
pp. 727 ◽  
Author(s):  
Syahdiani Syahdiani ◽  
Soeparman Kardi ◽  
I Gusti Made Sanjaya
Keyword(s):  
Critical Thinking ◽  
Interactive Multimedia ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Student Response ◽  
Human Reproduction ◽  
Learning Material ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Gain Scores

This study aims to describe the feasibility of interactive multimedia based inquiry on material Human Reproduction System to improve learning outcomes and practice students critical thinking skill. The feasibility product is measuring by validity, practically and effectiveness result. The validity product by looking expert media, and content expert valued. The practicaly instructional package showed by learning implementation, and students intrested . The effectiveness by looking at learning outcome and the diffrence between the scores of pretest and posttest achieved by the students. This research is design by instructional learning package design  based on  Dick  and Carey model , developing  design media based on ASSURE model and involved XI Science grade  at SMA Negeri 1 Batu Sopang. Data from the expert of media, content, design and  students intrested were obtained by using observation and test.The data was obtained analyzed by descriftif analyzes technic. The result of research show that the validity of learning material is valid category, implementation  is very good category . Aspect of the student response individual user is good, with 32,13 % very agree and 55,3 % agree at the real implementation. The students intrested on lerning model is good category. Learning achievment of cognitive, psychomotoric and sosial spiritual attitude  aspect than increasing critical thinking skill. N (gain scores) analyses showed that there are  average gain score increasing 0,8(high gain). This study thus showed that interactive multimedia base on inquiry developed feasible to improve learning outcome and practice students critical thinking skills Penelitian ini bertujuan mendeskripsikan kelayakan  multimedia interaktif berbasis inkuiri materi sistem reproduksi manusia untuk meningkatkan hasil belajar dan melatih keterampilan berpikir kritis siswa SMA. Kelayakan perangkat diukur dari  validitas, kepraktisan dan efektivitas. Validitas perangkat dilihat dari penilaian ahli media dan ahli materi. Kepraktisan perangkat dilihat dari keterlaksanaan pembelajaran, respon dan minat siswa. Efektivitas perangkat dilihat dari hasil belajar siswa serta perbedaan antara skor pretest dan posttest yang dicapai siswa. Penelitian ini menggunakan desain  pengembangan perangkat pembelajaran dengan  mengadaptasi  model Dick and Carey, desain pengembangan media menggunakan model ASSURE dan melibatkan para siswa kelas XI IPA SMA Negeri 1 Batu Sopang sebagai sampel pengujian. Data uji ahli media, isi,  desain,  dan respon siswa  dikumpulkan dengan menggunakan angket,  sedangkan  uji coba  kepada siswa diperoleh dengan menggunakan lembar observasi dan tes. Data yang didapatkan selanjutnya dianalisis menggunakan teknik analisis deskriptif. Hasil penelitian menunjukkan bahwa validitas perangkat pembelajaran berkategori  valid,  keterlaksanaannya berkategori  terlaksana dengan  baik. Ditinjau dari aspek  tanggapan siswa pengguna, media  hasil pengembangan berkategori baik, dengan persentase 32,3 % sangat setuju dan 55,3 % setuju  pada implementasi di  lapangan. Minat siswa pada model pembelajaran yang diterapkan berkategori baik Ketuntasan hasil belajar kognitif, psikomotor dan sikap spiritual sosial tercapai, serta peningkatan keterampilan berpikir kritis. Analisa N(Gain Scores)  menunjukkan bahwa  terdapat peningkatan gain skor rata-rata 0,8 (kategori tinggi). Dengan demikian, penelitian ini menunjukkan bahwa multimedia interaktif berbasis inkuiri yang dikembangkan layak digunakan untuk meningkatkan hasil belajar dan melatih keterampilan berpikir kritis siswa.

scholarly journals Keefektifan model pembelajaran resik ditinjau dari sikap, motivasi, dan kemampuan berpikir kritis matematis siswa SMP

2016 ◽  
Vol 3 (2) ◽  
pp. 137
Author(s):  
Abdurahim Abdurahim
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Learning ◽  
Conventional Approach ◽  
Learning Motivation ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
School Students ◽  
Significance Level

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran Realistik dalam Seting Kooperatif (RESIK) ditinjau dari sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis siswa SMP. Penelitian ini adalah penelitian eksperimen semu dengan pretest-postest non equivalent group design. Penelitian ini menggunakan satu kelompok eksperimen dan satu kelompok kontrol. Populasi penelitian mencakup seluruh siswa kelas VII SMPN 1 Selong, Kabupaten Lombok Timur, NTB yang terdiri dari 6 kelas. Untuk menguji keefektifan model pembelajaran RESIK dan model konvensional ditinjau dari masing-masing aspek yaitu sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis digunakan analisis one sample t-test pada taraf signifikansi 5%. Selanjutnya untuk membandingkan keefektifan model pembelajaran RESIK dan model konvensional ditinjau dari aspek sikap terhadap matematika, motivasi  belajar matematika, dan kemampuan berpikir kritis matematis data dianalisis dengan menggunakan uji T2 Hotteling dengan taraf signifikansi 5%, dan uji-t univariat untuk menentukan model manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran RESIK efektif ditinjau dari sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis siswa. Model pembelajaran RESIK lebih efektif daripada model konvensional ditinjau dari sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis.Kata Kunci: realistik, kooperatif, RESIK The effectiveness of the realistic model in cooperative setting in terms of the attitude, motivation, and mathematical critical thinking skill of junior high school students AbstractThis research aimed to describe the effectiveness of the realistic model in cooperative setting (RESIK model) in terms of the attitude, motivation, and mathematical critical thinking skill of junior high school students. This research was a quasi experimental study using pretest-posttest non equivalent group design. In this study, two experimental groups were used. Population of research covered the whole number of six classes of grade VII student of SMPN 1 Selong, Lombok Timur, NTB. There were three different tests used to examine the data. One sample t-test at a significance level of 5% was used to examine the effectiveness of learning using RESIK model and conventional approach in terms of the aspect of students’ attitude toward mathematics, mathematics learning motivation, and mathematical critical thinking skill. Then the data was analyzed using T2 Hotteling test at significance level of 5% to compare the effectiveness of RESIK model and conventional approach, and the last test was by using t-univariat test to determine which approach was more effective. The result indicates that both RESIK model and conventional approach in learning mathematics were effective in terms of the aspect of students’ attitude toward mathematics, mathematics learning motivation, and mathematical critical thinking skill at grade VII of SMPN 1 Selong. RESIK model more effective than conventional model in terms of the aspect of students’ attitude toward mathematics, mathematics learning motivation, and mathematical critical thinking skill.Keywords: realistic, cooperative, RESIK

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