Note-Taking Pairs Strategy Towards Students’ Critical Thinking Ability  In Reading Comprehension

This study aimed to seek the effect of the Note-Taking Pairs strategy on the students' critical thinking skill in reading comprehension. This study used an experimental method with pre-test and post-test design. The research sample covered class XI-IPA2 which was used as an experimental group and consisted of 26 students and class XI-IPA1 was used as a control group consisting of 26 students. The instruments used in collecting data were reading test in the form of multiple-choice and observation sheets of critical thinking skills. The finding data were subsequently analyzed by using SPSS 18. The t-test results showed that the t-test value (1.754) was higher than the t-table (1.671) at the significance level 0.05. Therefore, based on these results, it can be concluded that there is a positive effect from the use of the Note-Taking Pairs strategy on the students' critical thinking skill in reading comprehension at the eleventh-grade students of SMAN 2 Narmada.

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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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Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v1i3.46 ◽

2020 ◽

Vol 1 (3) ◽

pp. 246-260

Author(s):

Devy Alvionita ◽

Prabowo ◽

Z.A. Imam Supardi

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Fluid Dynamic ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning Materials ◽

Design Data ◽

Significance Level

This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.

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PENGARUH PEMBELAJARAN SAVI BERBASIS MEDIA SIMULASI INTERAKTIF TERHADAP KETERAMPILAN BERPIKIR KRITIS MAHASISWA PADA MATERI ELEKTROKIMIA

Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram ◽

10.33394/j-ps.v2i1.1049 ◽

2014 ◽

Vol 2 (1) ◽

pp. 8

Author(s):

Citra Ayu Dewi ◽

Ahmadi Ahmadi

Keyword(s):

Critical Thinking ◽

Interactive Media ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Approach ◽

Interactive Simulation ◽

Abstract Concepts ◽

Thinking Skill ◽

Critical Thinking Skill

Characteristics of electrochemical material that contains abstract concepts. Hence often have difficulty in teaching it. An effective approach as a solution is the SAVI-based interactive learning approach of interactive simulation. Learning SAVI-based interactive media has an animation program that is able to represent abstract concepts in electrochemical materials through visualization and not illustration of the concept in narrative. The purpose of this research is to know the influence of SAVI learning approach to students' critical thinking skill in electrochemical material. The type of research used is quasi-experimental research. The research design used is posttest only control group design. The sample was divided into two groups: experiment and control group. The research instrument uses critical thinking skill test through rubric. The results show that the SAVI approach has a positive effect on critical thinking skills compared to conventional methods. We conclude that the SAVI learning approach has been able to improve students' critical thinking skills.

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Penerapan Model Introduction Connection Application Reflection Extention (ICARE) Dipadu Modul Pembelajaran Berbasis Konstruktivisme Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Peserta Didik

Jurnal Pendidikan Sains Indonesia ◽

10.24815/jpsi.v9i3.21273 ◽

2021 ◽

Vol 9 (3) ◽

pp. 471-481

Author(s):

Liza Utami ◽

Hafnati Rahmatan* ◽

Hasanuddin Hasanuddin ◽

Cut Nurmaliah ◽

Khairil Khairil

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Respiratory System ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning Modules

Critical thinking skill plays an important role in achieving maximum learning outcomes. The lack of involvement in critical thinking skills activities impacts students’ learning outcomes. This study aims to analyze whether the ICARE learning model application combined with constructivism-based learning modules can improve students' critical thinking skills and learning outcomes. The research method is an experiment with a pretest-posttest control group design. This study was conducted in MAN 4 Aceh Selatan and MAS Ashhabul Yamin Aceh Selatan during the even semester (2020/2021 Academic Year) with the population of 196 students of science class XI. The research sample was 119 students, namely the experimental group 58 and the control group 60. The parameters measured are critical thinking skills and learning outcomes. Data on critical thinking skills and learning outcomes were analyzed by parametric statistics using an independent sample t test, while to observe the correlation of critical thinking skills with learning outcomes was conducted through correlation and regression analysis. The results showed that there was an increase in critical thinking skills and student learning outcomes after being taught using the application of the ICARE learning model combined with constructivism-based learning modules on the respiratory system material. The correlation coefficient obtained is 0.832 which indicates there is a positive relationship between critical thinking skills and learning outcomes with strong interpretations. The conclusion of this study is that the application of the ICARE learning model combined with constructivism-based learning modules can improve students’ critical thinking skills and learning outcomes on respiratory system material. Keywords: ICARE, Constructivism, Critical Thinking Skill, Learning Outcomes.

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PENERAPAN BAHAN AJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS

PEDAGOGIK: Jurnal Pendidikan ◽

10.33650/pjp.v7i1.1078 ◽

2020 ◽

Vol 7 (1) ◽

pp. 22-46

Author(s):

Hendra Nelva Saputra ◽

Salim Salim

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

T Test ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Teaching Materials ◽

Significant Difference ◽

Materials Used ◽

Level Of Significance

This research aims to determine the application of teaching materials based on the skills of critical thinking in the Learning class XI SMA Negeri 1 Pasarwajo. This type of research is research quasi-experiment with design pretest-posttest group design. The treatment class consists of two classes, which are experimental classes taught with critical thinking skill-based teaching and control class taught with the teaching materials used by learners. The Data is analyzed by using the gain score normalized and continued with the Independent sample T-test at a level of significance of 5%. The results of this study showed a graph of increased experimental class critical thinking skills taught using critical thinking skill-based teaching materials are always higher than the control class taught with the teaching materials commonly used by learners in schools. Different test results (t-test) average Gain normalized critical thinking skills learn to demonstrate a significant difference between learning after receiving learning by using the teaching materials based on critical thinking skills compared to using teaching materials commonly used learners in schools with tvalue = 6, 322 is greater than this ttable = 1.671 at a = 0.05.

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Imp

10.31237/osf.io/z4hrm ◽

2019 ◽

Author(s):

Fariha Azalea

Keyword(s):

Critical Thinking ◽

Formative Assessment ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Needs ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Oral Feedback ◽

Experimental Group

The challenges of 21st century globalization require students to have various skills needed in compete at the global level. One of the 21st century skills students need to have is critical thinking skills, but student’s critical thinking skills in Indonesia are still relatively low. To develop this skill, learning is needed along with appropriate assessment. The application of formative assessment in learning is one of the efforts in developing the skill. Through formative assessment, teacher can make appropriate learning strategies to facilitate student learning needs. However, the practice of assessment for learning rarely facilitates student learning needs. Thus, this study was needed for investigating the effect of formative assessment in develop critical thinking skill of students. The quasy experiment method is used in this study with the pretest posttest control group design. The experimental group was given the application of formative assessment through oral feedback during learning, while the control group was given the conventional assessment. The result showed that formative assessment through oral feedback can develop critical thinking skill of students, indicated by the experimental group has higher critical thinking skill improvement than control groups in Spermatophyta and Bryophyta chapter.

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Pemanfaatan multimedia interaktif pada materi hidrokarbon untuk menumbuhkan keterampilan berpikir kritis siswa

Jurnal Inovasi Pendidikan IPA ◽

10.21831/jipi.v6i2.29680 ◽

2020 ◽

Vol 6 (2) ◽

pp. 184-194

Author(s):

Munirotus Sa'adah ◽

Siti Suryaningsih ◽

Buchori Muslim

Keyword(s):

Critical Thinking ◽

Interactive Multimedia ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Essay Test ◽

High Order Thinking ◽

Quasi Experiment

Berdasarkan hasil PISA Tahun 2018, peringkat siswa Indonesia pada kategori Sains yaitu 71 dari 79 negara dengan memperoleh rata-rata sebesar 396 yang masih dalam kategori dibawah rata-rata internasional yaitu 500. Hal tersebut terjadi karena beberapa faktor, salah satunya yaitu siswa Indonesia masih memiliki keterampilan berpikir kritis yang rendah dalam menyelesaikan soal-soal berpikir tingkat tinggi. Penelitian ini bertujuan untuk menumbuhkan keterampilan berpikir kritis siswa melalui pemanfaatan multimedia interaktif pada materi Hidrokarbon. Sampel pada penelitian ini adalah siswa kelas XI IPA 2 dan XI IPA 3 yang berjumlah masing-masing 24 dan 25 siswa pada kelas kontrol dan eksperimen. Metode penelitian ini adalah Quasi Experiment dengan Nonrandomized Control Group Pre-test-Pottest Design. Instrumen penelitian ini berupa soal tes esai dan lembar observasi berdasarkan indikator keterampilan berpikir kritis. Data dianalisis menggunakan SPSS versi 22. Hasil penelitian menunjukkan bahwa pemanfaatan multimedia interaktif pada materi Hidrokarbon dapat menumbuhkan keterampilan berpikir kritis. Pertumbuhan keterampilan berpikir kritis paling besar terjadi pada indikator memfokuskan pertanyaan sebesar 88,12% dengan kategori sangat baik. Hasil analisis statistik menunjukkan adanya perbedaan rata-rata antara kelas kontrol dan eksperimen dengan taraf signifikan sebesar 0,00. Hal tersebut juga didukung dengan perolehan rata-rata kelas eksperimen (22) yang memperoleh hasil lebih besar dari rata-rata kelas kontrol (18,56). The use of interactive multimedia on hydrocarbon chapter to grow student’s critical thinking skill AbstractBased on PISA 2018 results, Indonesia ranked 71 out of 79 participant countries with results below the international average. This happens due to several factors, one of which is that Indonesian students have low critical thinking skills to solving high-order thinking test. This study aims to determine whether the use of interactive multimedia on hydrocarbon chapter is effective to make grow critical thinking skills. Sample in this study were students of XI IPA 2 and XI IPA 3 with 24 and 25 students each control and experimental classes. The research method is Quasi Experiment with Nonrandomized Control Group Pre-test-Pottest Design. The research instrument used essay test questions and observation sheets based on indicators of critical thinking skills. Data were analyzed by SPSS version 22. The result showed that interactive multimedia use on Hydrocarbon chapter was effective to grow critical thinking skills. The most critical thinking skill growth occurs in focusing questions indicator with 88,12% on very good category. Statistical analysis result showed there was difference average between control and experimental classes with significant level 0.00. That data also powered by average result of experimental classes (22) bigger then average result of control calsses (18,56).

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PENGARUH MODEL PEMBELAJARAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS IV SD PADA SUBTEMA KEINDAHAN ALAM NEGERIKU

Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian ◽

10.26740/jrpd.v5n2.p1019-1024 ◽

2019 ◽

Vol 5 (2) ◽

pp. 1019

Author(s):

Ari Wariyanti

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Control Group Design ◽

Group Design

ABSTRACTThis research aims to know the effect of inquiry learning model toward critical thinking skill and learning result of fourth grade student of Elementary School. The type of research is experiment research with form of research is pretest-posttest control group design. The research data was obtained as follows: the ttest score (13,539) > ttable (1,686) and mean score in experiment class is 91,2500 higher than the critical thinking skills of students in the control class 57,7083. So, there are effect of inquiry learning model toward student’s critical thinking skill. As for the second hypothesis testing was shown with ttest score (4,459) > ttable (1,686) with mean score in experiment class is 87,5000 higher than student’s learning results in control class 75,7500. So, there are effect of inquiry learning model to student’s learning result. Based on the discussion of research results, it can be concluded that inquiry learning model has an effect to student’s critical thinking skills and student’s learning result in significant. Keywords: Inquiry Learning Model, Critical Thinking Skills, Learning Result. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis dan hasil belajar siswa kelas IV SD. Jenis penelitian yang dilakukan adalah penelitian eksperimen dengan desain penelitian pretest-posttest control group design. Data hasil penelitian yang diperoleh sebagai berikut: nilai thitung (13,539) > ttabel (1,686) dan nilai mean pada kelas eksperimen sebesar 91,2500 lebih tinggi dibandingkan dengan kemampuan berpikir kritis siswa pada kelas kontrol yaitu sebesar 57,7083. Jadi, ada pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis siswa. Sedangkan untuk pengujian hipotesis kedua menunjukkan nilai thitung (4,459) > ttabel (1,686) dengan nilai mean pada kelas eksperimen sebesar 87,5000 lebih tinggi dibandingkan dengan hasil belajar siswa pada kelas kontrol yaitu 75,7500. Jadi, ada pengaruh model pembelajaran inkuiri terhadap hasil belajar siswa. Berdasarkan diskusi hasil penelitian, dapat disimpulkan bahwa model pembelajaran inkuiri berpengaruh terhadap kemampuan berpikir kritis siswa dan hasil belajar siswa secara signifikan. Kata-kata Kunci: model pembelajaran inkuiri, kemampuan berpikir kritis, hasil belajar.

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PENGARUH MEDIA PEMBELAJARAN L-BOND TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR

JURNAL PENDIDIKAN SAINS (JPS) ◽

10.26714/jps.7.2.2019.1-8 ◽

2019 ◽

Vol 7 (2) ◽

pp. 93

Author(s):

Nilam Nur Amalia ◽

Agus Kamaludin

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Statistical Tests ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Student Response ◽

Control Group ◽

Response Sheet ◽

Thinking Skill ◽

Critical Thinking Skill

The purpose of this research was to examine the effect of using L-Bond learning media on critical thinking skills and students’ learning outcomes on chemical bonding material. The research was conducted in State Senior High School 5 Yogyakarta, on 10th grade of mathematics and natural sciences, in the academic year of 2017/2018. The type of research was quasi-experiment with the research design of Non-equivalent Control Group Design. The sampling technique was a simple random sampling. The data collection instruments included pre-test until post-test, critical thinking skill test, observation sheet, and student response sheet. The research also carried out an analysis of the stages of students' critical thinking skill, those are clarification, assessment, inference, and strategy. Based on statistical tests, the results showed that the use of L-Bond learning media had an effect on students' critical thinking skills. However, it did not affect students’ learning outcomes. Even so, both the experimental class and the control class showed that the students’ learning outcomes was above the average of completeness criteria 70.

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Process-Oriented Inquiry Learning Enhances Students’ Critical Thinking Skills

JURNAL PIJAR MIPA ◽

10.29303/jpm.v14i3.1231 ◽

2019 ◽

Vol 14 (3) ◽

pp. 108

Author(s):

Nurussaniah Nurussaniah ◽

Ira Nofita Sari

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Control Group Design ◽

Equivalent Control ◽

Information Finding

The objective of this study is to determine the applied inquiry learning to improve the students’ critical thinking skills. This study uses non-equivalent control group design. Students in this study were divided into two class activities. The experimental class was treated with the application of inquiry learning, whereas the control class was given the conventional learning. In this study, the students’ critical thinking skill is obtained through a test. The test used was a critical thinking skill test consisting of five questions with the following indicators, namely: completing information, finding and defining problems, recognizing assumptions and formulating hypothesis. The result shows that the gain value in the experimental class is higher than the gain value in the control class. It indicates that the improvement of students’ critical thinking skills in the experimental class is higher than the students’ critical thinking skills in the control class. Therefore, it can be said that the application of inquiry learning provides a more significant improvement than conventional learning. The students’ critical thinking skills show an increase at the medium category on the aspect of completing information, recognizing assumption and formulating hypothesis. Meanwhile, on aspect of finding and defining problem, students’ critical thinking skills show an increase at the low category or it can also be said it does not show any increase.

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