Penjerapan Zat Warna Sintetis Menggunakan Karbon Aktif Kelapa Sawit Dan Pengembangannya Sebagai Bahan Ajar

This study aims to: (1) explain the ability of the active carbon absorption of Palm Oil Palm as a dye adsorbent Reactive Red and Direct Green (2) determines the pH, contact time, and weight of the optimum adsorbent and the influence of temperature using activated carbon. Reactive Red and Direct Green dyestuffs. (3) to explain the influence of video media usage on the improvement of learning result and critical thinking ability of students in Chemistry class XI MIPA E at SMAN 2 Kota Bengkulu. The procedure in this study is the activation of activated carbon of palm oil and activated, activated carbon characterization using FTIR, Determination of maximum wavelength (?), Calibration curve creation, Adsorption of substance by activated carbon of palm oil: determining pH, contact time, adsorbent weight, , adsorption isotherms, Determination of temperature effect, Adsorption Isotherm Determination, Determination of adsorption kinetics, Applications on dyestuffs. The data were analyzed. The result of pH variation, variation of adsorbent weight, and contact time were made curve so that pH, adsorbent weight, concentration and optimum contact time were obtained using Excel program. Using ANAVA one way, followed by KR-20 test and one sample t test. The results showed that there were: reactive red optimum wavelength 496 nm, optimum pH 3, optimum time 40 min, absorbent weight 150 mg, maximum absorbency KAPKS 32,73 mg / gr and direct green optimum wavelength 613 nm, with optimum pH 5, optimum time 40 minutes, absorbent weight 150 mg, maximum absorbency KAPKS 32.825 mg / gr. there is an increase of chemistry learning outcomes during the enrichment hours or outside of class hours and critical thinking skills of grade XI IPA E SMAN2 Kota Bengkulu using audio-visual media with average pretest score of 75 and average post test score 82.27 with four criteria critical thinking skills are less critical by 26%, critical enough 43%, critical 23% and very critical at 8%.

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PENJERAPAN ZAT WARNA SINTETIS MENGGUNAKAN KARBON AKTIF KELAPA SAWIT DAN PENGEMBANGANNYA SEBAGAI BAHAN AJAR

PENDIPA Journal of Science Education ◽

10.33369/pendipa.v1i1.3007 ◽

2017 ◽

Vol 1 (1) ◽

Author(s):

Efa Susanti ◽

M.Lutfi Firdaus ◽

Sumpono Sumpono

Keyword(s):

Critical Thinking ◽

Activated Carbon ◽

Palm Oil ◽

Contact Time ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Optimum Time ◽

Optimum Ph ◽

Optimum Wavelength

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Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v11i1.122 ◽

2021 ◽

Vol 11 (1) ◽

pp. 41-52

Author(s):

Krida Singgih Kuncoro ◽

Agustin Zakkia ◽

Fitria Sulistyowati ◽

Betty Kusumaningrum

Keyword(s):

Critical Thinking ◽

Sampling Technique ◽

Self Esteem ◽

Thinking Skills ◽

Critical Thinking Skills ◽

First Year ◽

Education Students ◽

High Category ◽

Low Levels

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

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Thinking Higher: Developing Critical Thinking Skills in Pre-Reading and Reading Activities

Perspectives on School-Based Issues ◽

10.1044/sbi4.2.18 ◽

2003 ◽

Vol 4 (2) ◽

pp. 18-19

Author(s):

Michele M. Christon

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Reading Activities

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PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v9i2.342 ◽

2017 ◽

Vol 9 (2) ◽

pp. 99

Author(s):

St Fatimah Azzahra

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Problem ◽

Group Problem ◽

Control Group Design ◽

Group Design ◽

Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i4.7518 ◽

2019 ◽

Vol 3 (4) ◽

pp. 772

Author(s):

Leni Suryani

Keyword(s):

Critical Thinking ◽

Data Collection ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Competence ◽

Collection Data ◽

High Level ◽

Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

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CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Maifalinda Fatra ◽

A Rizki ◽

Tita Khalis Maryati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Simple Explanation ◽

Critical Thinking Ability ◽

Thinking Ability

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

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ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

Konfigurasi Jurnal Pendidikan Kimia dan Terapan ◽

10.24014/konfigurasi.v3i2.7622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 93

Author(s):

Neti Afrianis

Keyword(s):

Critical Thinking ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Correlation And Regression Analysis ◽

Skills Learning ◽

Relationship Of ◽

The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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Promoting students’ critical thinking through reading strategy instruction in a reading class

Indonesian JELT ◽

10.25170/ijelt.v11i2.1494 ◽

2016 ◽

Vol 11 (2) ◽

pp. 133-151

Author(s):

K.R. Vinitha Rani

Keyword(s):

Critical Thinking ◽

Language Learners ◽

Second Language Learners ◽

Strategy Instruction ◽

Thinking Skills ◽

Reading Strategy ◽

Critical Thinking Skills ◽

Reading Strategy Instruction ◽

Two Stages ◽

Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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