scholarly journals ACTUATING READING COMPREHENSION THROUGH GENRE-BASED DIRECTED READING THINKING ACTIVITIES (G-BDRTA) VIEWED FROM CRITICAL THINKING SKILLS

2020 ◽  
Vol 8 (4) ◽  
pp. 402
Author(s):  
Ahmad Hanan ◽  
Muhammad Muhlisin ◽  
Taufik Suadiyatno
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Equivalent Control ◽  
Directed Reading ◽  
Reading Activities ◽  
Student Team

The significance of reading comprehension for learners’ English mastery makes English teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. In this study, researchers applied the genre-based directed reading thinking activities (G-BDRTA). Genres here are oriented to provide learners with various text types for reading activities. Consequently, this study was aimed at actuating learners’ reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. This study was classified as an experimental study using non-equivalent control group design. This study was conducted at SMAN 1 Lingsar. There were 62 learners involved in this study. The learners were divided into two groups and each group embraces 31 learners. One group becomes an experimental group which is subjected to the G-BDRTA strategy and the other group is subjected to the control group treated using student-team-learning (STL) strategy. To find out the data, researchers used a reading test and critical thinking test as research instruments. Then, the data were analyzed using Two-Way-ANOVA. Based on the data analysis, there is a significant effect of G-BDRTA strategy on students’ reading comprehension viewed from critical thinking skills.

scholarly journals The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

2021 ◽  
Vol 7 (2) ◽  
pp. 87-100
Author(s):  
Shazia Sarwar ◽  
Muhammad Samiullah ◽  
Fazal-ur- Rahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Equivalent Control ◽  
Cognitive Acceleration ◽  
Faculty Of Education ◽  
And Control

Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

scholarly journals Efektivitas Alat Peraga Induksi Elektromagnetik Terhadap Kemampuan Berpikir Kritis Peserta Didik

2019 ◽  
Vol 2 (2) ◽  
pp. 245-253
Author(s):  
Isma Yunita ◽  
Alinis Ilyas
Keyword(s):  
Critical Thinking ◽  
Electromagnetic Induction ◽  
Statistical Tests ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Teaching Aids ◽  
Equivalent Control

Abstract: The use of electromagnetic induction teaching aids is designed to create students who are active in the learning process so that they can improve their critical thinking skills. The ability to think critically is a reasonable and reflective thought that focuses on deciding what must be done. This study aims to determine the effectiveness of using teaching aids on students' critical thinking skills. The type of research conducted in this study was a quasy experiment with a non equivalent control group design. The population in this study was class XII MA Mathla'u Anwar Gisting. The sampling technique uses purposive sampling. With class XII IPA 1 as the experimental class and class XII IPA 2 as the control class. To measure the critical thinking skills of students, tests were carried out with 10 questions about essays and knowing the feasibility of using electromagnetic induction teaching aids can be done by observation. Furthermore, the data was tested using the normality, homogeneity, and T test. The results of the statistical tests showed a significant level <0.05, which means that H0 was rejected and H1 was accepted. The results showed that there was effectiveness in using teaching aids on students' critical thinking skills in electromagnetic induction material.Abstrak: Penggunaan alat peraga induksi elektromagnetik dirancang untuk menciptakan peserta didik yang aktif didalam proses pembelajaran sehingga dapat meningkatkan kemampuan berpikir kritis. Kemampuan berpikir kritis merupakan sebuah pemikiran yang masuk akal dan reflektif yang berfokus untuk memutuskan apa yang mesti dilakukan. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan alat peraga terhadap kemampuan berpikir kritis peserta didik. Jenis penelitian yang telah dilakukan dalam penelitian ini adalah quasy experiment dengan desain non equivalent control group. Populasi pada penelitian ini adalah kelas XII MA Mathla’u Anwar Gisting. Teknik pengambilan sampel menggunakan purposive sampling. Dengan kelas XII IPA 1 sebagai kelas eksperimen dan kelas XII IPA 2 sebagai kelas kontrol. Untuk mengukur kemampuan berpikir kritis peserta didik dilakukan tes dengan soal esay berjumlah 10 soal serta mengetahui keterlaksanaan dalam penggunaan alat peraga induksi elektromagnetik dapat dilakukan dengan observasi. Selanjutnya data di uji dengan menggunakan uji normalitas, homogenitas, dan uji T. Hasil uji statistik menunjukkan taraf signifikan < 0,05 yang berarti H0 ditolak dan H1 diterima. Hasil penelitian menunjukkan bahwa terdapat keefektivitasan penggunaan alat peraga terhadap kemampuan berpikir kritis peserta didik pada materi induksi elektromagnetik

scholarly journals Implementation of discovery learning on electromagnetic wave material based on adsorption Congo Red by silica from Bengkulu beach sand

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
M. Lutfi Firdaus ◽  
Sasti Yuliafitri ◽  
Eko Swistoro ◽  
Ghufira Ghufira ◽  
Rendy W. Wardana
Keyword(s):  
Critical Thinking ◽  
Electromagnetic Wave ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control

This study aims to describe the differences in students’ critical thinking skill between class which use discovery learning and conventional learning in electromagnetic wave material. The research method used was a quasi-experimental method with a non-equivalent control group design which was conducted in MAS 01 Darussalam Kepahiang. In non-equivalent control group design, the sample (was) not taken randomly but by purposive sampling technique. The research sample taken by the researcher consists of two classes,  (i.e.) the class XII A2 as an experimental class and the class XII A3 as a control class. Both classes were given a pretest to find out the students’ fundamental critical thinking skills and a posttest to find out the students' final critical thinking skills. This research was conducted in two meetings according to subchapters on electromagnetic wave material. Discovery learning model was applied in the experimental class with the steps of learning are stimulation, problem statement, data collection, data processing, verification, and generalization. The average value of critical thinking of the experimental class student was 65.7 and (the) control class was 48.12 with a value of sig. (2-tailed) = 0.000 sig. α = 0.05. Based on the results, it can be concluded that there is a significant difference in students’ ' critical thinking skills using the discovery learning model with the critical thinking skills of students using conventional learning.

scholarly journals Strategi Pembelajaran Kooperatif Tipe Jigsaw: Pengaruhnya Terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 2 (1) ◽  
pp. 98-106
Author(s):  
Mailinda Wati ◽  
Welly Anggraini
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Class D ◽  
Equivalent Control

Abstract:This study aims to look at the critical thinking skills of learners. One way to improve learning outcomes is to use learning strategies Jigsaw. Jigsaw learning strategy designed to enhance the sense of responsibility of students towards their own learning and the learning of others.This type of research has been done in this study is quasy experiment with non equivalent control group design. The population numbered 97 students of class IX SMP Negeri 2 Penengahan. With a sample class D as an experimental class IX and IX B as the control class. The sampling technique is done with randoom sampling technique. To measure students' critical thinking skills bepeserta conducted tests with essay questions about the material amounted to 10 static electricity.The results showed that, when analyzed using t-test obtained thitung> t table (0.05) with a value 5.593> 2.011. This shows that learning strategies Jigsaw affect the critical thinking skills of learners.Abstrak: Penelitian ini bertujuan untuk melihat kemampuan berpikir kritis peserta didik. Salah satu cara yang dapat melihat kemampuan berpikir kritis peserta didik adalah dengan menggunakan strategi pembelajaran Jigsaw. Strategi pembelajaran Jigsaw dirancang untuk meningkatkan rasa tanggung jawab peserta didik terhadap pembelajarannya sendiri dan pembelajaran orang lain.Jenis penelitian yang telah dilakukan dalam penelitian ini adalah quasy experiment dengan desain non equivalent control group.Populasi pada penelitian berjumlah 97 peserta didik kelas IX SMP Negeri 2 Penengahan.Dengan sempel kelas IXD sebagai kelas eksperimen dan IXB sebagai kelas kontrol.Teknik pengambilan sempel dilakukan dengan teknik randoom sampling.Untuk mengukur kemampuan berpikir kritis bepeserta didik dilakukan tes dengan soal esayberjumlah 10 soal dengan materi listrik statis.Hasil penelitian diperoleh bahwa, setelah dianalisis dengan menggunakan uji-t didapat thitung>ttabel(0,05) yaitu dengan nilai 5,593>2,011. Hal ini menunjukkan bahwa strategi pembelajaran Jigsaw berpengaruh terhadap kemampuan berpikir kritis peserta didik.

scholarly journals Process-Oriented Inquiry Learning Enhances Students’ Critical Thinking Skills

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.

scholarly journals APPLYING THINK-TALK-WRITE (TTW) IN THE TEACHING OF READING COMPREHENSION IN RELATION TO STUDENTS’ CRITICAL THINKING SKILLS

2020 ◽  
Vol 7 (1) ◽  
pp. 57
Author(s):  
Fathurrahman Imran ◽  
Edi Firman ◽  
Sri Raudhatunnisa
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
First Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental

This research was aimed at finding out the effect of Think Talk Write (TTW) towards students’ critical thinking skills in reading comprehension at the first grade of SMKN 2 Lingsar. The research was experimental research. The design was quasi-experimental design by with nonequivalent control group design. The two classes were chosen as the samples in this research which consist of 32 students. They were chosen by using purposive sampling technique. The research instruments consist of reading tests and questionnaire. Reading test was employed in the form of a multiple choice and essay. Meanwhile, the questionnaire was used to attain the students’ critical thinking skills. In analyzing the data, researchers applied statistical analysis. It showed the value of t-test = 2,482 ≥ t-table = 1,697 at the significant level 5% (0.05). Based on the results of the analysis, it can be concluded that Think Talk Write has a positive effect on students' critical thinking in reading comprehension at first-grade student of SMKN 2 Lingsar. In other words, the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.

scholarly journals The Effectiveness of Content Mastery Services with Internet-Based Problem Based Learning Models in Enhancing Student Critical Thinking Skills

2019 ◽  
Vol 3 (1) ◽  
pp. 55
Author(s):  
Amrina Asfarina ◽  
Marjohan Marjohan ◽  
Riska Ahmad
Keyword(s):  
Critical Thinking ◽  
Quantitative Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Public High School ◽  
Learning Models ◽  
Control Group Design ◽  
Content Mastery ◽  
Equivalent Control

The development of information and communication technology has a gross impact on all aspects of life, including education. Therefore it provides convenience and flexibility in exploring science. However, information in Internet is not always verified. Therefore critical thinking is highly needed in dealing with these developments. The objective of this research was to determine the improvement of students' critical thinking skills after participating in content mastery services with Internet-based problem learning models. This study is a Quasi-Experiment which uses quantitative methods and The Non-Equivalent Control Group Design. The subjects of this study were students of Public High School 2 in Padang. Furthermore, the research instrument used was a Likert model scale. Data analysis was performed with the aid of the Wilcoxon Signed Ranks Test and the Kolmogorov-Smirnov Two Independent Sample test. According to the research, content mastery services with Internet-based problem learning models are effective for improving students' critical thinking skills.

scholarly journals PROBLEM BASED E-LEARNING DALAM PEMBELAJARAN KIMIA DI SMA

2021 ◽  
Vol 9 (1) ◽  
pp. 70
Author(s):  
Puji Ariyati ◽  
I Wayan Sukrawarpala ◽  
I Wayan Santyasa
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
Achievement Data ◽  
Chemistry Learning ◽  
Equivalent Control ◽  
E Learning

Many concepts of chemistry about abstract things that require strong understanding to the concepts by relating it in daily life. Its implementation does not only have to be directly face to face, but also can be through e-learning. The aim of this study is at describing the differences in the influence of the Problem-Based e-Learning (PBeL) model with Direct e-learning (DeL) model on critical thinking skills and chemistry learning achievement. This quasi-experimental study was applied in which thepretest-posttest non-equivalent control group design, involving 3 classes (95 students) of Class X MIPA SMAN-1 Bebandem. The study sample consisted of 2 classes (64 students). Critical thinking skills and chemistry learning achievement data were obtained from the critical thinking skills test scores and chemistry learning achievement. Data were analyzed descriptively by using one-way MANCOVA. The results showed that, there were significant differences in: (1) critical thinking skills and learning achievement together between students learning with PBeL and DeL models (F= 26,363; p<0.05); (2) critical thinking skills between students learning with PBeL and DeL models (F= 36,278; p<0.05); (3) learning achievement between students learning with PBeL and DeL models (F= 9,859; p <0.05). PBeL model has a greater effect than DeL on critical thinking skills and Chemistry learning achievement of class X students of SMAN-1 Bebandem AbstrakBanyak konsep kimia tentang hal-hal abstrak yang memerlukan pemahaman yang kuat dengan mengaitkannya dalam kehidupan sehari-hari. Pelaksanaannya tidak harus secara tatap muka tetapi bisa melalui e-Learning. Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan pengaruh model Problem-Based e-Learning (PBeL) dengan model Direct e-Learning (DeL) terhadap keterampilan berpikir kritis dan prestasi atau hasil belajar Kimia. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan pre-test and post-test non-equivalent control group design. Populasi penelitian ini adalah 3 kelas paralel (95 siswa) kelas X MIPA SMAN-1 Bebandem. Sampel penelitian ini terdiri dari 2 kelas paralel (64 siswa). Data keterampilan berpikir kritis dan prestasi/hasil belajar kimia diperoleh dari skor tes keterampilan berpikir kritis dan prestasi/hasil belajar Kimia. Data dianalisis secara deskriptif dan MANCOVA satu jalur. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan pada (1) keterampilan berpikir kritis dan prestasi/hasil belajar secara bersama-sama antara peserta didik yang belajar dengan model PBeL dan DeL (F=26,363;  p<0,05), (2) keterampilan berpikir kritis antara peserta didik yang belajar dengan model PBeL dan DeL (F=36,278; p<0,05); dan (3) prestasi/hasil belajar Kimia antara peserta didik yang belajar dengan model PBeL dan DeL (F = 9,859; p<0,05). Model PBeL berpengaruh lebih besar dibandingkan dengan DeL terhadap keterampilan berpikir kritis dan prestasi/hasil belajar Kimia siswa kelas X SMAN-1 Bebandem.

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

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

scholarly journals Implementation Cooperative Learning Type STAD Assisted Edmodo in Improving Students' Critical Thinking Skills

2020 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Muhamad Epi Rusdin ◽  
Widodo Widodo ◽  
Guntur Maruto
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Class Viii ◽  
Learning At Home

The STAD cooperative learning model can support active, independent and responsible learning for students. The application of this model is expected to improve students' critical thinking skills. The purpose of this study was to determine the improvement of students' critical thinking skills using Edmodo-assisted learning models. Edmodo was modified to become a teacher tool to expand learning at home. This research is an experimental study using a pretest-posttest control group design involving 39 students of class VIII MTs At-Taqwa Beru, Sikka, East Nusa Tenggara. Based on the results of the study it was found that the Edmodo-assisted STAD type cooperative learning model can improve students' critical thinking skills.

Sign in / Sign up

Export Citation Format

Share Document