Analysis of Students' Critical Thinking Skills in Physics Problems

This study aims to determine the proportion of students' level of critical thinking skills on the subject of Impulse and Momentum, any difficulties experienced by students to reach the level of critical thinking skills, and solutions to overcome the difficulties of students achieving critical thinking skills. This research uses descriptive qualitative research methods. The subjects of this study were 27 students taken by purposive sampling technique. Data collection techniques in this study are tests of critical thinking skills, interviews, and observation. Data analysis techniques using descriptive statistics. The results showed that each student's ability, high ability students 36.84%, medium ability 34.50%, low ability 22.80% divided into two categories of KBK 2 with a percentage of 52.63% and KBK 1 with a percentage of 23, 94%. From the results of the study also obtained the achievement of students every KBK indicator. Student achievement in the Interpretation indicator of 51.58% Analysis 18.75% Evaluation 13.87% Inference 31.48% Explication 14.19% and Self Regulation 26.85%. So KBK students as a whole are in the low category with a percentage of 31.38%. The cause of students 'difficulties in fulfilling CBC indicators is the limited ability of students to formulate and find other alternatives, the completion of students' answers is difficult to draw conclusions and connect substance between materials, and has not been studied in depth so students tend to be careless in solving problems. The solution that can be used is to provide more experience to students in terms of critical thinking skills and additional learning outside school hours.

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IMPLEMENTASI WORKSHEET INKUIRI TERINTEGRASI KEARIFAN LOKAL UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA

Bioscientist : Jurnal Ilmiah Biologi ◽

10.33394/bjib.v8i1.2697 ◽

2020 ◽

Vol 8 (1) ◽

pp. 158

Author(s):

Hunaepi Hunaepi ◽

Laras Firdaus ◽

Taufik Samsuri ◽

Endang Susantini ◽

Raharjo Raharjo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Value ◽

Scientific Curiosity ◽

Post Test ◽

Sample Test ◽

Cognitive Monitoring

The purpose of this study was to assess the effectiveness of integrated local wisdom sheets for local wisdom on students' critical thinking skills. This type of pre-experimental research with the design of one groups pre-test post-test design. Samples were 18 students taken with saturated sampling technique. The instrument used was the Critical Thinking Skills Test (TKBK) with indicators: 1) interpretation; 2) analysis; 3) conclusions; 4) evaluations; 5) explanations; and 6) self-regulation. Data were analyzed descriptively and in paired sample test statistics. The results showed that the integrated inquiry wisdom local worksheet was declared effective based on the results of the N-Gain analysis with an average value of 0.65 (moderate). Indicators of interpretation and evaluation reached a percentage of 81 with a category (very high). Skills indicators explain 80 in categories (high), analysis indicators and skills conclude 60 categories (low), and the lowest percentage in self-regulation indicators reaches 37 in categories (very low). Weak skills in analyzing and making conclusions, because student self-regulation skills are low. This condition demands the need to improve self-regulation by developing cognitive monitoring through an emphasis on learning that can practice scientific curiosity skills.

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An Exploration of Students’ Difficulties in Using Critical Thinking Skills in Reading

AL-TA LIM ◽

10.15548/jt.v24i3.298 ◽

2017 ◽

Vol 24 (3) ◽

pp. 195-206

Author(s):

Nidar Velayati ◽

Asnawi Muslem ◽

Siti Sarah Fitriani ◽

Iskandar Abdul Samad

Keyword(s):

Critical Thinking ◽

Undergraduate Students ◽

Self Regulation ◽

Background Knowledge ◽

Thinking Skills ◽

Critical Thinking Skills ◽

The Subject ◽

Second Year ◽

Implied Meaning ◽

Language Mastery

This study intends to explore students’ difficulties in using critical thinking skills in reading. The subject of this study was second year undergraduate students of Ar-Raniry State Islamic University, Banda Aceh. This qualitative study analysed students’ difficulties in using critical thinking skills in term of interpretation, analysis, evaluation, inference, explanation, and self-regulation. A personal interview was conducted to find the data from the students. The result indicates that students’ lack of practicing let them difficult in using critical thinking skills in reading. The other difficulties found were lack of language mastery, implied meaning, background knowledge, repetition and lack of vocabulary. Among six problems discovered above, lack of practicing, background knowledge and language mastery had made the students felt that critical thinking was difficult to be applied.

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Thematic Practicum Handbook Theme 2: Student Interests and Critical Thinking Skills for Fourth Grade Elementary School Students

Jurnal Ilmiah Sekolah Dasar ◽

10.23887/jisd.v5i4.39634 ◽

2021 ◽

Vol 5 (4) ◽

pp. 665

Author(s):

Arsil Arsil ◽

Silvina Noviyanti ◽

Dwi Agus Kurniawan ◽

Muhammad Dewa Zulkhi ◽

Juwita Saputri ◽

...

Keyword(s):

Critical Thinking ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Descriptive Statistics ◽

Student Interest ◽

School Students ◽

Teachers And Students ◽

Data Collection Instrument ◽

Class Iv

Thematic learning with the main content of science is not learning that only memorizes concepts. However, there needs to be learning where students experience and find out for themselves. The learning in question is practicum-based. This research aims to examine the effect of developing a practical guidebook on students' interests and critical thinking skills. The research method used is the type of research and development or R&D with a 4D procedural model. The sample in this study was 137 students in class IV, with a sampling technique of purposive sampling. Researchers used a questionnaire as a data collection instrument. The questionnaire used consisted of a student interest questionnaire and critical thinking. Data analysis used descriptive statistics and regression tests. Descriptive statistics are used to analyze data by describing or describing the data that has been collected. The results of this study are that students' interest in learning and students' critical thinking skills are categorized as good. The results of the regression test revealed that the implementation of the thematic practicum guidebook theme 2 affected students' interest and critical thinking skills. The implications of the research & development of the thematic practicum guidebook theme 2 in class IV learning are practical guide material. Therefore, it is essential to use a practicum manual in the learning process by both teachers and students to increase and develop students' interests and critical thinking skills.

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Improving The Critical Thinking Ability of Students to Solve Mathematical Task

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v7i1.3013 ◽

2018 ◽

Vol 7 (1) ◽

pp. 13

Author(s):

Hasan Basri ◽

Abdur Rahman As,ari

Keyword(s):

Critical Thinking ◽

Initial Conditions ◽

Process Analysis ◽

Self Regulation ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Research Subject ◽

Research Subjects ◽

Good Communication ◽

The Subject

This study aims to describe students' critical thinking skills before and after the learning process. Analysis of critical thinking skills in this study based on components of critical thinking evaluation, inferences, explanations, and self-regulation. This type of research is descriptive research with a qualitative approach. The research subject consisted of 2 students with low critical thinking abilities based on task 1 given at the beginning of learning, besides that good communication was also one of the subject selection criteria. The results of the analysis showed that both research subjects SS and FT experienced an increase in their critical thinking abilities, this was evident from each indicator critical thinking evaluation, inferences, explanation, and self-regulation. In each indicator of critical thinking, the research subject is able to demonstrate the ability to do evaluation, inferences, explanation, and self-regulation, this is certainly very different from the initial conditions of research subjects where they have not been able to do evaluations, inferences, explanation well. One of the things that allows an increase in critical thinking skills is the subject of teaching and learning activities, namely by giving task that require students to practice their critical thinking skills.

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Study on Implementation of Inkuiri Learning Model Guided to Students' Critical Thinking Ability

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v8i2.2350 ◽

2021 ◽

Vol 8 (2) ◽

pp. 403

Author(s):

Hardianti Nur Fajri ◽

Agung Purwanto ◽

Erry Utomo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Inquiry Learning ◽

Secondary Data ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Guided Inquiry ◽

Literature Study

This study aims to explore information about the implementation of guided inquiry learning models on students' critical thinking skills. This research uses a qualitative approach with the type of literature study research. The sampling technique in this study used secondary data sources, using data analysis techniques, namely reduction, exposure, and conclusion. The result of this research is that guided inquiry learning model can improve students' critical thinking skills. Science as a subject that is often associated with current issues is very suitable for fostering critical thinking skills and one of them is to increase student motivation. The inquiry learning model is designed as a contributive learning model for students. Inquiry learning model with stages: (1) planning; (2) preparation; (3) group division; (4) discussion; and (5) exposure, those steps are able to make learning meaningful, motivate students, and students can reconstruct knowledge independently, and foster critical thinking skills. The use of the guided inquiry model also contributes to students' critical thinking skills which consist of inference, interpretation, evaluation, and self-regulation.

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CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Maifalinda Fatra ◽

A Rizki ◽

Tita Khalis Maryati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Simple Explanation ◽

Critical Thinking Ability ◽

Thinking Ability

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS INKUIRI TERBIMBING (PPBIT) DALAM MENINGKATKAN KEMAMPUAN BERARGUMEN SISWA

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v3i1.50 ◽

2017 ◽

Vol 3 (1) ◽

Author(s):

Dewi Seprianingsih ◽

A. Wahab Jufri ◽

Jamaluddin

Keyword(s):

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Score ◽

Control Group ◽

Learning Tools ◽

Control Group Design ◽

The Subject ◽

Mathematics And Science

Arguing ability was a part of critical thinking skills which important to be mastered by the students. In fact, students’ ability to argue was still relatively low. This referred to the TIMSS report (The Trends in International Mathematics and Science Study) in 2011, and showed that Indonesian children’s level in science was positioned in 42 from 45 countries. One kind of efforts to improve the quality of the ability to argue was applying the model of guided inquiry. This study was aimed to develop inquiry-based learning tools (PPBIT) and analyzed its effectiveness in developing the ability to argue of students at SMAN 2 Taliwang-West Sumbawa. PPBIT was carried out by applying 4D procedure. Then, pretest posttest control group design also completely concerned in determining the effectiveness of PPBIT. There were 66 students as the sample which was scattered from two classes and was selected by using purposive sampling technique. The results showed that PPBIT was appropriately to be used for students argumentation skills’ activities by an average of feasibility syllabus 78.71%, RPP 83.5, LKITS 75%, and Instruments KB 80.25%, and effective in improving the ability to argue the class X SMAN 2 Taliwang, particularly on the subject of environmental pollution and recycling of waste by the average score of the students' ability from 48.22 up to 85.08Keyword: PPBIT, Argument

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PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

Jurnal Fundadikdas (Fundamental Pendidikan Dasar) ◽

10.12928/fundadikdas.v1i1.74 ◽

2018 ◽

Vol 1 (1) ◽

pp. 94

Author(s):

Tri Siwi Septiana ◽

M. Ragil Kurniawan

Keyword(s):

Critical Thinking ◽

Subject Matter ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Whole Process ◽

Analysis Technique ◽

The Subject ◽

5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

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Assessing moodle-assisted e-learning for students’ concept understanding and critical thinking skills in algebra

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v12i2.9776 ◽

2021 ◽

Vol 12 (2) ◽

pp. 359-369

Author(s):

Agus Pahrudin ◽

Yustika Fatimatuz Zahra ◽

Nanang Supriadi ◽

Iip Sugiharta ◽

Farida Farida ◽

...

Keyword(s):

Critical Thinking ◽

Conceptual Understanding ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Cluster Sampling ◽

Homogeneity Test ◽

Quasi Experimental ◽

E Learning ◽

Written Test

Conceptual understanding and critical thinking skills are necessary for all students to help them in their learning process. This research aims to determine the effect of Moodle-assisted e-learning on (1) conceptual understanding, (2) critical thinking skills, and (3) conceptual understanding and critical thinking skills combined. This research employed a quasi-experimental design with random cluster sampling was used as the sampling technique. An algebra written test was used to collect research data. Furthermore, the researchers performed the normality test, homogeneity test, and MANOVA analysis to analyze the data. The researchers discovered that Moodle-assisted e-learning influenced students' conceptual understanding, critical thinking skills, and conceptual understanding and critical thinking skills.

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PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2720 ◽

2014 ◽

Vol 2 (2) ◽

pp. 209 ◽

Cited By ~ 3

Author(s):

Pricilla Anindyta ◽

Suwarjo Suwarjo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Significance Level ◽

Class E

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5TH GRADERS ABSTRACT The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021. Keywords: problem-based learning, expository learning, critical thinking skill, self-regulation.

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