scholarly journals PENGEMBANGAN BAHAN AJAR FISIKA BERBASIS LKM CERIA UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KREATIF MAHASISWA CALON GURU FISIKA

2017 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Kosim Kosim ◽  
Gunawan Gunawan ◽  
Jannatin ‘Ardhuha ◽  
Kurniawan Arizona
Keyword(s):  
Physics Education ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Implementation Phase ◽  
Basic Physics ◽  
Effective Assessment ◽  
Implementation Stage

The purpose of this research is to develop CERIA LKM-based physics teaching materials to improve critical thinking skills and creative student physics teacher candidate. This research is a development research that fulfill 3 (three) criteria, namely validity (valid), practicality (practical), and effectiveness (effective). Assessment of valuator on the validation stage of basic physics teaching materials based on MFI Ceria developed is 3.37 (good category) with reliability percentage 97.76% (categorized reliable). The results of this validation indicate that the basic physics materials based on Ceria MFIs developed are feasible to be used in the implementation stage. The implementation phase of teaching materials has involved physics education program students, where the results of the implementation of teaching materials developed categorized 'very good'. The next implementation is the evaluation of students' critical and creative thinking skills.

scholarly journals The Creative Project: Design, Implementation, and Assessment

2016 ◽  
Vol 6 (1) ◽  
pp. 72
Author(s):  
Teresa L Larkin
Keyword(s):  
General Education ◽  
Student Perceptions ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Short Paper ◽  
Final Exam ◽  
Implementation Phase ◽  
Creative Project

One of the primary objectives in most STEM classrooms is to provide educational experiences that will build and enhance students’ ability to think critically and to solve a wide set of different types of problems. To be competitive in the increasingly global society of the twenty-first century, scientists and engineers must often be able to innovate and “think outside the box” when solving a problem or designing a new tool or product. Within a typical STEM classroom, however, assignments often focus primarily on solving textbook-type problems that allow little room for innovation and creative thinking. While these textbook-type problems help students develop their critical thinking skills, they do little for helping them learn to think creatively and innovatively. There is a need for pedagogical activities that include a creative component that would all students to become creative and innovative thinkers. The objective of this paper is to showcase some examples of assessment activities that can be used to facilitate the creative component of student learning in a physics course. The course is entitled Changing Views of the Universe and is often taken by students to satisfy the university’s general education requirements towards graduation. The activities assessed in the course include reading quizzes, free-writing assignments, a short paper activity, a creative project, and a final exam. Emphasis will be placed on the design, implementation and assessment of the creative project activity which was first piloted in spring 2014. A discussion related to student perceptions of the activity will be included. In addition, a summary of some of the lessons learned during the implementation phase will be shared.

scholarly journals Development of Problem-Based Kinematics Teaching Material to Improve Students' Critical Thinking Skills

2019 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Inung Diah Kurniawati
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Material ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Average Value ◽  
Material Development ◽  
Average Analysis

Physics learning needs to be given by giving problems so that students can gain experience from their thinking abilities. Student's mindset will be more focused if they are able to think critically. The purpose of this study was to develop problem-based teaching material to improve informatics engineering students' critical thinking skills. With this teaching material development, students are expected to be able to maximize their thinking skills. This study used development research design that aimed to produce a problem-based physics teaching material. The trial subjects for this teaching materials were 3 lecturers and 12 informatics engineering students from University of PGRI Madiun. From this study, quantitative and qualitative data were obtained. The obtained data from the assessment of lecturers and students will be analyzed by average analysis technique. From the average value obtained, the feasibility level of problem-based teaching material will be determined. Based on the results of the analysis, the average value of 3.33 with good category were obtained. Furthermore, the results of this teaching materials development can be used in the implementation test. Teaching materials were needed by students to gain direct experience in learning physics.

scholarly journals Development of Guided Inquiry-based Physics Teaching Materials to Increase Critical Thinking Skills of Highschool Students

2018 ◽  
Vol 14 (1) ◽  
pp. 18-25 ◽  
Author(s):  
E. K. Nisa ◽  
B. Jatmiko ◽  
T. Koestiari
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Physics Teaching ◽  
School Students ◽  
Is Research

This study aims to produce teaching materials based on inquiry physics to improve the critical thinking skills of high school students. This type of research is Research and Development and refers to the 4-D development model. This study was tested in class X. The results of this study obtained some findings include: 1) the validation of teaching materials obtained categories are very valid and reliable; 2) test legibility of physics teaching materials categorized high readability; and 3) N-gain improves students' critical thinking skills. Based on the results of this research, it can be concluded that the guided inquiry-based physics teaching materials worthy of use in learning and can improve the critical thinking skills of high school students.

scholarly journals Sosialisasi dan Pendampingan Materi Pembelajaran IPA Berbasis Metakognisi pada Mahasiswa Magister Pendidikan IPA Universitas Mataram

2021 ◽  
Vol 1 (2) ◽  
pp. 191-199
Author(s):  
Wildan Wildan ◽  
Dwi Laksmiwati ◽  
I Nyoman Loka ◽  
Supriadi Supriadi
Keyword(s):  
Community Service ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Conditional Knowledge ◽  
Cognitive Activities ◽  
Regulation Functions ◽  
The University

Community service activities have been carried out for master students of Science Education at the University of Mataram which aimed to provide understanding to students about the development of science teaching materials that can develop students' metacognition. Teaching materials that are able to develop metacognitive abilities are needed by students in the current era of globalization. With the ability of metacognition, it will raise students' awareness of what they really know and one's cognition-regulation functions to regulate their cognitive activities effectively. Knowledge-cognition contains declarative, procedural, and conditional knowledge, while metacognition skills include four skills, namely problem solving skills, decision-making skills, critical thinking skills, and creative thinking skills. Activity participants can understand the material presented which was shown by the ability to answer questions during the discussion. An understanding of proper metacognition was also measured by its ability to fill out a questionnaire that was distributed after the service was complete. A good understanding of metacognition is expected to be a guide in developing metacognition-based teaching materials so that students can develop metacognition abilities.

scholarly journals The Development of Teaching Material Based on Science, Technology, Engineering, and Mathematics (STEM)

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Abdul Rahman. M ◽  
Muhammad Arsyad ◽  
Kaharuddin Arafah
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Teaching Material ◽  
Design Development ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Physics Learning ◽  
Average Percentage ◽  
Science Technology ◽  
And Mathematics

This research is a development research that aims to describe a valid profile of STEM-based teaching material development, analyze students' responses to the development of teaching materials and analyze the effectiveness of STEM-based teaching materials to examine creative thinking skills. This research was conducted at SMAN 9 Makassar in class XI MIA 6 consisting of 32 students as respondents. STEM-based physics learning was carried out 5 times on static and dynamic fluid material. Learning activities contain four elements, namely science, technology, engineering and mathematics, and the STEM results made are making hydraulic bridges and simple mosquito sprays from used materials. The development model used was ADDIE which consists of analysis, design, development, implementation and evaluation. The ADDIE model is a development procedure carried out by producing a STEM-based physics learning product. The intended product is to produce a STEM-based physics teaching material, step-by-step. These steps are included in the teaching material that must be validated and ready to be used by the teachers in carrying out learning so that students can think creatively. The results showed the practicality of physics teaching material based on practical STEM. It was seen from the results of the responses of students and the responses of teachers who were in the very good category. Learning using STEM-based teaching materials is effective and can make students think creatively. This is shown in the fluency thinking indicator with a percentage of 74.58%, the flexible thinking indicator 71.25%, the original thinking indicator 81.56%, and the elaborative thinking indicator 82.03%, with an average percentage of 77.36% which is in the creative category.

scholarly journals Survei Keterampilan Berpikir Kritis Mahasiswa pada Materi Usaha dan Energi

2019 ◽  
Vol 4 ◽  
pp. 162
Author(s):  
Sujiyani Kassiavera ◽  
A. Suparmi ◽  
Cari Cari ◽  
Sukarmin Sukarmin
Keyword(s):  
Critical Thinking ◽  
Survey Research ◽  
Education Program ◽  
Physics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Physics ◽  
The Subject ◽  
Main Basis ◽  
Physics Course

<p><em><span><strong>Abstract: </strong>This study aims to determine the critical thinking skills possessed by students. The Subject of this research were 131 students of physics education program from Bengkulu University and Indraprasta University. Subjects consist of 4<sup>th</sup> semester (56 students) and 6<sup>th</sup> semester (75 students) who have received the Basic Physics course previously. Instrument of this research using test concept. Based on the results of a survey conducted that students' critical thinking skills are still very low on business work- energy. This survey research will be the main basis for researchers to conduct further research with the same research location.</span></em></p><p><em><span><br /></span></em></p><p><em></em><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengetahui keterampilan berpikir kritis yang dimiliki mahasiswa. Subjek penelitian ini adalah 131 mahasiswa yang terdiri dari semester 4 (56 siswa) dan semester 6 (75 siswa) yang telah menerima materi Fisika Dasar sebelumnya. Teknik pengumpulan data menggunakan metode tes. Berdasarkan hasil survei yang dilakukan bahwa keterampilan berpikir kritis mahasiswa masih sangat rendah pada materi usaha dan energi. Penelitian survei ini akan menjadi dasar utama bagi peneliti untuk melakukan penelitian lanjutan dengan lokasi penelitian yang sama.</p>

scholarly journals KETERAMPILAN BERPIKIR KRITIS MAHASISWA PENDIDIKAN FISIKA PADA MATERI RANGKAIAN LISTRIK ARUS SEARAH

2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Erwina Oktavianty ◽  
Sudirman .
Keyword(s):  
Critical Thinking ◽  
Direct Current ◽  
Physics Education ◽  
Electric Circuit ◽  
Thinking Skills ◽  
Electrical Circuit ◽  
Critical Thinking Skills ◽  
Key Word ◽  
Basic Physics ◽  
Direct Current Circuits

The aim of this study is to describe the critical thinking skills students of physical education PGMIPA-U on material direct current circuits. Methods used in this study is simple descriptive. where all students PGMIPA-U ever get the material in the direction of the electric circuit asrus basic physics II participated in this research. Based on the analysis of the data found that the average critical thinking skills possessed by students of physics education PGMIPA-U on direct current electrical circuit material is 62.98%. We hope this research can be used as evidence of the earliest descriptions of the critical thinking skills that can be used by interested parties.   Key Word : Critical Thinking Skill

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

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