scholarly journals Kemampuan Berpikir Kritis Peserta Didik dalam Memecahkan Masalah Matematik Berdasarkan Gaya Belajar

2020 ◽  
Vol 9 (1) ◽  
pp. 167-178
Author(s):  
Vepi Apiati ◽  
Redi Hermanto
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Purposive Sampling ◽  
Critical Thinking Ability ◽  
David Kolb ◽  
Thinking Ability ◽  
Mathematical Problems

AbstrakBerpikir kritis merupakan keterampilan atau strategi kognitif dalam menentukan tujuan. Setiap peserta didik memiliki gaya belajar yang berbeda-beda. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kritis peserta didik dalam memecahkan masalah matematik berdasarkan gaya belajar David Kolb. Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif. Pemilihan subjek dalam penelitian ini berdasarkan purposive sampling, dengan mempertimbangkan peserta didik yang mampu mengerjakan tes dengan memenuhi semua indikator kemampuan berpikir kritis matematis untuk mewakili setiap tipe gaya belajar David Kolb. Teknis analisis data yang digunakan meliputi reduksi data, penyajian data, dan verifikasi data. Hasil penelitian diperoleh bahwa peserta didik SD (diveger), SAs (assimilator), SK (konverger), dan SAk (akomodator) mampu memenuhi semua indikator kemampuan berpikir kritis matematis menurut Ennis yang digunakan pada penelitian ini yaitu elementary clarification, strategies & tactis, advance clarification, dan inference. Namun, pada indikator elementary clarification terdapat perbedaan antara SD, SAs, SK, dan SAk  dalam memfokuskan pertanyaan dari beberapa unsur yang diketahuinya. Students' Critical Thinking Ability in Solving Mathematical Problems Based on Learning Style AbstractCritical thinking is a cognitive skill or strategy in setting goals. Each student has a different learning style. The purpose of this study is to describe the students' critical thinking skills in solving mathematical problems based on David Kolb's learning style. The approach in this study uses a qualitative approach. The selection of subjects in this study was based on purposive sampling, taking into account students who were able to take the test by fulfilling all the indicators of mathematical critical thinking ability to represent each type of learning style David Kolb. Data analysis techniques used include data reduction, data presentation, and data verification. The results obtained that elementary school students (diverge), SAs (assimilator), SK (convertor), and SAk (accommodator) can meet all the indicators of mathematical critical thinking skills according to Ennis used in this study, namely elementary clarification, strategies & tactics, advance clarification, and inference. However, in the elementary clarification indicator, there are differences between SD, SAs, SK, and SA in focusing questions from some of the elements he knows. 

The Effect of Brain Based Learning on Improving Students Critical Thinking Ability and Self Regulated

2020 ◽  
Vol 2 (2) ◽  
pp. 162
Author(s):  
Sarifah Sari Maryati ◽  
Irma Purwanti ◽  
Melinda Putri Mubarika
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Brain Based Learning ◽  
The Brain ◽  
Better Than

This research is motivated by the low ability of mathematical critical thinking and Self Regulated Cimahi 10 Public Middle School students, so that a learning approach is needed to overcome these problems. The alternative approach applied is the Brain Based Learning Model approach.The objectives of this researcher are: 1) to examine students' mathematical critical thinking skills; 2) reviewing the Self Regulated attitude of students who obtain Brain Based Learning learning with students who have expository learning; 3) examine there is a positive correlation between Critical Thinking with Self Regulated students who obtain Brain Based Learning and expository learning. The population in this study was grade VII students of SMP Negeri 10 Cimahi. The samples in this study were class VII-B (Brain Based Learning) and class VII-D (expository). The instruments used in this study were the Critical Thinking test and the student's Self Regulated questionnaire. The test used is a subjective type test (description). The way to analyze data is with IBM SPSS Statistics 18.0 for Windows. The results showed that: 1) the mathematical critical thinking ability of students who obtained learning based on the Brain Based Learning approach was better than students who gained expository learning; 2) Self Regulated  attitude, students who get Brain Based Learning are better than students who get expository approach learning; 3) there is no correlation between critical thinking with Self Regulated students who obtain Brain Based Learning and expository learning.

scholarly journals Identifikasi Tingkat Kemampuan Berpikir Kritis Siswa pada Materi ASI Eksklusif dan Program Keluarga Berencana

2020 ◽  
Vol 4 (1) ◽  
pp. 60-69
Author(s):  
Risdawaty Sinurat ◽  
Nevrita Nevrita ◽  
Nur Eka Kusuma Hindrasti
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Family Planning ◽  
Exclusive Breastfeeding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Critical Thinking Ability ◽  
Family Planning Programs ◽  
Thinking Ability

High school students should be able to think critically in responding to myths related to exclusive breastfeeding and family planning programs, because they are used to thinking scientifically. The purpose of this study was to determine the level of critical thinking skills of students on exclusive breastfeeding material and family planning programs in SMA Negeri I Bintan Timur. This quantitative descriptive study was conducted in the even semester of the 2018/2019 school year. The sample in this study amounted to 100 students who were determined using the Random Sampling technique. The data in this study are students' critical thinking skills. Researchers collected data using test instruments in the form of essay questions and interview rubrics. The instrument was developed based on aspects of  critical thinking, namely: (1) Basic clarification; (2) Bases for a decision; (3) Inference; (4) Advanced clarification; (5) Supposition and integration; (6) Abilities facilitate the other abilities. Furthermore, the data were analyzed using a statistical formula in the form of a percentage. Based on the results of the data analysis, it can be concluded that the critical thinking ability of the 11th grade students of Mathematics and Natural Sciences in East Negeri I Bintan is in the less category. Based on the aspect of critical thinking ability, the results obtained are aspects of basic clarification, bases for decisions, and inference in the good category, aspects of advanced clarification in the less category, while aspects of suppositionand integration and the abilities to facilitate other abilities in the middle category

scholarly journals KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV SE-GUGUS 2 PURWASARI DALAM MEMBACA PEMAHAMAN MELALUI MODEL FIVES DAN MODEL GUIDED READING

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Sri Dewi Nirmala
Keyword(s):  
Critical Thinking ◽  
Guided Reading ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Critical Thinking Ability ◽  
Average Value ◽  
Thinking Ability ◽  
Static Group ◽  
Cluster 2

Students' critical thinking ability is one of the components developed in 21st Century learning. However, this critical thinking ability is still very minimal and far from expectations, this is supported by the results of international surveys that show a low average value. Likewise, the results of the pretest of critical thinking skills of grade IV elementary school students in Cluster 2 Purwasari showed a low average value. This study aims to determine the improvement of students' critical thinking skills in reading comprehension learning through the use of the FIVES Model and the Guided Reading Model. The study used a quasi-experiment with Static Group Pretest-Postest Design. The results showed that the use of these two models could improve students' critical thinking skills. However, the use of Model FIVES experienced a significant increase compared to the Guided Reading Model. Thus, there is an increase in students' critical thinking skills through the FIVES Model compared to the Guided Reading Model.

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 Developing Learning Tools Guided Discovery Models Assisted PhET Simulations For Trainning Critical Thinking Skills High School Students

2019 ◽  
Vol 6 (4) ◽  
pp. 390
Author(s):  
U H Thohari ◽  
Madlazim Madlazim ◽  
Y S Rahayu
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
School Students ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research is aimed to develop learning device of Guided Discovery model with PhET simulation to trill students critical thinking skill. This research uses 4D development model and tested on 15 students of class XII IPA with test design using one group pretest-posttest design. Learning tools developed include: (a) syllabus (b) RPP, (c) student books, (d) LKS, and (e) tests students' critical thinking skills. Research data obtained through validation method, observation, test, and questionnaire. The results are analyzed descriptively quantitative and qualitative. The students' critical thinking ability is analyzed by n-gain. The result of the research shows that (a) learning device developed categorized is very valid, (b) learning activity is done very well, (c) critical thinking ability of students have moderate improvement, and (d) students respond very positively to learning which has been implemented. Based on the results of the analysis and discussion, it was concluded that the learning device of Guided Discovery with PhET simulation model developed is feasible to be used for trained critical thinking skills of high school students.

scholarly journals The Influence Of Intensity And Habits Learning On Mathematical Critical Thinking Ability

2018 ◽  
Vol 2 (2) ◽  
pp. 115
Author(s):  
Dian Purwaningsih
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Positive Influence ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Mathematical Problems

The problems often faced by students in the learning process are theability to solve mathematical problems. The process of solvingmathematical problems requires thinking skills. Thinking skills needed toprovide creative ideas in solving mathematical problems include criticalthinking skills. The understanding of students in providing creative ideas isstill low and the ability of students to identify a mathematical problem isstill low. The purpose of this study was to determine the effect of learningintensity on the ability to think critically mathematically, to determine theeffect of learning habits on mathematical critical thinking skills, todetermine the effect of learning intensity and learning habits onmathematical critical thinking skills. This type of research is explanatoryresearch. The results of this study, namely there is a positive influence onlearning intensity on mathematical critical thinking skills, there is a positiveinfluence on learning habits on mathematical critical thinking skills, there isa positive influence on intensity and learning habits on mathematical criticalthinking skills.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMA MATERI ALAT INDERA MELALUI MODEL PEMBELAJARAN INQUIRY PICTORIAL RIDDLE

2018 ◽  
Vol 5 (2) ◽  
pp. 9
Author(s):  
Lesy Luzyawati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Skill ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Five Senses

<p>This study aims to analyse the critical thinking skills of high school students on five-senses material through the usage of inquiry pictorial riddle learning model. The type of the research used is descriptive quantitative with Pre-Experimental Design and type One-Shot Case Study. The results shows that the students' critical thinking ability were vary. Of 32 students, 50% of students can be classified into very good category, 26.5% into good category, and 23.5% students into medium category. The achievement on the five critical thinking indicators of all students were also different, in which the achievement of critical thinking indicator of giving the simplest explanation has the highest percentage of 90% (very good) compared to another indicators, building basic skill has 84% percentage (good), making conclusion 80% (good), and 60% (medium) in giving further information, in which the achievement of this indicator is the lowest compared to another indicator.  On indicator of setting strategy and tactics the percentage is 73 (good). Based on the statistical numbers above, the average thinking ability of all students in grade XI MIPA 6 SMA Negeri 1 Sindang Indramayu is 77% wich can be classified into good category.</p>

scholarly journals Analysis of High School Students 'Mathematic Critical Thinking Ability with Graded Response Models

2021 ◽  
Vol 4 (1) ◽  
pp. 1108-1116
Author(s):  
Mirunnisa Mirunnisa ◽  
Zulfa Razi
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Ability Test ◽  
Response Models ◽  
Critical Thinking Ability ◽  
Graded Response ◽  
Thinking Ability

The ability to think critically in mathematics, especially high-level mathematical critical thinking, is needed by students so that students are able to face changing circumstances or challenges that exist in life that is always developing. Graded response models (GRM) are used in order to display the estimated item parameters and students' abilities. This research is a descriptive study with a qualitative approach. Subjects in this study using SMA Simpang Tiga in terms of their mathematical critical thinking skills. Subjects were taken using a mathematical critical thinking ability test, then processed through Microsoft Excel to obtain a Graded Response Models (GRM) graph.Based on data analysis Students can be categorized as highly skilled, in general students can determine the concept of the problem correctly, are able to formulate problems in solving problems, are able to provide reasons and arguments clearly, but students are less able to evaluate problems in solving problems. Students who are categorized as having moderate ability, students can determine the concept of the problem correctly, are able to formulate problems, but students are less clear in providing reasons and arguments clearly, and are less able to evaluate the problems contained in solving problems. Students who are categorized as low, students are able to determine the concept correctly, but students are less able to formulate problems, and students are unable to provide clear reasons.

scholarly journals IMPROVEMENT OF MATHEMATICAL CRITICAL THINKING ABILITY OF ELEMENTARY SCHOOL STUDENTS USING REACT STRATEGY

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Eldi Fajri N ◽  
Taufina Taufina
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability

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.

scholarly journals Method of discussion and learning styles towards student’s critical thinking ability

2020 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
A. Jauhar Fuad
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Analytical Technique ◽  
Critical Thinking Ability ◽  
Thinking Ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

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