The effect of Problem and Learning Motivation Based Learning Model on Student’s Critical Thinking Skills in SD Negeri 104217 Sidomulyo

This study is aimed to determine: (1) whether the critical thinking skills of students taught with problem-based learning models are higher than the critical thinking skills of students taught with Direct Instruction learning models, (2) whether the critical thinking skills of students who have higher learning motivation are more higher than the critical thinking skills of students who have low learning motivation; and (3) the interaction between learning models and learning motivation on student's critical thinking skill. The population in this study were all fifth grade students of SD Negeri 104217 Sidomulyo, consisting of 2 classes with totaling 62 people. The research method used were Quasi Experiment with 2x2 factorial research design and a significance level of 0.05. The instruments used were motivation questionnaire and critical thinking skills test. Data analysis used were analysis of variance and the Tuckey test. The results showed that: (1) student's critical thinking skills taught with problem-based learning models was higher than the critical thinking skills taught with direct instruction learning models in fifth grade of SD Negeri 104217 Sidomulyo. (2) Student's critical thinking skills who have high motivation was higher than student's critical thinking skills who have low learning motivation fifth grade of SD Negeri 104217 Sidomulyo. (3) There was an interaction between the problem and learning motivation based learning model on the critical thinking skills of students in fifth grade of SD Negeri 104217 Sidomulyo. The strongest interaction that affects critical thinking skills is the highly motivated PBM model, while the weakest interaction is the low motivated direct instruction model.

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PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN SEJARAH DITINJAU DARI MOTIVASI BELAJAR DI SMA MARTAPURA

ISTORIA Jurnal Pendidikan dan Ilmu Sejarah ◽

10.21831/istoria.v14i1.19400 ◽

2018 ◽

Vol 14 (1) ◽

Author(s):

Muhammad Dody Hermawan

Keyword(s):

Critical Thinking ◽

Interaction Effect ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Positive Influence ◽

Critical Thinking Skills ◽

Learning Motivation ◽

Influence Model ◽

Data Collection Technique

The purpose of this reaserch are (1) find differences influence model of Group Investigation (GI) and Problem Based Learning (PBL). (2) find differences influence learning motivation of students to critical thinking abilities of learners. (3) find the interaction effect between learning models and learning motivation of the critical thinking skills of learners. This study will be conducted in SMA Martapura, Banjar regency, South Kalimantan. Subjects of the study were students of class XI SMA Martapura academic year 2015/2016. This type of research to be carried out in this study is a quantitative study using experimental methods. Design of this research is 2 X 2 factorial design to data collection technique motivation questionnaire and tests critical thinking skills. The result, 1) There is a difference between the positive influence of the Model Group Investigation (GI) and Problem Based Learning (PBL). 2) There are differences positively influence the motivation of students to critical thinking ability of students in learning the history. 3) There are nointeractions influence student learning model and motivation for students' critical thinking skill There is no interaction effect Learning Model and the Motivation of students' critical thinking skills of students in Learning Historys. Keywords: PBL Models, GI Models, Learning Motivation

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PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2720 ◽

2014 ◽

Vol 2 (2) ◽

pp. 209 ◽

Cited By ~ 3

Author(s):

Pricilla Anindyta ◽

Suwarjo Suwarjo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Significance Level ◽

Class E

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5TH GRADERS ABSTRACT The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021. Keywords: problem-based learning, expository learning, critical thinking skill, self-regulation.

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Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kritis Siswa

JKPM (Jurnal Kajian Pendidikan Matematika) ◽

10.30998/jkpm.v4i1.3025 ◽

2019 ◽

Vol 4 (1) ◽

pp. 11

Author(s):

Sebastianus Fedi ◽

A S Gunsi ◽

A H Ramda ◽

B Gunur

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Homogeneity Test ◽

Learning Models ◽

Average Value ◽

Research Hypothesis

This research is aim to compare the students critical thinking skills who engaged in a problem-based learning model with students who engaged in conventional learning. This is experimental research, with posttest only control group design. The population is 50 of Accounting XI students in Widya Bhakti Vocational School in Ruteng, Flores. Samples grouping on nonprobability sampling, that is saturated sampling where all of this population members are used as samples. The sample in the experimental class was all 24 students of class XI Accounting 1 who received treatment problem-based learning, while the control class sample was all 26 students of class XI Accounting 2 who received conventional learning. Data is collected through tests in the form of description questions.A prerequisite test was carried out before testing the research hypothesis: the normality test and the homogeneity test. The results of these prerequisite test are data in two groups indicated as normally distributed and both are homogeneous. Then, the research hypothesis was tested using t-test. Obtained and on a significance level of and degrees of freedom. Because then is rejected while is acceptable. In this case, the average value of critical thinking skills in the experimental class, the average value of critical thinking skills in the control class. The meaning of the results of this analysis are: (1) when compared to conventional learning models, the problem-based learning model has a more positive and significant influence on the formation of students' critical thinking skills; (2) The value of t-count = 4.005 indicates that the average value of critical thinking skills of students using problem-based learning models is so higher than the average value of conventional learning students' critical thinking abilities.

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Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media

Journal of Education Technology ◽

10.23887/jet.v4i3.25552 ◽

2020 ◽

Vol 4 (3) ◽

pp. 254

Author(s):

Ni Putu Dyah Pramestika ◽

I Gusti Agung Ayu Wulandari ◽

I Wayan Sujana

Keyword(s):

Elementary School ◽

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Test Method ◽

Control Group ◽

Learning Models ◽

Class Iv

In learning mathematics, students are still found to have difficulty in understanding and developing critical thinking skills. Therefore, the purpose of this study is to determine the significant influence of the Problem Based Learning model assisted by concrete media on the ability to think critically mathematics in grade IV in elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population of class IV SD as many as 293 people. The sample was determined by cluster random sampling technique. The sample in the experimental group was 32 students and the control group was 30 students. Data used as a test method in the form of a subjective test (description). The data obtained were analyzed using the t-test analysis technique with the polled variance formula. The results of data analysis were obtained (t-count = 4.021> t-table = 2,000) at the significance level of 5% (dk = 32 + 30 - 2 = 67) which means that there was a significant difference in the ability to think critically mathematics between groups being taught with the model of Problem Based Learning with media aids Concretely with the group learned using conventional learning models in class IV elementary school. It can be concluded that the Problem Based Learning model assisted by concrete media influences the ability to think critically mathematics in class IV. The results of this study can be used as input for teachers to choose various learning models in teaching.

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Kemampuan berpikir kritis siswa madrasah dalam pembelajaran matematika melalui model pembelajaran Problem based Learning (PBL) di lembaga pendidikan Islam

Journal of Math Tadris ◽

10.55099/jmt.v1i02.30 ◽

2021 ◽

Vol 1 (02) ◽

pp. 88-100

Author(s):

M. Habib Husnial Pardi M. Habib Husnial Pardi ◽

Khafifaturrahmi Khafifaturrahmi

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Test Technique ◽

Significance Level

This study aims to determine the effect of the Problem based learning model on students' critical thinking skills at MTs Ittihadul Bayan. The research method used is an experiment with a quasi-experimental design, namely a nonequivalent control group design. Sampling was taken by purposive sampling with a sample of 20 students for the control class and 24 students for the experimental class. The data collection technique used a test technique with a test instrument in the form of a description. The hypothesis in this study is that there is an effect of the Problem based Learning model on students' critical thinking skills in MTs. Ittihadul Bayan. The data analysis used is the t test, from the two groups the t count value is 2.897 with a df of 42 and a significance level of 5% so that the t table value is 1.681 so 2.897 > 1.681. With the results of the data analysis, the hypothesis proposed in this study is Ha is accepted and H0 is rejected, this shows that there is an effect of the Problem based Learning model on students' critical thinking skills in MTs Ittihadul Bayan.

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Penerapan Pembelajaran Problem Based Learning untuk Meningkatkan Ketrampilan Berpikir Kritis Siswa Pada Mata Pelajaran PPKn

Jurnal Locus Delicti ◽

10.23887/jld.v1i1.359 ◽

2020 ◽

Vol 1 (1) ◽

pp. 1-10

Author(s):

I Made Kartika ◽

Putu Ronny Angga Mahendra ◽

Viane Awa

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Learning Process ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Observation Data ◽

Learning Models ◽

Group Discussions

The problem at SMK Dwijendra Denpasar in PPKn is that students are less active in critical thinking and less active in expressing opinions. The success in PPKn learning lies in the use of the learning model. The problem-based learning model has specifications that can train students to actively think critically in solving problems, and dare to express opinions. The purpose of this research is to determine the application of problem-based learning models to improve students 'critical thinking skills in PPKn subjects and to find out the obstacles in applying problem- based learning models to improve students' critical thinking skills in PPKn subjects. This research uses descriptive qualitative method. The research location is at SMK Dwijendra Denpasar. Observation data collection techniques, and documentation. Data analysis was performed using an interactive data analysis model that was carried out through the process of data reduction, data presentation, and drawing conclusions / verification. The results of the study showed that the application of problem-based learning model based on problems to improve students' critical thinking skills in Pancasila and civics education subjects had been implemented in accordance with the learning implementation plan. The application of problem-based learning models to improve students 'critical thinking skills improves students' critical thinking skills, increases student learning activities, and increases responsibility attitudes. Obstacles in the application of the based learning model are less learning time, less education to be a good facilitator at the group guidance stage, and to students who are less active in group discussions. The suggestion that can be given is that the school needs to conduct socialization so that it is more optimal for the application of problem-based learning models, for teachers to be more able to increase creativity in the use of learning models, to be more efficient in the time available during the teaching and learning process, as well as during the learning process. actively guiding students in group discussions.

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PENGARUH MODEL PROBLEM BASED LEARNING DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR SEJARAH DI SMA KORPRI BEKASI

Jurnal Pendidikan Sejarah Indonesia ◽

10.17977/um0330v4i1p22-34 ◽

2021 ◽

Vol 4 (1) ◽

pp. 22

Author(s):

Muhammad Irham Romadhon ◽

Sarkadi Sarkadi ◽

Abdul Syukur

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Creative Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Higher Learning ◽

Learning Models ◽

Direct Learning

This research aims to find out the effects of Problem Based Learning (PBL) and creative thinking skills on the instructional outcomes of the history of students at SMA KORPRI Bekasi. This research is a quantitative study using an experimental design of 2x2. The population consists of all students of class X IIS at SMA KORPRI Bekasi. The sample in this research consists of two classes, namely class X IIS 1 and X IIS 2 with a total of 60 students. A multiple-choice test was administered to measure students’ learning outcomes on history. A questionnaire was also used to uncover and categorize students' creative thinking. The results of this study indicate that: (1) students who were given problem-based learning models had higher learning outcomes in history compared to those who were given the direct learning models during historical instruction, (2) there was an interaction effect of learning models and creative thinking, (3) students who were given PBL and have high creative thinking skills had higher learning outcomes compared to those who were given a direct learning model and had high creative thinking skills, and (4) interestingly, a student with lower critical thinking skills got lower learning outcomes with PBL comparing those who had lower critical thinking skills and were given direct learning model. Hence, the result of this study indicates that there was an influence of the PBL model and creative thinking on the students learning outcomes in historical instruction at SMA KORPRI Bekasi.

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Influence of Problem Based Learning Models (PBL) and Learning Motivation to Learn Outcomes and Student's Critical Thinking Skills Themes of Caring for Life in Class IV Primary School No 026609 Pujidadi Binjai

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i4.1300 ◽

2020 ◽

Vol 3 (4) ◽

pp. 1634-1643

Author(s):

Muhammad Rizki Utomo ◽

Hasruddin Hasruddin ◽

Abdul Murad

Keyword(s):

Critical Thinking ◽

Standard Deviation ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Motivation ◽

Average Score ◽

Learning Models ◽

Quasi Experimental ◽

Motivation Score

The results obtained from this study include the learning outcomes of students in the experimental class and control class, the students 'critical thinking skills in the experimental class and the control class as well as the observation data of students' learning motivation on the theme of caring for living beings in grade IV Elementary School 026609 Pujidadi Binjai in the 2019 academic year. / 2020. shows that the average score of learning motivation in the experimental class is 82.20 with a standard deviation of 6.823 and the average score of learning motivation in the control class is 45.23 with a standard deviation of 1.007. Furthermore, the results of the students' learning motivation scores between the experimental class and the control class are combined then the median is sought. This process is carried out to divide motivation into two groups, namely the high motivation group with the criteria of students with a motivation score above the middle value (median) and the low motivation group with the criteria of students with a motivation score below the middle value. As for the calculation, the median value is 63.71. The research method used is Quasi Experimental Quasi (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the effect of problem-based learning models and the effect of expository learning on student outcomes and critical thinking skills in science in terms of high learning motivation and low learning motivation. the treatment class is class V1 class V2.

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THE EFFECTIVENESS OF THE BLENDED LEARNING MODEL ON THE STUDENTS’ CRITICAL THINKING SKILLS AND LEARNING MOTIVATION IN ACCOUNTING DEPARTMENT

Lentera Pendidikan Jurnal Ilmu Tarbiyah dan Keguruan ◽

10.24252/lp.2020v23n2i1. ◽

2020 ◽

Vol 23 (2) ◽

pp. 194

Author(s):

Della Fadhilatunisa ◽

Rosidah Rosidah ◽

M Miftach Fakhri

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Critical Thinking Skills ◽

Learning Motivation ◽

Control Group ◽

Control Group Design

Abstract:The accountant profession in the 21st century requires good critical thinking skills so that developing the skills needed in the 21st century is necessary in the accounting student’ learning environment. Therefore, the technology can be used as a medium for learning and communication between the students and the lecturers. In addition, the problem based learning model as a learning that requires the students to actively participate in each learning to develop the critical thinking skills so that the integration between problem-based face-to-face learning and learning utilizing technology in e-learning media is expected to improve the students’ critical thinking skills and the learning motivation. The research aims to: (1) find out the implementation of an effective blended learning model towards the students’ critical thinking skills and the learning motivation, and (2) to find out the difference in the students’ critical thinking skills and the learning motivation between the experimental class and the control class. This research is a quasi experimental research with non equivalent control group design. The study used one experimental group and one control group. The population in this study was the students who took introductory courses in accounting and accounting information systems so that the samples were taken by using purposive sampling technique. The instruments used are the essay test for the critical thinking skills and the questionnaire for the learning motivation. The data analysis techniques used are paired sample t test and independent sample t test assisted by SPSS 26.00. The findings show that: (1) the results of the paired simple t test show that the implementation of the blended learning model effectively improve the students’ critical thinking skills and the learning motivation, and (2) The results of the independent simple t test show that the students’ critical thinking skills and the learning motivation of the experimental class have a significant difference with the students of the control class.Abstrak:Profesi akuntan pada abad 21 membutuhkan keterampilan berpikir kritis yang baik sehingga diperlukan lingkungan belajar mahasiswa akuntansi yang mampu mengembangkan keterampilan yang dibutuhkan di abad 21. Oleh karena itu, teknologi dapat dimanfaatkan sebagai media untuk belajar dan komunikasi antara mahasiswa dan dosen. Selain itu, model problem based learning sebagai pembelajaran yang menuntut mahasiswa berpartisipasi aktif dalam setiap pembelajaran untuk mengembangkan keterampilan berpikir kritisnya sehingga integrasi antara pembelajaran tatap muka berbasis problem based learning dengan pembelajaran yang memanfaatkan teknologi di media e-learning diharapkan dapat meningkatkan keterampilan berpikir kritis dan motivasi belajar mahasiswa. Adapun penelitian ini bertujuan untuk: (1) mengetahui implementasi model blended learning yang efektif terhadap keterampilan berpikir kritis dan motivasi belajar mahasiswa, (2) mengetahui perbedaan keterampilan berpikir kritis dan motivasi belajar mahasiswa antara kelas eksperimen dengan kelas control. Penelitian ini merupakan quasi experimental dengan desain non equivalent control group design. Penelitian ini menggunakan satu kelompok eksperimen dan satu kelompok kontrol. Populasi pada penelitian ini adalah mahasiswa yang mengambil mata kuliah pengantar akuntansi dan sistem informasi akuntansi sehingga sampel diambil secara purposive sampling. Teknik pengumpulan data untuk keterampilan berpikir kritis adalah tes sedangkan untuk motivasi belajar menggunakan angket. Teknik analisis data yang digunakan adalah paired sample t test dan independent sample t test dengan bantuan SPSS 26.00. Hasil penelitian menunjukkan: (1) Hasil uji paired simple t test menunjukkan implementasi dari model blended learning secara efektif meningkatkan keterampilan berpikir kritis dan motivasi belajar mahasiswa, (2) Hasil uji independent simple t test menunjukkan keterampilan berpikir kritis dan motivasi belajar mahasiswa kelas eksperimen memiliki perbedaan secara signifikan dengan mahasiswa kelas kontrol.

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The Effectiveness of Two Stay Two Stray (TSTS) Cooperative Learning Model in Improving Students 'Critical Thinking Skills

Journal of Science Education Research ◽

10.21831/jser.v4i1.34240 ◽

2020 ◽

Vol 4 (1) ◽

pp. 40-43

Author(s):

Diaz Apriakanti ◽

Mobinta Kusuma ◽

Muriani Nurhayati

Keyword(s):

Critical Thinking ◽

Cooperative Learning ◽

Hypothesis Testing ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Critical Thinking Skills ◽

Group Method ◽

Learning Models

The purpose of this study was to determine (1) the differences in students' critical thinking skills in natural science subjects between those who use the Two Stay Two Stray cooperative learning model (TSTS) and those who use the Problem Based Learning (PBL) learning model (2) the effectiveness of Two Stay Two Stray (TSTS) type of cooperative learning models and Problem Based Learning (PBL) learning models in improving students' critical thinking skills. This type of research was an experiment with a Posttest-Only Control Design group method. The sampling technique used was Cluster Random Sampling to determine the experimental class and the controlled class. Data collection techniques were the test. Furthermore, the research instrument used the final test to measure students' critical thinking skills. From the results of data analysis, it was obtained the results of hypothesis testing and hypothesis testing on the effectiveness of students' critical thinking skills. The calculation results of the hypothesis test for differences in critical thinking skills of students using the Independent Samples t-test showed tcount> ttable (14.710> 1.674) and a significance value of 0.000 <0.05, while the results of the effectiveness test on students' critical thinking skills used the One Sample t-test. The test shows the value of tcount> ttable (11.654> 1.708) and a significance value of 0.000 <0.05. Thus, it can be concluded that the Two Stay Two Stray (TSTS) cooperative learning model can improve students' critical thinking skills.

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