Review lessons with mind mapping by The help of 6 Questions Cognitive Model help Students Learn Better

Review lessons after class can help students increase student achievement but not necessarily students know how to review effective and efficient learning. This learning goal is to explain how to review effective and efficient lessons using Mind Mapping and 6 Cognitive Model Questions. The subject on this study is a junior high school student. The topic of Linear Mathematics Equations in Two variables is described using a qualitative tendency. Study shows that Mind Mapping and 6 Cognitive Model Questions can improve critical thinking skills, high order thinking abilities and systematic thinking skills. Mind Mapping and 6 Cognitive Models Helping Students to review Linear Equations in Two Variables and get Deep Learning.

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EFFECTIVENESS OF TEXTBOOK WITH BRAIN-BASED LEARNING APPROACH ACCOMPANIED BY MIND MAPPING OF EARTH LAYER MATERIAL TO IMPROVE LEARNING OUTCOMES CRITICAL THINKING JUNIOR HIGH SCHOOL STUDENTS

International Journal of Advanced Research ◽

10.21474/ijar01/12018 ◽

2020 ◽

Vol 8 (11) ◽

pp. 374-379

Author(s):

Nita Wulandari ◽

◽

Jekti Prihatin ◽

Dwi Wahyuni ◽

◽

...

Keyword(s):

High School Students ◽

Critical Thinking ◽

Learning Outcomes ◽

Junior High School ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Approach ◽

School Students ◽

Mind Mapping ◽

Brain Based Learning

One of the 21st-century skills targeted in implementing the 2013 curriculum is critical thinking skills. However, the facts in junior high school students critical thinking skills are still low. An exciting and fun media is needed to improve critical thinking skills, namely a textbook with a brain-based learning approach using mind mapping. This study aims to determine the textbooks effectiveness with a brain-based learning approach accompanied by mind mapping for critical thinking. The design of the research used was one group pretest-posttest design with three meetings. The results showed an increase in learning outcomes and critical thinking skills. The results can be seen from the N-gain value of the first meeting is 0.56, with medium criteria. The second meeting is 0.58, with the medium criteria, and the third meeting is 0.65, with the medium criteria.The mean result of critical thinking from the first meeting to the third meeting were 72.57, 76.57, and 80.29 with good criteria. So it can be concluded that textbooks with a brain-based learning approach effectively improve learning outcomes and criticalthinking.

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Pengaruh Model Problem Basic Learning Dengan Teknik Mind Mapping Terhadap Kemampuan Berpikir Kritis dan Pengetahuan Metakogitif Siswa Sekolah Menengah Pertama

Jurnal Pendidikan Biologi ◽

10.24114/jpb.v8i1.11127 ◽

2018 ◽

Vol 8 (1) ◽

pp. 1

Author(s):

Chintani Sihombing ◽

Deswidya S Hutauruk ◽

Salim Efendi

Keyword(s):

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Metacognitive Knowledge ◽

Critical Thinking Skills ◽

School Students ◽

Mind Mapping

The research was conducted aimed at knowing the effect of the Problem Based Learning model with Mind Mapping techniques influencing critical thinking skills and metacognitive knowledge of junior high school students. The sample of this study was class IX in SMP Negeri 1 Ronggur Nihuta which was taken by random sampling with the number of students 62. The instrument of this research was a test. This research method is descriptive and data analysis techniques using the t test with a significance level α = 0.05. The results showed that the influence of the Problem Based Learning model with Mind Mapping techniques had an effect on students' critical thinking skills (tcount 90.66> t table 2.039); (2) There is the influence of the Problem Based Learning model with the Mind Mapping technique affecting the metacognitive knowledge of students (t count 40.68> t table 2.039). The results of this study imply that the level of critical thinking skills, metacognitive knowledge has an important role in improving the learning outcomes of junior high school students.

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The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i2.10.10946 ◽

2018 ◽

Vol 7 (2.10) ◽

pp. 18

Author(s):

Kurniati Dian ◽

Zayyadi Moh

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Video Recording ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subjects ◽

Coffee Plantation ◽

Thinking Dispositions ◽

Critical Thinking Dispositions ◽

Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school.

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IMPLEMENTATION OF GENERATIVE LEARNING MODEL TO IMPROVE STUDENT’S OF ISLAM ABHARIYAH JUNIOR HIGH SCHOOL CRITICAL THINKING SKILLS

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v4i1.33 ◽

2016 ◽

Vol 4 (1) ◽

pp. 24

Author(s):

Sri Yuliyanti ◽

Saiful Prayogi ◽

Bq. Azmi Sukroyanti

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Average Score ◽

Generative Learning ◽

Learning Material ◽

Average Value ◽

Model Research

This research aims to enhance students’ critical thinking skills of SMP Islam Abhariyah on the academic year 2015/2016 through the application of the generative learning model. Research method used was classroom action research (PTK). This research was conducted in two cycles. Each cycle consist of planning, implementating, observating, and reflecting. Data learning activities of the students and teachers’ activities obtained by observation, while data on students’ critical thinking skills test was obtained by an evaluation at the end of each cycle. The subject of this study was 28 students in VIII-B class. Application of the generative learning model in this study considered as successful if the value of critical thinking skills of the students at a minimum categorized as critical. The data for student’s critical thinking skills was accomplished by using an essay test, and the average value of students is 41.96 (categorized very less critical) whit classical completeness achieved only 3,57% in the cycle I and in the cycle II showed the average value of the students is 68,92 (categorized critical) whit classical completeness increased to 85,71%. Research data of student’s activities was taken by using the student’s observation sheet. The average score in the cycle I is 46.50 (categorized as fairly active) and in the cycle II is 66.00 (categorized as active). The data of teacher’s activities was taken by using teacher’s observation sheet. The presentation of learning material is 64,28% (categorized as good) in the cycle I and 91,06% (categorized as very good) in the gathering II. Thus, the conclusion to this study is the application of the generative learning model can improve students’ critical thinking skills.

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Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

Jurnal Ilmiah Pendidikan Fisika Al-Biruni ◽

10.24042/jipfalbiruni.v9i1.4630 ◽

2020 ◽

Vol 9 (1) ◽

pp. 87-97

Author(s):

Ade Febri ◽

Sajidan Sajidan ◽

Sarwanto Sarwanto ◽

Dewanto Harjunowibowo

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Creative Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Score ◽

Guided Inquiry ◽

Central Java ◽

Before And After ◽

The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

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Educational Game Design “Napak Tilas Panji Asmorobangun” in “Wayang Beber” Story

EDUTEC : Journal of Education And Technology ◽

10.29062/edu.v5i1.268 ◽

2021 ◽

Vol 5 (1) ◽

pp. 1-25

Author(s):

Alby Aruna ◽

Nadiya Faydinda Putri Ishlah ◽

Laila Inayah ◽

Abdul Rahman Prasetyo

Keyword(s):

Game Design ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Educational Game ◽

Flow Process ◽

Addie Model ◽

State 1 ◽

High Order Thinking ◽

Group Trial ◽

Expert Validation

The process of digitizing historical learning in Indonesia in times of emergency, the learning media used today is predominantly conventional. With regard to conventional learning media, the contribution of digitalization of learning media to provide direction for modernization of historical learning media in solving the lack of exploration, elaboration, critical thinking skills, the flow of historicallearning concepts, and the lack of touch to local wisdom is needed. Using ADDIE Model, the design of the educational game of Panji Asmorobangun in the story of puppets beber Pacita nfocus is implemented in Vocational HighSchool (SMK) State 1 Pacitan gained 87.5% in the validation of media experts, 91.1% in validation of material experts. With regards to expert validation, this media also scored 87.22% in a group trial of 50 students andsaid it is very feasible to implementunder the name of superpanji media branding. The historical learning media of Panji Asmorobangun figures in puppet stories beber Pacitan Regency supports the game flow process with (High Order Thinking Skils) HOTS through the 5M tifical design approach(enjoy,menanya, collect information, socialize, and communicate).

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