scholarly journals Effects of the Problem-Oriented Learning Model on Middle School Students’ Computational Thinking Skills in a Python Course

2021 ◽  
Vol 12 ◽  
Author(s):  
Hongquan Bai ◽  
Xin Wang ◽  
Li Zhao
Keyword(s):  
Middle School ◽  
Rapid Development ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Reference Case ◽  
Eighth Grade Students

The rapid development of computers and technology affects modern daily life. Individuals in the digital age need to develop computational thinking (CT) skills. Existing studies have shown that programming teaching is conducive to cultivating students’ CT, and various learning models have different effects on the cultivation of CT. This study proposed a problem-oriented learning (POL) model that is closely related to programming and computational thinking. In all, 60 eighth-grade students from a middle school in China were divided into an experimental group (EG) which adopted the POL model, and a control group (CG) which adopted the lecture-and-practice (LAP) learning model. The results showed that the students who were instructed using the POL model performed better than those who were instructed using the LAP model on CT concepts, CT practices, and CT perspectives. Significant differences were found for CT concepts and CT perspectives, but not for CT practices. Findings have implications for teachers who wish to apply new learning models to facilitate students’ CT skills, and the study provides a reference case for CT training and Python programming teaching.

scholarly journals EFFECTIVENESS OF THE PBL MODEL WITH THE TPS REVIEWED FROM CRITICAL THINKING ABILITY OF GRADE 5 STUDENTS IN MATHEMATICS TEACHING

2019 ◽  
Vol 7 (2) ◽  
pp. 157
Author(s):  
Elza Pristy Latifah ◽  
Wahyudi Wahyudi ◽  
Yohana Setiawan
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Control Group Design ◽  
Average Value

The purpose of this study was to examine the differences in effectiveness of PBL learning models with TPS in terms of the critical thinking skills of elementary school students in mathematics. This research is a quasi-experimental study. In this study, the Non-equivalent Control Group Design design is used to investigate the effects of the two variables used. In this study 19 students at Bacem Elementary School and 19 students at Waru Elementary School, Jepon District, Blora Regency. The two groups were given different treatments, namely the PBL learning model was treated in the experimental group at Bacem SDN, and the TPS model was treated in the control group at Waru Elementary School. Based on the results of the study, H_oditotak and H_a were accepted. The analysis in this study used the Ngain test to determine the increase in the average value of the results of the pretest and posttest. This is based on the results of the NGain analysis showing an increase in value after being given PBL treatment of 0.64, while the increase in value after being given TPS treatment was 0.53. Based on all analysis results, it can be concluded that there are significant differences in effectiveness in this study. Evidently the application of PBL learning models has a higher level of effectiveness when compared to the TPS learning model of the critical thinking skills of fifth grade students in mathematics

scholarly journals Pengaruh Model Pembelajaran Berbasis Penemuan terhadap Kemampuan Berpikir Kritis Matematis dan Self Concept dengan Mengontrol Kemampuan Awal Peserta Didik Kelas VII SMP pada Materi Bangun Datar

2019 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Widayati Widayati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Self Concept ◽  
Control Group ◽  
Learning Models ◽  
School Students

Abstrak.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan self concept dengan mengontrol kemampuan awal peserta didik SMP pada materi bangun datar pada tahun pelajaran 2016/2017. Metode penelitian yang digunakan dalam penelitian ini adalah metode quasi eksperimen dengan rancangan Posttest Only Control Group Design. Sampel dalam penelitian ini berjumlah 96 orang peserta didik yang dipilih dengan menggunakan teknik cluster random sampling dengan tiga kelas sampel. Metode pengumpulan data dalam penelitian ini diperoleh melalui pemberian tes kemampuan awal, tes kemampuan berpikir kritis matematis, dan angket self concept yang telah divalidasi dan diuji reliabilitasnya. Data diolah menggunakan analisis kovarians (ANKOVA) dan dilanjutkan dengan Uji-t terkoreksi. Hasil penelitian yang diperoleh menunjukkan bahwa 1) Ada perbedaan pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan sel concept dengan mengontrol kemampuan awal peserta didik SMP kelas VII, 2) Kemampuan berpikir kritis matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional, (2) Self Concept matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional. Abstract.This study aimed to determine the effect of discovery-based learning models on junior high school students’ self-concept and mathematical critical thinking skills by controlling the initial ability on learning polygon. The research method used in this study was a quasi-experimental method with the design of Posttest Only Control Group Design. Ninety six students of grade VII selected by using cluster random sampling technique with three sample classes. The data in this study were obtained through the provision of initial ability tests, mathematical critical thinking skills tests, and self-concept questionnaires that had been validated and tested for reliability. Analysis of Covariance (ANACOVA) continued with corrected t-test were used to process the data. The results showed that 1) There were differences in the influence of discovery-based learning models on mathematical critical thinking skills and self-concept by controlling the initial ability of junior high school students of grade VII, 2) Students’ critical thinking ability who learnt using guided discovery learning models are better than the ability of students who learnt using guided inquiry learning model and conventional learning models, 3) Mathematical self-concept of students who learnt by using a guided discovery learning model are better than the ability of students who learnt by using a guided inquiry learning model and conventional learning models

scholarly journals Effects of REACT (Relating, Experiencing, Applying, Cooperating and Transferring) Learning Model Critical Thinking Skills and Creativity Skills of Millennial Students in High School

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Wahyuni Abdul Razak ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Student Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
School Students ◽  
Millennial Students

This research aims to find out the influence of react learning model on critical thinking skills and creativity skills of millennial high school students 6 Kerinci. This type of research is (quasi-expriment) research with the One Group Pretest-Posttest Design model. The study consisted of two classes: a control class and an experimental class. Before the learning process, the activity of reading the Qur'an and its translation related to student learning motivation. In the experimental class was given the treatment of react plus learning model (innovation, effectiveness of time and teacher as facilitator) and control classes using conventional learning models (lectures). The results showed (1) The value of critical thinking skills of students taught with the REACT model is higher than the critical thinking skills of students taught with conventional learning models in class X MIPA State High School 6 Kerinci. (2) Student learning creativity skills taught with react model are more effective than student learning creativity skills taught with conventional learning models in class X MIPA State High School 6 Kerinci.

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 11
Author(s):  
Sebastianus Fedi ◽  
A S Gunsi ◽  
A H Ramda ◽  
B Gunur
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
Learning Models ◽  
Average Value ◽  
Research Hypothesis

<p>This research is aim to compare the students critical thinking skills who engaged in a problem-based learning model with students who engaged in conventional learning. This is experimental research, with posttest only control group design. The population is 50 of Accounting XI students in Widya Bhakti Vocational School in Ruteng, Flores. Samples grouping on nonprobability sampling, that is saturated sampling where all of this population members are used as samples. The sample in the experimental class was all 24 students of class XI Accounting 1 who received treatment problem-based learning, while the control class sample was all 26 students of class XI Accounting 2 who received conventional learning. Data is collected through tests in the form of description questions.</p>A prerequisite test was carried out before testing the research hypothesis: the normality test and the homogeneity test. The results of these prerequisite test are data in two groups indicated as normally distributed and both are homogeneous. Then, the research hypothesis was tested using t-test. Obtained and on a significance level of and degrees of freedom. Because then is rejected while is acceptable. In this case,  the average value of critical thinking skills in the experimental class,  the average value of critical thinking skills in the control class. The meaning of the results of this analysis are: (1) when compared to conventional learning models, the problem-based learning model has a more positive and significant influence on the formation of students' critical thinking skills; (2) The value of t-count = 4.005 indicates that the average value of critical thinking skills of students using problem-based learning models is so higher than the average value of conventional learning students' critical thinking abilities.

scholarly journals Improving Creative Thinking Through Creative Responsibility Based Learning (CRBL) Model

2021 ◽  
Vol 5 (4) ◽  
pp. 547
Author(s):  
I. G. A. T. Agustiana ◽  
I Nyoman Tika ◽  
Made Citra Wibawa
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Control Group ◽  
Science Content ◽  
School Students ◽  
Control Group Design ◽  
Significant Interaction Effect

The use of various models and approaches still shows that students have difficulties understanding science content. This obstacle causes psychological barriers for students, so creative thinking skills are needed. The purpose of this study is to analyze the differences in creative thinking skills between students who follow the Creative Responsibility Based Learning (CRBL) learning model and students who follow the conventional learning model in terms of students' self-efficacy in learning science. This type of research is an experimental study with a Non-Randomized Post-test Only Control Group Design. In this design, the subject is not taken randomly. The number of population members is 184 students. The techniques used to analyze the data are qualitative descriptive analysis, quantitative, and inferential statistics. The result of the research is that the science learning outcomes of students who follow the CRBL learning model are higher than students who follow the conventional learning model with a significance value of 0.044 < 0.005. There is a difference in creative thinking ability between fourth grade elementary school students who have high self-efficacy and low self-efficacy in science learning with a significance value of 0.00 <0.05). There is a significant interaction effect between the learning model and self-efficacy on students' creative thinking skills with a significance value of 0.00 < 0.05). It can be concluded that this learning model provides direct learning experiences to students in building self-efficacy and creative thinking skills in learning basic science concepts so that teachers can apply them.

scholarly journals CRITICAL THINKING SKILLS ENHANCEMENT OF STUDENTS THROUGH INQUIRY LEARNING MODEL LABORATORY BASED ON REFLECTION OF THE LIGHT

2018 ◽  
Vol 1 (1) ◽  
pp. 34-41
Author(s):  
Rahmati Rahmati ◽  
Yusrizal Yusrizal ◽  
M. Hasan
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Light Reflection ◽  
Learning Models ◽  
Banda Aceh

 Abstract. This study aims to determine the use of inquiry-based learning model laboratory to increase critical thinking skills of students of SMP Negeri 6 Banda Aceh on light reflection material. The method used is a quasi-experimental control group design with pre-test and post-test design. The population in this study is in the eighth grade students of SMP Negeri 6 Banda Aceh. The sampling technique used purposive sampling technique. As for the samples in the study were students VIII2 as an experimental class, and the class as a class VIII5 control the number of students in each class of 30 people. Experimental class taught by laboratory-based inquiry learning model, and the control class was taught by conventional learning models. Data collected through the research instrument is test critical thinking skills in essay form. Conclusions are drawn based on the results of data analysis and processing using Microsoft Word Exel, 2013. The results of data analysis showed an average score of critical thinking skills and experimental control group was 27.90% (low) and 42.02% (moderate). This result was also confirmed by the t-test, the average difference in the improvement of critical thinking skills (α = 0.05) obtained t (6.10) t table (2.39). These results indicate a laboratory-based inquiry learning model can significantly improve the students' critical thinking skills compared with conventional learning models in light reflection material.Keywords: Model inquiry, and critical thinking skills

scholarly journals Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model?

Biosfer ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 86-100
Author(s):  
Lia Junita Harahap ◽  
Rizhal Hendi Ristanto ◽  
Ratna Komala
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Many Sources

The broad scope of biology and the many sources of biology reading requires eleven grade students to think critically about sorting out information to develop and support students' critical thinking skills. CirGi is an integration of the cooperative integrated reading and composition (CIRC) learning model and guided inquiry (GI) that emphasizes reading and writing activities, accompanied by guidance from the teacher. This study aimed to analyze the influence of CirGi's learning model on students' critical thinking skills. This research uses a quasi-experiment method with pre-post control group design. The sampling technique used purposive sampling, namely 104 high school students. Data collection was carried out using instruments of critical thinking skills in the form of essays, questionnaire responses of students to learning, and observation sheets of syntax implementation. The data analysis technique used was one-way ANCOVA. After controlling for the pretest scores, the CirGi learning model's influence on students' critical thinking skills was influenced. This learning model was appropriate for learning biology, so it can regrow the activities of reading science books that impact students' critical thinking skills.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN MODEL CONTEXTUAL TEACHING LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERFIKIR KREATIF SISWA KELAS V DI SEKOLAH DASAR

2017 ◽  
Vol 3 (3) ◽  
pp. 534
Author(s):  
Rizka Kusuma Rahmawati
Keyword(s):  
Creative Thinking ◽  
Phase 1 ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Contextual Teaching ◽  
Teaching Learning

ABSTRACTThis research is based on the fact there are many teachers who have difficulty in developing curriculum-based learning in 2013 that creative thinking skills of the students are still not enough. The development of learning tools in this study describes and analyzes the application of CTL with a device developed can enhance creative thinking skills of fifth grade students of primary school. The development of research include: Learning Implementation Plan (RPP), Student Worksheet (LKS), Sheet Improvement Thinking Skills tested the V-B grade 28 student and class V-A 28 students at SDN Dr. Sutomo VIII Surabaya. Development of the device development model four D Thiagarajan 1974 consisting of phase (1) definition, (2) design, (3) development and distribution of modified into 3-D followed by the implementation of classroom learning by using a pretest-posttest control group design The results showed that (1) the learning model CTL can improve the ability of creative thinking of students, because it uses a learning model CTL will give students the opportunity to menggembangkan experience in daily activities those with learning Acquisition of learning outcomes have proved also that an increase in the ability to think creatively graders experiments using CTL higher learning model with excellent category than students in grade control make conventional learning models. Learning activities of students who receive treatment models Contextual Teaching Learning Imaging better than the learning activities of students who followed the conventional learning. This is evidenced by the test results that the overall activity of students using different learning models significant CTL activity of students who take the learning with conventional learning model. Keywords: Learning Model CTL, Creative Thinking.  ABSTRAKPenelitian ini didasari dari oleh kenyataan masih banyak guru yang mengalami kesulitan dalam mengembangkan pembelajaran berdasarkan kurikulum 2013 sehingga keterampilan berfikir kreatif yang dimiliki siswa masih kurang. Pengembangan perangkat pembelajaran dalam penelitian ini mendeskripsikan dan menganalisis penerapan CTL dengan perangkat yang dikembangkan dapat meningkatkan keterampilan berfikir kreatif siswa kelas V sekolah dasar. Penelitian pengembangan ini meliputi: Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), Lembar Peningkatan Keterampilan Berfikir yang diujicobakan pada kelas V-B 28 siswa dan kelas V-A 28 siswa di SDN Dr. Sutomo VIII Surabaya. Pengembangan perangkat menggunakan model pengembangan four D Thiagarajan 1974 yang terdiri atas tahap (1) pendefinisian, (2) perancangan, (3) pengembangan, dan penyebaran yang dimodifikasi menjadi 3-D dilanjutkan dengan pelaksanaan pembelajaran di kelas dengan menggunakan rancangan pretest-posttest control grup design. Hasil penelitian menunjukkan bahwa (1) model pembelajaran CTL dapat meningkatkan kemampuan berfikir kreatif siswa, karena menggunakan model pembelajaran CTL akan memberi kesempatan siswa untuk menggembangkan pengalaman pada kegiatan sehari-hari mereka dengan pembelajaran Perolehan hasil belajar telah membuktikan pula bahwa peningkatan kemampuan berfikir kreatif siswa kelas eksperimen dengan menggunakan model pembelajaran CTL lebih tinggi dengan kategori sangat baik daripada siswa kelas kontrol yang menggunakan model pembelajaran konvensional. Aktivitas belajar siswa yang mendapatkan perlakuan model Contextual Teaching Learning lebih baik dibandingkan dengan aktivitas belajar siswa yang mengikuti pembelajaran konvensional. Hal ini dibuktikan dengan hasil pengujian bahwa secara keseluruhan aktivitas siswa yang menggunakan model pembelajaran CTL berbeda signifikan dengan aktivitas siswa yang mengikuti pembelajaran dengan model pembelajaran konvensional. Kata Kunci : Model Pembelajaran CTL, Berfikir Kreatif.

scholarly journals Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media

2020 ◽  
Vol 4 (3) ◽  
pp. 254
Author(s):  
Ni Putu Dyah Pramestika ◽  
I Gusti Agung Ayu Wulandari ◽  
I Wayan Sujana
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Test Method ◽  
Control Group ◽  
Learning Models ◽  
Class Iv

In learning mathematics, students are still found to have difficulty in understanding and developing critical thinking skills. Therefore, the purpose of this study is to determine the significant influence of the Problem Based Learning model assisted by concrete media on the ability to think critically mathematics in grade IV in elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population of class IV SD as many as 293 people. The sample was determined by cluster random sampling technique. The sample in the experimental group was 32 students and the control group was 30 students. Data used as a test method in the form of a subjective test (description). The data obtained were analyzed using the t-test analysis technique with the polled variance formula. The results of data analysis were obtained (t-count = 4.021> t-table = 2,000) at the significance level of 5% (dk = 32 + 30 - 2 = 67) which means that there was a significant difference in the ability to think critically mathematics between groups being taught with the model of Problem Based Learning with media aids Concretely with the group learned using conventional learning models in class IV elementary school. It can be concluded that the Problem Based Learning model assisted by concrete media influences the ability to think critically mathematics in class IV. The results of this study can be used as input for teachers to choose various learning models in teaching.

Sign in / Sign up

Export Citation Format

Share Document