scholarly journals DEVELOPING COMIC MEDIA ABOUT HUMAN INTERACTION WITH THE ENVIRONMENT TO IMPROVE CRITICAL THINKING SKILLS

2021 ◽  
Vol 5 (5) ◽  
pp. 1415
Author(s):  
Lailatul Fitriah ◽  
Maria Veronica Roesminingsih ◽  
Suhanadji Suhanadji
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Research And Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Human Interaction ◽  
Fifth Grade ◽  
Student Activity ◽  
Fifth Grade Students

Students' critical thinking has not been maximally trained in learning since learning activities are only memorizing to meet the demands of passing the assessment. Students are less able to understand, build, and criticize arguments about a problem, especially in social studies learning. This study aimed to determine the feasibility of comic media material about human interaction with the environment to improve the critical thinking skills of fifth grade students. This type of research was research and development (Research and Development) with a 4D model. This research was conducted online using Zoom platform, Google forms, and Ms. Teams that was carried out synchronously and asynchronously due to the Covid-19 pandemic. Data were collected through the expert validation stage and observation sheets, student response questionnaires and critical thinking tests (pretest and posttest) for the teacher and student activity. Furthermore, the data were analyzed by quantitative and descriptive techniques. The results showed that: (1) comic media was in the very feasible category with a percentage of 82%, (2) it was practical based on teacher activity observations with a percentage of 94% with very active category, 95% for student activity with very active category and student response questionnaires was 93% with very good category, (3) it was effective based on the result of N-gain on the critical thinking test, which was 0.53 (medium category). Thus, comic media in social studies learning was declared valid, practical and effective in improving students’ critical thinking skills at fifth grade of elementary school.

scholarly journals Pengembangan Lembar Kerja Siswa Menggunakan Pendekatan Saintifik Untuk Meningkatkan Keterampilan Berfikir Kritis Siswa Kelas V Sekolah Dasar

Jurnal PGSD ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 12-18
Author(s):  
Suryaman Suryaman ◽  
Fitria Ningsih
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Research And Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Thematic Learning

This research aims to produce student worksheets scientific based on the demands of the 2013 curriculum to improve the critical thinking skills of elementary school V students on thematic learning worthy of use in the learning process. This type of research is research and development of research and development (R & D) By using Borg and gall procedures which produce a certain product and test the feasibility of the developed product. The subject of this research is a grade V student elementary School. The data collection techniques conducted by researchers is a poll and a test. This research findings in the form of learning media is a scientific-based student worksheet to improve the skills of critical thinking on thematic learning. Based on the validation results of the media expert, the percentage of eligibility gained as much as 94% with the category very worthy. Results obtained from validation by the material members as much as 95% with the category very worthy. The results of the student response poll as much as 97% with the category very worthy. Based on the results of the pretests the average critical thinking skill of 35, in the postest result of an average score of 96.66. While the N-gain score increased critical thinking skills of 0.95 with the category high. Thus, it can be concluded that the students ' critical thinking skills have increased based on five critical thinking skill indicators of 0.95 with the "high" category.

scholarly journals PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS KETERAMPILAN BERPIKIR KRITIS PADA MATERI SISTEM EKSKRESI

2021 ◽  
Vol 11 (3) ◽  
pp. 256-262
Author(s):  
Isnaini Hasyim Harahap ◽  
◽  
Nirwana Anas ◽  
Melfa Aisyah Hutasuhut ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Learning Activities ◽  
Excretory System ◽  
Gain Score ◽  
Addie Model ◽  
Normalized Gain

Student worksheet contains various activities that are used to facilitate and practice students' skills in learning activities. This research aims to determine the development of student worksheet based on critical thinking skills that are valid, practical, and effective on the excretory system. This is a research and development of ADDIE model. The validity of student worksheet was measured using a validation sheet. The validity of student worksheet is 78% categorized as valid. Material validity of 82% is categorized as very valid, media validity of 81% is categorized as very valid, and language validity of 71% is categorized as valid. The practicality of the student worksheet was measured using a practitioner validation sheet and student response questionnaires. The practicality of worksheet is 87% categorized as very practical. Based on practitioner validation, the result of worksheet practicality of 89% is categorized as very practical and student response questionnaire of 85% is categorized as very practical. worksheet effectiveness was measured by normalized gain test. The control class N-Gain score of 0.2 is categorized as low and the experimental class N-Gain score of 0.5 is categorized as moderate. Keywords: Effectiveness, Practicality, Critical Thinking Skills, Student Worksheet, Validity.

scholarly journals A Teaching Material Based on Science, Environment, Technology, and Society to Improve Student’s Critical Thinking Skills: Synchronous and Asynchronous Learning During Covid-19 Pandemic

2021 ◽  
Vol 2 (4) ◽  
pp. 372-391
Author(s):  
Aziza Syaila Amilyana ◽  
Tjandra Kirana M. Sjaifullah Noer ◽  
Raharjo
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Asynchronous Learning ◽  
Teaching Material ◽  
Technology And Society ◽  
Teaching Materials ◽  
Data Collection Technique

Student's critical thinking has not been maximally train in learning, learning activities are only memorizing demands of passing the assessment. Students are less understand, build, and criticize arguments about a problem, especially in science learning. This is the introduction for the development of teaching materials based on Science, Environment, Technology, and Society (SETS). This study aims to determine how the feasibility of science teaching materials based on SETS in ecosystem materials to improve the critical thinking skills of grade 5 students. This type of research is research and development (Research and Development) with a 4D model. This research was conducted online using Microsoft Teams which was carried out synchronously and asynchronously due to the Covid-19 pandemic. The data collection technique is the expert validation stage, the implementation of learning observation sheets, critical thinking tests (pretest and posttest), and student response questionnaires and then analyzed using quantitative and descriptive techniques. The results show that: (1) teaching materials were in the feasible category with an average of 3.4, (2) practical based on observations of the implementation of learning with an average of 93% and the categories are good, and 95% of the student activity was active, ( 3) effective based on the acquisition of N-gain on the critical thinking test is 0.77 (high category), and the student response questionnaire that is 97% very good category. This teaching material based on SETS is expected to improve students' critical thinking skills, in this study students can be categorized as having high critical thinking skills.

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MELALUI MODEL AUDITORY, INTELLEKTUALY, REPATITION (AIR) BERBANTUAN KOMIK IPA DI SEKOLAH DASAR

2020 ◽  
Vol 11 (1) ◽  
pp. 121-126
Author(s):  
Yunita Sari ◽  
Zulela MS ◽  
Vina Iasha ◽  
Jeane Kalengkongan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Observation Data ◽  
Learning Models ◽  
Auditory Learning ◽  
Fifth Grade Students ◽  
Normalized Gain

This study aims to improve critical thinking skills by using Auditory, Intellectually, Repatition (AIR) learning models assisted by science comics. This research is a Classroom Action Research (CAR). The subjects of the research were the fifth grade students of Beji 03 Public Elementary School, totaling 27 students. Data collection techniques include tests in the form of evaluation questions and non-test techniques, using observation. Data analysis of critical thinking skills using evaluation questions. To calculate the increase in students using a normalized Gain test. The results obtained by students' critical thinking skills, in the first cycle completeness of 40.74% and the average achieved by 58.96 then in the second cycle the completeness of students increased to 85.18% and the average achieved to be 73.70 it can be concluded that the use of the Auditory learning model, Intellectually, Repatition (AIR) assisted by science comics can improve the critical thinking skills of fifth grade students of Beji 03 Elementary School.

scholarly journals The effectiveness of the cooperative problem-based learning in improving the elementary school students’ critical thinking skills and interpersonal intelligence

2018 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
Khalis Amrullah ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Fifth Grade Students

This research aims to find out the effect of the cooperative problem-based learning on the improvement of the critical thinking and interpersonal intelligence of the fifth-grade students. This research was a quasi-experiment with the pretest-posttest control group design. The subjects were all fifth-grade students of SDN Liang Anggang 1, Pandahan 1, and Pandahan 2, Bati-Bati District of South Kalimantan in the second semester of the academic year 2015/2016. Data collection techniques that used were test and scale technique. The test was used to find out the critical thinking and the scale were used to find out the interpersonal intelligence.The hypothesis was tested using t-test and MANOVA with 0.05 significant levels. The result of this research shows that the use of the cooperative problem-based learning model in natural science teaching is effective in improving critical thinking and interpersonal intelligence of the fifth-grade students. Based on the result of t-test in posttest, the experimental I and II with control group show that the sig. < 0.05 and the result of the MANOVA in the experimental I and II with control group show that the significant value 0.000 ˂ 0.05.

scholarly journals Peningkatan Kemampuan Berfikir Kritis Melalui Model Pembelajaran Kooperatif Tipe Group Investigation pada Mata Pelajaran IPS Di Sekolah Dasar

2020 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Indani Damayanti ◽  
Murni Winarsih ◽  
Deasyanti Deasyanti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Model Group ◽  
Student Activities ◽  
Fifth Grade Students

This study aims to improve students' critical thinking skills in social science subjects in fifth grade students of SDN Majalengka Kulon I through the cooperative learning model type of group investigation. This study uses an action research method using the Kemmis and Mc.Taggart model which consists of four stages, namely, planning, action, observation and reflection which is carried out for two cycles. Data collection techniques using field notes, documentation, observation of teacher activities and observation of student activities, tests and non-tests. The subjects in this study were fifth grade students of SDN Majalengka Kulon I. The results showed an increase in critical thinking skills. This is evidenced by the average percentage of students in the first cycle of action that is 69.9%. Teacher activities according to the steps of this method reached 67.5% and student activities reached 65%. An increase in the second cycle reached 88% of teacher activity according to the steps of this method reached 90% and student activity reached 87.5%. The implication of this research is a group investigation cooperative learning model to improve critical thinking skills. In the teaching material theme 5 is proud as Indonesia. The results of this study indicate an increase in students' critical thinking skills through the cooperative learning model group investigation type. Keywords: Critical Thinking Ability;Model Group Investigation ; Action Research. Abstrak Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa dalam mata pelajaran ilmu pengetahuan sosial pada siswa kelas V SDN Majalengka Kulon I melalui model pembelajaran kooperatif tipe group investigation. Penelitian ini menggunakan metode penelitian tindakan dengan menggunakan model Kemmis dan Mc.Taggart yang terdiri dari empat tahap yaitu, perencanaan, tindakan, observasi dan refleksi yang dilakukan selama dua siklus. Teknik pengumpulan data menggunakan catatan lapangan, dokumentasi, observasi aktivitas guru dan observasi aktivitas siswa, tes dan non tes. Subyek dalam penelitian ini adalah siswa kelas V SDN Majalengka Kulon I. Hasil penelitian menunjukan adanya peningkatan kemampuan berpikir kritis. Hal ini dibuktikan dengan rata-rata presentase siswa pada tindakan siklus I yaitu 69,9 %. Aktivitas guru sesuai langkah-langkah metode ini mencapai 67,5% dan aktivitas siswa mencapai 65%. Mengalami peningkatan pada siklus ke II mencapai 88% aktivitas guru sesuai langkah-langkah metode ini mencapai 90% dan aktivitas siswa mencapai 87,5%. Implikasi dari penelitian ini adalah model pembelajaran kooperatif tipe group investigation untuk meningkatkan kemampuan berpikir kritis. Pada meteri ajar tema 5 bangga sebagai Indonesia. Hasil penelitian ini menunjukan adanya peningkatan kemampuan berpikir kritis siswa melalui model pembelajaran kooperatif tipe group investigation. Kata Kunci: Kemampuan Berpikir Kritis; Model Group Investigation ;Penelitian Tindakan.  

scholarly journals TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPA

2019 ◽  
Vol 3 ◽  
pp. 85
Author(s):  
Dwi Nugraheni Rositawati ◽  
Gregorius Ari Nugrahanta
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Affective Disposition ◽  
Six Elements ◽  
Inquiry Method

<p class="AbstractEnglish"><strong>Abstract: </strong>This research applies a guided inquiry method that is used to improve critical thinking skills in cognitive categories, general and special affective disposition categories and to determine the difference in the proportion of scores of six critical thinking elements in the cognitive category of fifth-grade students in four Kanisius elementary schools in Yogyakarta. The type of research used quantitative research. Critical thinking ability in the cognitive category is known from the results of the pretest and posttest scores which are arranged based on the test essays of a case. Whereas to measure the critical thinking skills of general and special affective disposition categories, a questionnaire with a Lickert scale was used which was filled out by the students. The application of the inquiry method in the science course further enhances critical thinking skills in the cognitive category compared to critical thinking skills in general and special affective disposition categories of fifth-grade students in four Kanisius Elementary Schools in Yogyakarta. There is a difference in the proportion of the increase in the score of six elements of critical thinking in the cognitive category in class V students in four Kanisius Elementary Schools in Yogyakarta. The increase in the six elements can be sorted from the highest to the lowest increase, namely interpretation, analysis, self-regulation, inference, evaluation, and explanation.</p><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Penelitian ini menerapkan metode inkuiri terbimbing yang digunakan untuk meningkatkan kemampuan berpikir kritis pada kategori kognitif, kategori disposisi afektif umum dan khusus serta untuk mengetahui perbedaan proporsi skor enam unsur berpikir kritis kategori kognitif siswa kelas V di empat SD Kanisius Yogyakarta. Jenis penelitian yang digunakan adalah penelitian kuantitatif. Kemampuan berpikir kritis pada kategori kognitif diketahui dari hasil nilai Pretest dan posttest yang disusun berdasarkan test essay suatu kasus. Sedangkan untuk mengukur kemampuan berpikir kritis kategori disposisi afektif umum dan khusus digunakan kuesioner dengan skala Lickert yang diisi oleh para siswa. Penerapan metode inkuiri pada matapelajaran IPA lebih meningkatkan kemampuan berpikir kritis pada kategori kognitif dibanding kemampuan berpikir kritis pada kategori disposisi afektif umum dan khusus dari para siswa kelas V di empat SD Kanisius Yogyakarta. Ada perbedaan proporsi kenaikan skor enam unsur berpikir kritis kategori kognitif pada siswa kelas V di empat SD Kanisius Yogyakarta. Kenaikan yang terjadi pada enam unsur tersebut dapat diurutkan dari yang paling tinggi kenaikannya sampai yang paling rendah, yaitu interpretasi, analisis, regulasi diri, inferensi, evaluasi, dan eksplanasi.</p>

scholarly journals Students’ Critical Thinking Skills in Group Discussion: The Case Study of Fifth Grade Students in Sukma Bangsa Bireuen Elementary School

2018 ◽  
Vol 2 (1) ◽  
pp. 67-92
Author(s):  
Asrita Asrita ◽  
Nurhilza Nurhilza
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Care Evaluation

This study is concerned with group discussion as one of the teaching methods can identify the emergence of students’ critical thinking skills in fifth grade students of Sukma Bangsa School. The purpose of this study was classified fourteen critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation, being, reflection, reviewing) which emerged in the learning process using group discussion. The study showed that eleven critical thinking concepts (practice, action, management, appreciation, awareness, care, evaluation, understanding, analysis, appraisal, interpretation) could be found in fifth grade students, while three of them  are missing (being, reflection, reviewing). It could be concluded that the students’ ability to think critically was developed after getting experiences in learning by using group discussion. However, an important factor in fostering students’ critical thinking skills was teachers’ involvement. Thus, teachers need to fully participate to stimulate students to express their critical thinking skills in the learning process.[Artikel ini membahas tentang diskusi group sebagai salah satu metode mengajar dapat mengindentifikasi terbentuknya kemampuan siswa dalam berpikir kritis terutama siswa kelas 5 di Sekolah Sukma Bangsa. Tujuan dari penelitian ini adalah mengklasifikasi 14 konsep berpikir kritis (praktik, aksi, manajemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisa, appraisal, interpretasi, being, refleksi, dan mereview) dapat muncul dalam proses pembelajaran dengan menggunakan diskusi group. Hasil penelitian menunjukkan bahwa tujuh konsep berpikir kritis (praktik, aksi, managemen, appresiasi, awareness, peduli, evaluasi, pemahaman, analisis, appraisal dan interpretasi) telah ditemukan pada siswa kelas 5, sementara tiga lainnya tidak (being, refleksi dan review). Sehingga dapat disimpulkan bahwa kemampuan siswa untuk berpikir kritis telah terbentuk setelah melalui proses pembelajaran dengan menggunakan diskusi group. Meskipun fakor terpenting untuk memunculkan kemampuan siswa berpikir kritis adalah keterlibatan seorang guru. Maka guru-guru perlu berperan aktif menstimulasi siswa untuk mengeluarkan kemampuan berpikir kritisnya dalam proses pembelajaran.]

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