scholarly journals Upaya Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Melalui Pembelajaran Discovery Learning Berbasis Assessment Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 57-64
Author(s):  
Eric Dwi Putra ◽  
Ria Amalia
Keyword(s):  
Critical Thinking ◽  
Peer Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Independent Learning ◽  
Discrete Mathematics ◽  
Collection Data ◽  
Improved Learning

Improved learning will continue to be done to continuously improve the quality of learning. One of the efforts made through discovery learning is based on assessment learning. Collaborating between discovery learning and assessment learning is expected to improve students' critical thinking skills in discrete mathematics courses. Classroom action research conducted in 2 cycles where each cycle carried out as many as 4 (four) meetings. The results showed that a) Implementation of discovery learning based on assessment learning that can improve students' critical thinking skills is carried out in 7 stages, namely stimulation, problem statement, data collection, data processing, verification, generalitation and peer assessment. The seven stages work together to create independent learning and train students' thinking skills. b) Students' critical thinking skills have increased by 33.33%. This percentage indicates that discovery learning based on assessment learning can improve students' critical thinking skills

scholarly journals Application of The Discovery Learning Model Assisted by Google Meet to Improve Students' Critical Thinking Skills and Science Learning Outcomes

2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Galih Mustikaningrum ◽  
Widiyanto Widiyanto ◽  
Nani Mediatati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Negative Effect

The Covid-19 pandemic situation has hampered the learning process. This can have a negative effect on the quality of the science learning output. This study aims to describe critical thinking skills and science learning outcomes through the application of the discovery learning model assisted by the Google Meet application. This type of research is Classroom Action Research (PTK) which consists of four stages, namely planning, implementing, observing, and reflecting. The subjects in this study were 15 students. The research instrument used was the critical thinking skills observation sheet and the learning outcome test sheet. The results showed that critical thinking skills in the pre-cycle stage were 52.33, cycle I 60.17, and cycle II 69.17. Then, the completeness of student learning outcomes in the pre-cycle is 60.00%, the first cycle is 73.33%, and the second cycle is 86.67%. Based on this, it can be concluded that learning with the discovery learning model assisted by the Google Meet application can improve critical thinking skills and science learning outcomes. The results of this study have implications for finding solutions to improve the quality of science learning output.

scholarly journals Apakah discovery learning dapat menumbuhkan keterampilan berpikir kritis? Respon siswa terhadap penggunaan UKBM pada Program Ilmu Sosial

2021 ◽  
Vol 6 (1) ◽  
pp. 9-18
Author(s):  
Sri Sukartiningsih ◽  
Sarmini Sarmini ◽  
Muhammad Jacky ◽  
Agung Dwi Bahtiar El Rizaq
Keyword(s):  
Critical Thinking ◽  
Social Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Independent Learning ◽  
Learning Activity ◽  
Student Interest ◽  
Learning Models ◽  
Teachers And Students

Critical thinking is one of the main skills that students must mastered in order to respond the challenges of globalization and the demands of skilled labor in this disruption era. Various learning models, methods and strategies are developed to meet these objectives. One of the way is the implementation of teaching materials in the form of Independent Learning Activity Unit (UKBM) in learning to foster students' critical thinking skills. The focus of this study is to describe students' responses to the implementation of UKBM in social science programs based on discovery learning to foster students' critical thinking skills. This study used an explanatory mix method research design with a percentage technique. Data were collected through questionnaires, observations and interviews. Data analysis was carried out in four stages; collection, reduction, presentation and drawing conclusions. This study found several things: 1) UKBM in social science programs are effectively foster critical thinking skills; 2) the most prominent assessment is the aspect of student interest in an attractive UKBM design; 3) the assessment is less prominent in the aspect of discovery learning approach in learning because it requires a long time and seriousness of teachers and students. This paper recommends the implementation of other learning models at UKBM to foster critical thinking skills.

scholarly journals Penerapan Strategi Discovery Learning (DL) Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Pemahaman Konsep IPA

2017 ◽  
Vol 3 (1) ◽  
pp. 483
Author(s):  
MF Lestari Budi Utami
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Paper Test ◽  
9Th Grade ◽  
Science Concepts ◽  
Understanding Of Science

Abstract:This research aims to describe the learning process of cooperative Discovery Learning (DL) in science subjects in relation to improving critical thinking skills and understanding of the concept of 9th grade students of SMPN 2 Kota Blitar.This research  is designed in several cycles so that the ultimate goal of learning can be fulfilled, namely the improvement of critical thinking skills and understanding of science concept of 9th grade students. Instruments used in the implementation of the action are test, RPP, LKPD, and observation sheet.The Instruments are used for data collection are: observation sheet and paper test. Observation sheets are used to collect data on the implementation of the learning process by students and teachers, while the paper test is used to capture data about critical thinking skills and the students competence of science concepts. The data analysis used is descriptive statistical analysis which describes sample in real condition with form of tables, graphs, and explanatory diagrams.The Conclusions and suggestions from the results of this study are: 1) DL needs to be implemented in science subjects as an effort to improve the quality of learning in SMPN 2 Kota Blitar; 2) DL needs to be implemented in science subjects as it can improve critical thinking skills and the students competence of science concepts, 3) DL strategy easier to implement in science because DL is similar with scientific method. In the 2013 curriculum.Keywords: Discovery Learning (DL), critical thinking skills, and competence of the concept of science, Abstract: Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran kooperatif Discovery Learning (DL) pada mata pelajaran IPA dalam kaitannya untuk meningkatkan keterampilan berpikir kritis dan pemahaman konsep siswa kelas 9 SMPN 2 Kota Blitar.PTK ini dirancang dalam beberapa siklus sehingga tujuan akhir pembelajaran dapat terpenuhi, yaitu peningkatan keterampilan berpikir kritis dan pemahaman konsep IPA siswa kelas 9. Instrument yang digunakan dalam pelaksanaan tindakan adalah tes, RPP, LKPD, dan lembar observasi.Instrument yang digunakant untuk pengumpulan data yaitu: lembar observasi dan dan tes. Lembar observasi digunakan untuk mengumpulkan data tentang keterlaksanaan proses pembelajaran oleh siswa maupun guru, Sedangkan test digunakan untuk menjaring data tentang keterampilan berpikir kritis dan pemahaman konsep siswa. Analisis data yang digunakan adalah analisis statistik deskriptif yang menggambarkan kondisi sampel sebagaimana adanya dalam bentuk tabel, grafik, dan diagram penjelasan.Simpulan dan saran dari hasil penelitian ini, yaitu: 1) DL perlu diimplementasikan dalam mata pelajaran IPA sebagai upaya meningkatkan kualitas pembelajaran di SMPN 2 Kota Blitar; 2) DL perlu diimplementasikan dalam mata pelajaran IPA karena  dapat meningkatkan keterampilan berpikir kritis dan  pemahaman Konsep siswa, 3) strategi DL relatif mudah penerapannya dalam IPA karena sangat mirip dengan  Saintifik metode. Dalam kurikulum 2013. Kata kunci: Discovery Learning (DL), keterampilan berpikir kritis, pemahaman Konsep IPA

scholarly journals Peningkatan Kemampuan Berpikir Kritis Mahasiswa pada Media melalui Film dan Model Discovery Learning

2020 ◽  
Vol 12 (2) ◽  
pp. 321
Author(s):  
Muh. Bahruddin
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Critical Power ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Independent Learning ◽  
Visual Communication Design ◽  
The Media

This study aims to determine the increase in critical thinking skills of Visual Communication Design studens at Universitas Dinamika in the mass media. This research focuses on the ability to identify, discover, and solve problems. Researcher used a film medium called "Green Hornet" (2011) by Michel Gondry combined with the discovery learning model. This film tells the story of the production process of the media (newspapers) in the hands of readers. There are interference from media owners, journalists, and other conditions on an issue that will be published by the media. The "discovery learning" model provides an opportunity for students to actively search for, gather, and compile information in order to describe a knowledge. While a lecturer provide data or instructions (models) to find out what students must learn. The lecturer must also review and provide a review of the student's independent learning outcomes. Researcher ask questions that fit the indicators of critical thinking using newspapers and television media. The results of this study were the students' critical thinking skills improved. In cycle 1, students are able to increase their critical power when identifying titles, subtitles, words, phrases, sentences, paragraphs, and captions. While in cycle 2, improvement occurs when students identify images or visuals, tables, charts, and problem solving.

scholarly journals What is Discovery Learning Can Grow Critical Thinking Skills?

2019 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Sri Sukartiningsih ◽  
Sarmini Sarmini ◽  
M. Jacky
Keyword(s):  
Critical Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Independent Learning ◽  
Learning Goals ◽  
Learning Activity ◽  
Student Interest ◽  
Skilled Workers

Critical thinking is one of the skills that must be taught to students as an effect of globalization and the demands of skilled workers in the period of the Industrial Revolution 4.0. Various learning methods, models and strategies are developed to meet these objectives. One of them is the use of the Independent Learning Activity Unit (UKBM) teaching materials in learning to achieve the learning goals of students' critical thinking skills. The focus of this study is to describe students 'responses to the use of UKBM Sociology based on discovery learning to foster students' critical thinking skills. This research is a quantitative descriptive study with percentage techniques. Data is collected through questionnaires, observation and interviews. While the analysis is carried out through four stages, namely data collection, data reduction, data presentation and conclusion drawing. This study shows several conclusions: 1) UKBM Sociology is effectively used in classroom learning to foster students' critical thinking skills; 2) the most prominent assessment is the aspect of student interest in the attractive UKBM design; 3) the assessment is less prominent in the aspect of the discovery learning approach in learning because it requires a long time and the seriousness of the teacher and students. This paper recommends using another learning model at UKBM to foster critical thinking skills.

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 17-27
Author(s):  
Dian Noer Asyari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

scholarly journals Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics

2020 ◽  
Vol 4 (1) ◽  
pp. 83
Author(s):  
Anike Putri ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Average Response ◽  
Flat Side ◽  
Student Questionnaire ◽  
Skills Learning

This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.

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