scholarly journals Pengaruh Model Pembelajaran Student Facilitator And Explaining Terhadap Kemampuan Berpikir Kritis Matematis Siswa Kelas VIII MTs Hafizul Ikhsan Aek Paing

2021 ◽  
Vol 7 (1) ◽  
pp. 33-40
Author(s):  
Indah Fitria Rahma ◽  
Siti Suharni Simamora ◽  
Shena Shena
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Simple Random Sampling ◽  
T Test ◽  
Critical Thinking Ability ◽  
Paired Samples ◽  
Normality Test ◽  
Thinking Ability ◽  
Class Viii

Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis matematis siswa kelas VIII MTs Hafizul Ikhsan Aek Paing sebelum diberi perlakuan (pretes) dan sesudah diberi perlakuan (postes) pada kelas eksperimen. Penelitian ini merupakan penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh kelas VIII MTs Hafizul Ikhsan Aek Paing yang berjumlah 74 orang. Sedangkan sampel yang digunakan pada penelitian ini adalah kelas VIII-A berjumlah 37 orang. Sampel penelitian ditentukan dengan teknik simple random sampling. Pengumpulan data dengan menggunakan tes kemampuan berpikir kritis matematis dengan soal uraian berjumlah 4 butir. Data dianalisis menggunakan uji normalitas dan uji hipotesis yaitu paired samples t-test. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest adalah 75,76 lebih tinggi dari rata-rata nilai pretest 32,52 dan presentase kenaikannya adalah 132,96%. Dari hasil uji normalitas diperoleh bahwa data berdistribusi normal yaitu 0,248>0,05 dan uji hipotesis diperoleh nilai Ttabel<Thitung (2,028<13,31). Dapat disimpulkan bahwa adanya perbedaan yang signifikan menunjukkan bahwa terdapat pengaruh dengan menggunakan model pembelajaran Student Facilitator and Explaining terhadap kemampuan berpikir kritis matematis siswa. This study aims to determine whether there is influence of learning model of Student Facilitator and Explaining on mathematical critical thinking ability of grade VIII students of MTs Hafizul Ikhsan Aek Paing before being treated (pretest) and after being treated (postes) in experiment class. This research is a quasi-experimental research. The population in this study is the entire class VIII MTs Hafizul Ikhsan Aek Paing which amounted to 74 people. While the sample used in this study is class VIII-A amounted to 37 people. The sample is determined by simple random sampling technique. Data collection using mathematical critical thinking ability test with 4 item description description. Data were analyzed using normality test and hypothesis test that paired samples t-test. The results showed that the average posttest value was 75.76 higher than the average pretest value of 32.52 and the percentage increase was 132.96%. From the normality test results obtained that the normal distribution data that is 0.248>0.05 and hypothesis test obtained value Ttable<Thitung (2.028<13.31). It can be concluded that the existence of significant differences indicate that there is influence by using student facilitator and explaining learning model to student’s mathematical critical thinking ability.

scholarly journals Pengaruh Metode Pembelajaran Problem Solving terhadap Kemampuan Berpikir Kritis Matematika

2017 ◽  
Vol 2 (2) ◽  
pp. 201
Author(s):  
Noni Rahmawanty
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Hypothesis Test ◽  
T Test ◽  
Homogeneity Test ◽  
Learning Method ◽  
Critical Thinking Ability ◽  
Normality Test ◽  
Thinking Ability ◽  
Experiment Method

<em>The research is aimed to determine and answer the problems about The impacts of problem solving learning method on mathematics critical thinking ability. The method is used in this research is experiment method with quantitative, and the analysis used t test. The sample is the students grade x about 30 students is taken from each class by proportional random sampling. Based on normality test through liliefors test both of class in normal distribution and homogeneity test used f test and both of class is homogen. The result of hypothesis test show that t test (5.093) ? t table (2.002), it means that problem solving method in SMK Islam Wijaya is more influence on mathematics critical thinking ability than problem solving based on learning method.</em>

scholarly journals EFFECT OF ARGUMENT MAPPING METHOD AND SELF EFFICACY ON CRITICAL THINKING ABILITY

EDUSAINS ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 217-225
Author(s):  
Siti Mulya Agnah ◽  
Rusdi Rusdi ◽  
Yanti Herlanti
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Mapping Method ◽  
Critical Thinking Ability ◽  
Argument Mapping ◽  
Thinking Ability ◽  
The Subject ◽  
Essay Test

PENGARUH METODE PETA ARGUMEN DAN EFIKASI DIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS  AbstractThe aim of this study is to know the effect of argument mapping method and self efficacy on critical thinking ability and interaction between argument mapping method and self efficacy on critical thinking ability. The method that used in this research is quasi experiment with 2 x 2 factorial design. The instruments that used in this research are critical thinking ability essay test and self efficacy questionnaire. The subject of this study is students of XI IPA 1 and 3 from SMAN in Jakarta totalling 72 students. Samples were taken using simple random sampling. Analysis of data used two way anova. The result showed that : 1) There is effect of argument mapping method on critical thinking ability with p< 0,05, p = 0,000. 2). There is effect of self efficacy on argument mapping method and self efficacy on critical thinking ability with p< 0,05, p = 0,000. 3) There is no interaction between argument mapping method and self efficacy on critical thinking ability with p> 0,05, p = 0,602.AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis, serta interaksi antara pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis. Metode yang digunakan pada penelitian ini adalah kuasi eksperimen dengan desain ANAVA dua arah dengan rancangan faktorial 2x2. Populasi penelitian ialah XI MIPA SMA Negeri di Jakarta dengan sampel penelitian sebanyak dua kelas, yaitu XI MIPA 1dan 3 yang berisi 72 peserta didik. Instrumen yang digunakan pada penelitian ini berupa tes uraian dan kuesioner efikasi diri. Berdasarkan analisis data hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh metode peta argumen terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (2) terdapat pengaruh efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (3) tidak terdapat interaksi pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p>0,05, p = 0,602. 

scholarly journals PENGARUH ADVERSITY QUOTIENT (AQ) DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP PRESTASI BELAJAR MATEMATIKA

2017 ◽  
Vol 28 (1) ◽  
pp. 55
Author(s):  
Leonard, Niky Amanah
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Simultaneous Impact ◽  
Thinking Ability ◽  
The Impact

Abstract: This research aimed at analyzing the impact of the Adversity Quotient (AQ) and critical thinking ability onmathematics learning achievement. This is a correlational survey research design, with population was the student 8thgrade in SMPN 251 Jakarta, and was done from March until July 2014. Study sample is 57 students were drawn from apopulation with simple random sampling technique. The instruments were in the forms of questionnaires and documentation.The data were analyzed using multiple regressions. The result showed: Adversity Quotient (AQ) and critical thinkingabilities had positive and significant simultaneous impact on mathematics learning achievement; adversity quotient had apositive and significant impact on mathematics learning achievement; critical thinking ability had a positive and significantimpact on mathematics learning achievement. Keywords: adversity quotient, critical thinking ability, learning achievement, mathematic

scholarly journals STUDI PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN MODEL KOOPERATIF TIPE TAKE AND GIVE DAN THINK PAIR SQUARE DI KELAS XI IPA SMA NEGERI 1 REJANG LEBONG

Alotrop ◽  
2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Windy Novita Amalia ◽  
Hermansyah Amir ◽  
Sumpono Sumpono
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Critical Thinking Ability ◽  
Normality Test ◽  
Thinking Ability ◽  
The Difference

The purpose of this research is to measure the difference of improvement of students' critical thinking ability by applying the cooperative model Take and give type with Think Pair Square type on salt hydrolysis material in grade XI IPA SMA Negeri 1 Rejang Lebong academic year 2017 / 2018. This study was conducted with a population of 201 students from 6 IPA classes and a sample of 68 students from 2 classes it class XI IPA 1 as experiment 1 and XI IPA 5 as experiment 2 which can be from normality and homogeneity test. The research is a kind of quasi experiment. Data analysis used is normality test, homogeneity test and hypothesis test. The students' critical thinking ability data is obtained from the pretest and posttest values at the beginning of the meeting and at the end of the meeting. This critical thinking skills test consists of 15 essay questions. The average increase in critical thinking skills for Take and give classes with Think Pair Square class is 44,757 and 51,683. By testing the hypothesis using t test with a significant level of 0.05, then obtained the value for t hitung> t table is 3.081> 1.668. The results showed that students' critical thinking skills  with the classes that apply the Think Pair Square learning model is better than the class that applied the Take and give learning model.

scholarly journals PENCAPAIAN KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN OPEN ENDED PADA MATERI BANGUN DATAR

2019 ◽  
Vol 2 (3) ◽  
pp. 127
Author(s):  
Yani Komalasari ◽  
Resty Tasya ◽  
Neni Maryani ◽  
Fitriani Nursalamah ◽  
Nani Marlina ◽  
...  
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
T Test ◽  
Mathematics Students ◽  
Test Question ◽  
Critical Thinking Ability ◽  
Normality Test ◽  
Thinking Ability ◽  
Mathematics Problem

The purpose of this research is to describe the achievement of critical thinking ability of mathematics students in the junior high school using open ended learning. Population of this research is all of students 1st grade inn SMP Negeri 3 Soreang consists of 10 classes. From those population was taken two classes, first VII I class with 28 students used an open ended approach learning and VII J with 29 students used a conventional learning. The instrument is used to collecting data are test question critical thinking test with five indicator(1) Check the truth of arguments, acknowledgment and processes of solution (2) Drawing the question with the reason (3) Identifying relevant and irrelevant data on a mathematics problem (4) identifying assumptions (5) Answer/finish the problem mathematics with the reason. To the test achievement of the learning with used open ended approach learning and conventional learning used normality test. To compare the of open ended learning and conventional learning, analyzed used two achievement sample t-test. The result of this research shows that a whole spectrum of critical thinking abilities there is a difference between using open ended approach learning and conventional learning.

scholarly journals PENGARUH TEKNIK COOPERATIVE LEARNING DAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR IPS

2015 ◽  
Vol 6 (1) ◽  
pp. 151
Author(s):  
Heru Yuono
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Social Science ◽  
Random Sampling ◽  
Sampling Technique ◽  
T Test ◽  
F Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aimed to find out and analyze the effect of Numbered Heads Together (NHT) and Teams Games Tournament (TGT) technique cooperative learning and critical thinking ability on students’ learning achievement in Social Science. This study was conducted at SDN Ciwaruga 1 at Parongpong district in West Bandung with factorial experiment treatment by level 2x2 design. The sample of this study as many as 44 students was selected by random sampling technique. Data analysis took 27 % of upper group and lower group and used two path variance analysis with F test followed by Tukey test.The result of the study shows as follows: (1) as a whole, students’ learning achievement with NHT technique cooperative learning is higher than TGT technique cooperative learning with F test= 5.539 showing that it is statistically significant at the 0.05 level; (2) for high critical thinking ability students, students’ learning achievement with NHT technique cooperative learning is higher than TGT technique cooperative learning with t test= 12.22 showing that it is statistically significant at the 0.05 level; (3) for low critical thinking ability students, students’ learning achievement with TGT technique cooperative learning is higher than NHT technique cooperative learning with t test= 5.55 showing that it is statistically significant at the 0.05 level; (4) there is an interaction effect between the use of cooperative learning and students’ critical thinking ability with F test= 39.38 that it is statistically significant at the 0.05 level.It can be concluded that the effect of NHT and TGT technique cooperative learning and critical thinking ability on students’ learning achievement in Social Science at SDN Ciwaruga 1 at Parongpong district in West Bandung.   Key Words: Numbered Head Together, Teams Games Tournament, Cooperative Learning, Critical Thinking Ability, Students’ Learning Achievement.   Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh Numbered Heads Together (NHT) dan Teams Games Tournament teknik (TGT) pembelajaran kooperatif dan kemampuan berpikir kritis terhadap prestasi belajar siswa dalam IPS. Penelitian ini dilakukan di SDN Ciwaruga 1 di Kecamatan Parongpong di Bandung Barat dengan pengobatan percobaan faktorial dengan desain tingkat 2x2. Sampel penelitian ini sebanyak 44 siswa terpilih dengan teknik random sampling. Analisis data mengambil 27% dari kelompok atas dan kelompok bawah dan menggunakan dua analisis varians jalur dengan uji F dilanjutkan dengan uji Tukey. Hasil penelitian menunjukkan sebagai berikut: (1) secara keseluruhan, prestasi belajar siswa dengan teknik NHT pembelajaran kooperatif lebih tinggi dari TGT teknik pembelajaran kooperatif dengan uji F = 5,539 menunjukkan bahwa secara statistik signifikan pada tingkat 0,05; (2) untuk kritis yang tinggi siswa kemampuan berpikir, hasil belajar siswa dengan teknik NHT pembelajaran kooperatif lebih tinggi daripada teknik TGT pembelajaran kooperatif dengan uji t = 12,22 menunjukkan bahwa secara statistik signifikan pada tingkat 0,05; (3) untuk siswa kemampuan berpikir kritis rendah, prestasi belajar siswa dengan teknik TGT pembelajaran kooperatif lebih tinggi daripada teknik NHT pembelajaran kooperatif dengan uji t = 5,55 menunjukkan bahwa secara statistik signifikan pada tingkat 0,05; (4) ada pengaruh interaksi antara penggunaan pembelajaran kooperatif dan kemampuan berpikir kritis siswa dengan uji F = 39,38 bahwa itu adalah statistik signifikan pada tingkat 0,05. Dapat disimpulkan bahwa efek NHT dan TGT teknik pembelajaran kooperatif dan kemampuan berpikir kritis terhadap prestasi belajar siswa dalam IPS di SDN Ciwaruga 1 di Kecamatan Parongpong di Bandung Barat.   Kata kunci: Numbered Head Together, Teams Games Tournament, Pembelajaran Kooperatif, Kritis Kemampuan Berpikir, Prestasi Belajar Siswa.

scholarly journals PENGARUH METODE PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK

2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Ms. Edora
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Paired Samples ◽  
Thinking Ability ◽  
Parametric Statistical Test

This research is conducted to reveal the influence of Problem Based Learning method toward students’ critical thinking ability improvement on Introduction of Economy and Business subject in SMKN 1 Bandung. The method used in this research is quasi experimental with Nonequivalent (Pretest and Posttest) Control Group Design. The data analysis technique with parametric statistical, test of dif­ference (paired samples t-test and independent samples t-test), gain score and effect size calculation used in this research is SPSS versi 21. The result shown that the use of Problem Based Learning method is more effective to improve the critical thinking ability than the Jigsaw techniques. learning

scholarly journals Pengaruh Kecerdasan Emosional dan Motivasi Belajar terhadap Kemampuan Berpikir Kritis Matematika

2017 ◽  
Vol 2 (1) ◽  
pp. 129
Author(s):  
Putri Sulistianingsih
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Simple Random Sampling ◽  
Critical Thinking Ability ◽  
Normality Test ◽  
Thinking Ability ◽  
Result Show ◽  
In Series ◽  
Study Motivation ◽  
Linearity Test

<p>This survey research with regression analysis is aimed at 1) acknowledging the impacts of both emotional question  and study motivation on mathematical critical thinking ability  all together 2) acknowledging the impacts of emotional question on mathematical critical thinking ability 3) acknowledging the impacts of study motivation on mathematical critical thinking ability. The research was conducted at SMA Negeri 83 Jakarta in 2015/2016 by using simple random sampling with 154 respondents taken from the number of affordable population reach as many as 250 respondents. The instrument used is questionnaire on variables of emotional question and study motivation, and essay test for mathematical critical thinking ability which all instruments points have been empirically validated. Hypothesis is conducted after the data fulfill in series of classic assumption test, i.e. normality test, linearity test and multicollinearity test. The research result show that 1) there are significant impacts of both emotional question  and study motivation  all together on mathematical critical thinking ability; 2) there are significant  impacts of emotional question on mathematical critical thinking ability; 3) there are significant impacts of study motivation on mathematical critical thinking ability.<strong></strong></p>

PENGARUH PRACTICE BASED SIMULATION MODEL TERHADAP CRITICAL THINKING DI NURSING SKILL LABORATORY

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Retno Issroviatiningrum ◽  
Shanti Wardaningsih ◽  
Novita Kurnia Sari
Keyword(s):  
Critical Thinking ◽  
Simulation Model ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Skill Laboratory ◽  
Paired T Test

ABSTRAK Upaya untuk meningkatkan mutu pendidikan keperawatan khususnya untuk mendukung peserta didik menjadi perawat profesional memerlukan proses pembelajaran dengan menggunakan fasilitas keterampilan klinis. Practice based simulation model didasarkan pada teori belajar konstruktif yang menegaskan bahwa pengetahuan tidak pasif ditransfer dari pendidik kepada peserta didik, tetapi dibangun oleh peserta didik melalui pengolahan pengalaman dan interaksi dengan lingkungan mereka. Dengan metode simulasi di laboratorium dapat mendorong mahasiswa untuk menggunakan critical thinking dalam mengambil keputusan dalam mengatasi masalah tanpa merugikan pasien yang sebenarnya. Penelitian ini bertujuan untuk menganalisis pengaruh practice based simulation model terhadap critical thinking pada mahasiswa semester VI di FIK Unissula Semarang. Penelitian ini menggunakan metode Quasy – Experiment dengan pendekatan pretest-posttest with control group design. Pengambilan sampel dengan teknik  simple random sampling dengan jumlah 21 responden baik kelompok intervensi maupun kelompok kontrol. Analisis data menggunakan uji Paired T-Test dan Independent Samples T-Test. Hasil penelitian selisih peningkatan critical thinking pada kelompok intervensi sebanyak 11.95 poin dan pada kelompok kontrol 2.05. Practice based simulation model berpengaruh terhadap critical thinking dengan nilai p=0.00<0.05. Disimpulkan bahwa practice based simulation model mempengaruhi critical thinking pada mahasiswa semester VI FIK Unissula Semarang. Kata kunci: Practice based simulation model, critical thinking

scholarly journals Development of Maquette to Promote Primary School Students’ Critical Thinking Ability in Social Sciences

2019 ◽  
Author(s):  
Rindang Hayom Sasami ◽  
Sujarwo Sujarwo
Keyword(s):  
Critical Thinking ◽  
Field Testing ◽  
T Test ◽  
Research Subjects ◽  
Main Field ◽  
School Students ◽  
Gain Score ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability

This research aimed to analyse the feasibility of the use of maquette and the effectiveness of maquette in improving students’ critical thinking ability. The research model employed was the development research model developed by Borg & Gall. The research subjects were third graders. The testing was divided into preliminary field testing, main field testing, and operational field testing. The analysis of the medium feasibility was based on the assessment by media experts, the assessment by subject matter experts, students’ response, and teacher’s response. The analysis of maquette effectiveness was carried out using a t-test (two independent samples) to figure out the difference and gain score of the experimental class for the purpose of identifying the improvement after the use of maquette. In the feasibility analysis, a score of 88 in the category “feasible” was gained from the assessment by a media expert and a score of 85 in the category “highly feasible” was gained from the assessment by a subject matter expert. From the preliminary field testing, scores of 60.5 and 65 in the category “highly feasible” were gained for the students’ response and teacher’s response, respectively. Meanwhile, from the main field testing, scores of 56.1 and 66.5 in the category “highly feasible” were gained for the students’ response and teacher’s response to the maquette use, respectively. The t-test results show a significant value in the critical thinking, namely.000 <.05, indicating a significant difference between the control class and the experimental class. The gain score was 0.5 and fell into the “moderate” category. Thus, it can be concluded that maquette is effective in improving critical thinking ability.

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