Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP PENGUASAAN KONSEP DAN KEMAMPUAN BERPIKIR KRITIS FISIKA PESERTA DIDIK KELAS X SMAN 1 KURIPAN TAHUN AJARAN 2017/2018

2017 ◽  
Vol 3 (2) ◽  
pp. 181
Author(s):  
Suci Yeritia ◽  
Wahyudi Wahyudi ◽  
Satutik Rahayu
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Academic Year

This research aimed to examine the effect of guided inquiry learning model toward concept mastery and critical thinking ability of physics of X grade students of SMAN 1 Kuripan in academic year 2017/2018. This research was an experimental research with post test only control group design. The population of this research was X MIA students consicted of 3 classes with the total number of the students was 30 for each class. The sample was chosen using cluster random sampling technique. Technique of collecting data of the mastery concept and critical thinking ability using essay test. Gained data was analyzed using manova test. The result of hypotesis test showed , so it was concluded that there was an effect of guided inquiry learning wodel on the mastery of concept and critical thinking ability of physics of X grade students of SMAN 1 Kuripan in academic year 2017/2018.

scholarly journals Constructive controversy dan inkuiri terbimbing sesuai representasi tetrahedral pembelajaran kimia ditinjau dari kemampuan berpikir kritis

2019 ◽  
Vol 5 (1) ◽  
pp. 10-22
Author(s):  
Siti Khoirun Annisak ◽  
Nurma Yunita Indriyanti ◽  
Bakti Mulyani
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Critical Thinking Ability ◽  
Constructive Controversy ◽  
Model Based ◽  
Chemistry Learning ◽  
Thinking Ability

Materi kimia kelarutan dan hasil kali kelarutan (Ksp) merupakan salah satu materi yang sulit sehingga dibutuhkan kemampuan berpikir kritis. Inovasi pembelajaran untuk meningkatkan kemampuan berpikir kritis sangat penting. Penelitian ini bertujuan untuk mengetahui: (1) pengaruh penerapan model pembelajaran Constructive Controversy (CC) dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia terhadap prestasi belajar siswa pada materi Ksp; (2) pengaruh kemampuan berpikir kritis siswa terhadap prestasi belajar siswa pada materi Ksp; (3) interaksi antara penerapan model pembelajaran CC dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia dengan kemampuan berpikir kritis terhadap prestasi belajar siswa pada materi Ksp. Penelitian ini merupakan penelitian eksperimen semu dengan desain faktorial 2x2. Hasil penelitian menunjukkan bahwa: (1) tidak ada pengaruh penerapan model pembelajaran CC dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia terhadap prestasi belajar aspek pengetahuan, sikap dan keterampilan pada materi Ksp; (2) ada pengaruh kemampuan berpikir kritis siswa terhadap prestasi belajar siswa aspek pengetahuan tetapi tidak ada pengaruh terhadap aspek sikap dan keterampilan pada materi Ksp; (3) tidak ada interaksi antara penerapan model pembelajaran CC dan inkuiri terbimbing berdasarkan representasi tetrahedral kimia dengan kemampuan berpikir kritis terhadap prestasi belajar aspek pengetahuan, sikap, dan keterampilan pada materi Ksp. Constructive controversy and guided inquiry corresponding to the tetrahedral representation chemistry learning viewed from critical thinking ability AbstractChemical subject of solubility and solubility product constant (Ksp) is one of the materials that is difficult so it needs critical thinking ability. Learning innovation to improve critical thinking skill is very important. This research aimed to determine: (1) the influence of implementing Constructive Controversy (CC) and guided inquiry learning model based on chemical tetrahedral representation towards students achievement on Ksp subject matter; (2) the influence of the student’s critical thinking ability towards students achievement on Ksp subject matter; and (3) the interaction between implementing CC and guided inquiry learning model based on chemical tetrahedral representation with critical thinking ability towards students achievement on Ksp subject matter. This research was quasi experiment research with factorial design of 2x2. The results show that: (1) there is no influence of implementing CC and guided inquiry learning model based on chemical tetrahedral representation towards students achievement of cognitive, affective, and phycomotor aspect on Ksp subject matter; (2) there is an influence of the student’s critical thinking ability towards student’s achievement of cognitive aspect while there is no influence of critical thinking ability toward student’s achievement of affective and phycomotor aspect on Ksp subject matter; (3) there is no interaction between implementing CC and guided inquirylearning model based on chemical tetrahedral representation with  critical thinking ability towards students achievement of cognitive, affective, and phycomotor aspect on Ksp subject matter.

scholarly journals The Analysis of Critical Thinking Skill of Version P21 in Solving the Problems of Two Dimensional Arithmetic Derived from the Implementation of Guided Discovery Learning

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Afif Alfa Robi ◽  
Hobri . ◽  
Dafik .
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Two Dimensional ◽  
Guided Discovery ◽  
High Category ◽  
Thinking Ability ◽  
Level 3 ◽  
Level 2 ◽  
Very High

This study aims to analyze the critical thinking skills of P21 students in solving Arithmetic Two Dimensional problems through the application of Guided Discovery Learning. GDL is a learning process that occurs when students are not presented  with material in final form but learners are expected to organize their own material with guidance from educators if needed. Implementation of GDL in learning process is expected to improve students' thinking ability, especially critical thinking ability version P21. According to P21, in the 21st century, every individual is required to have 4C's skills in order to compete globally and one of 4C's skills is critical thinking. By having these skills, learners are expected to achieve success in life and work. The subjects of this study are discrete mathematics class students, as many as 64 students. Research steps are by providing initial knowledge of Two Dimensional Arithmetic materials through GDL method and Student Worksheet (LKM) then at the end of student learning work on Test Mastery of Teaching Materials (TPBA). The test results are then analyzed using the P21 critical thinking indicator that is reasoned effectively, using a system of thinking, making judgments and decisions. From the analysis result of Teaching Material Mastery Test obtained data about critical thinking level of students, in class A there are 25 students being in very high category (level 4), 10 students are in high category (level 3) and 9 students are in medium category (level 2). While in class C there are 22 students being in very high category (level 4), 4 students are in high category (level 3) and 4 students are in medium category (level 2). The study also produced a two dimensional arithmetic monograph. From the results of this study can be concluded that the application of GDL has a positive effect in developing students' critical thinking skills in solving two-dimensional arithmetic problems.

scholarly journals Implementation of Material-Based Inquiry to Improve the Critical Thinking Ability of Senior High School Students

2020 ◽  
Vol 4 (4) ◽  
pp. 748
Author(s):  
Elvitri Nofriza ◽  
Usman Rery ◽  
Asmadi M Noer
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Senior High School ◽  
Guided Inquiry ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability

The development of technology today has a huge impact on education, especially in the learning process. Therefore, an educator must be able to adapt the learning process to technological developments. One way to apply technology development in learning systems is to use e-modules in the learning process. The purpose of this study is to use guided inquiry-based e-modules to see the magnitude of the increase in students' critical thinking skills in the material reaction rate after using guided inquiry-based e-modules. The research method used a quasy experiment with a pretest-postest design using two classes as the experimental class and the control class. The sample in this study were students of State Senior High School (SMAN) 1 Sebrida Indragiri Hulu class XI. The results obtained were an increase in students' critical thinking abilities from before the use of guided inquiry-based e-modules. After the use of e-module based guided inquiry. This increase is seen from the comparison between the experimental class and the control cash class. The experimental class using e-module has a higher critical thinking ability of students than the control class that does not use e-module in the learning process.

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