scholarly journals The Effectiveness of E-Learning Usage in Classroom Teaching to Promote Critical Thinking Ability

2020 ◽  
Vol 8 (4) ◽  
pp. 61
Author(s):  
Saiful Prayogi ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Physics Education ◽  
Research Result ◽  
Private Higher Education ◽  
Classroom Teaching ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
E Learning

The use of e-learning has been believed to be a teaching tool to help the learning process be easier, practical, interesting, interactive, and motivating. E-learning is seen as one of the modes of teaching that helps students learn independently over the times and technological advances, so that its use has been widespread. However, its wide use seems to be a concern, where network availability, user access, and users become obstacles in its application in teaching. This study aimed to explore the effectiveness of e-learning usage in classroom teaching process to promote students’ critical thinking ability at the Institute of Teacher Training and Education Mataram (IKIP Mataram) - Indonesia, which is a private higher education institution in Indonesia. This study is an experimental research with the design of “one group pretest-posttest design”. The research sample consisted of 17 students in the physics education program at IKIP Mataram. Students' critical thinking ablity was assessed using the critical thinking ability test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. The data of critical thinking ability were analyzed statistically, where homogeneity, normality, and t-test were conducted. The research result showed that the use of e-learning was effective in promoting students' critical thinking ability. In this study the researchers also evaluated the use of the internet among lecturers in the learning process. The results analysis are explained further in this article.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP MELALUI PEMBELAJARAN INKUIRI

2019 ◽  
Vol 2 (2) ◽  
pp. 103-116
Author(s):  
Kristina Warniasih ◽  
Ririn Meila Kurniawati ◽  
Niken Wahyu Utami
Keyword(s):  
Critical Thinking ◽  
Middle Class ◽  
Learning Process ◽  
Inquiry Learning ◽  
Research Result ◽  
High Class ◽  
Critical Thinking Ability ◽  
Flat Side ◽  
Thinking Ability ◽  
Class Viii

The research aims to know student’s mathematics critical thinking ability at the inquiry learning process of P flat side geometry of cube and cuboid class VIII B SMP Negeri 1 Sentolo. This kind of research is qualitative research. The research subject was six students of class VIII B SMP Negeri 1 Sentolo, that consist of two students of high class, two students of the middle class, and two students of low class. The collected data was in the form of written and oral. The written data was obtained from the test, and the oral data was obtained from the interview. Mathematic critical thinking ability was measured based on Ennis’ indicator. The research result showed that after student followed the learning process with guided inquiry learning method, high-class students can build the entire indicator of mathematic critical thinking ability correctly and completely, middle-class students can built the entire indicator of mathematic critical thinking ability correctly but there were little problems at the indicator 1, 2, 3 and 4, whereas low-class students can build the entire indicator of mathematic critical thinking ability correctly but there were little problems at the indicator 2 and 3. Besides, they less in indicator 1 and 4.

scholarly journals Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0

2020 ◽  
Vol 3 (2) ◽  
pp. 114
Author(s):  
Oktariani Oktariani ◽  
Asyti Febliza ◽  
Nurul Fauziah
Keyword(s):  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Education Students ◽  
Ability Test ◽  
Chemistry Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research was conducted to identify and describe prospective teachers’ critical thinking skills profile as readiness to face the industrial revolution 4.0. This research was a descriptive research. Research subjects were  chemistry education students who are prospective chemistry teachers. The instruments used in this study were the Critical Thinking Ability Test and Critical Thinking Ability Questionnaire. The instrument used is valid and reliable. The results of the study showed that the critical thinking skills of prospective chemistry teacher students are still in sufficient criteria with average score 46,7. It was also found that students' critical thinking skills in 5th  semester  were better than those in semester 3rd and 1st with average score 57,46 and 41. This result was also supported by differences in student performance for each indicator of critical thinking skills. Chemistry students show better performance on indicators of building basic skills compared to other critical thinking skills indicators. Meanwhile, the indicators on building strategies and tactics of chemistry education students still showed  poor performance than other indicators. This needs to be improved immediately in order to prepare prospective chemistry teachers who are ready to compete in facing the industrial revolition 4.0. Improvements can be made by designing learning methods, teaching materials and evaluation tools that can improve students' critical thinking skills.Keywords: critical thinking skill, education 4.0., prospective chemistry teachers, revolutioanl industry 4.0ABSTRAK.Penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan profil keterampilan berpikir kritis calon guru kimia sebagai kesiapan dalam menghadapi revolusi industri 4.0. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian merupakan mahasiswa pendidikan kimia yang merupakan calon guru kimia. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis dan kuisioner keterampilan berpikir kritis. Instrumen yang digunakan sudah valid dan reliabel.  Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis calon guru kimia masih berada pada kriteria cukup yaitu dengan skor rata-rata 46,7. Selain itu juga ditemukan bahwa keterampilan berpikir kritis mahasiswa semester 5 lebih baik dibandingkan semester 3 dan semester 1 dengan skor rata-rata masing-masingnya yaitu 57, 46 dan 41.  Hasil ini juga didukung dengan adanya perbedaan performa mahasiswa untuk masing-masing indikator keterampilan berpikir kritis. Calon guru kimia menunjukkan  performa yang lebih baik pada indikator membangun keterampilan dasar dibandingkan dengan indikator keterampilan berpikir kritis lainnya. Sementara itu, pada indikator membangun strategi dan taktik calon guru kimia masih menunjukkan performa yang kurang baik dibandingkan dengan indikator yang lainnya. Hal ini perlu segera diperbaiki guna mempersiapkan calon guru kimia yang siap bersaing menghadapi era revolusi industri 4.0. Perbaikan dapat dilakukan dengan cara merancang metode pembelajaran, bahan ajar dan alat evaluasi yang dapat mengasah keterampilan berpikir kritis peserta didik. Kata kunci: calon guru kimia, keterampilan berpikir kritis, pendidikan 4.0, revolusi industri 4.0

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

2018 ◽  
Vol 2 (2) ◽  
pp. 124-132
Author(s):  
Mesia Dewi Hasanah ◽  
Heffi Alberida ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

scholarly journals Critical Thinking Ability of German Literature Departement’s Students of Universitas Negeri Malang in Writing Thesis

2021 ◽  
Vol 5 (2) ◽  
pp. 164-170
Author(s):  
Primardiana Hermilia Wijayati ◽  
Ferina Aulia Lestari
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Qualitative Content Analysis ◽  
German Literature ◽  
Research Result ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Emerging Patterns

This article is a research result which aims to uncover the critical thinking skills of students of German Literature Department, Universitas Negeri Malang (UM) in writing thesis. The method used is qualitative content analysis with a coding sheet as an instrument. The data is taken from some chapters in German thesis, to be particular the background, the discussion, and the conclusion sections. The collected data is reduced, grouped, then the emerging patterns are analyzed and conclusions are drawn. Students' critical thinking skills in writing thesis were analyzed from four cognitive abilities (analysis, synthesis, evaluation, and argumentation) and nine cognitive standards (clarity, clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness). The results showed that students' critical thinking skills were good in the aspects of analysis, synthesis, and evaluation. However, from the argumentation aspect, students’ critical ability is still considered weak, because they produced errors in ethos, logos and pathos arguments, still made incomplete structures, and did not meet the criteria for critical thinking/cognitive standards of breadth and depth.

scholarly journals Implementation of Material-Based Inquiry to Improve the Critical Thinking Ability of Senior High School Students

2020 ◽  
Vol 4 (4) ◽  
pp. 748
Author(s):  
Elvitri Nofriza ◽  
Usman Rery ◽  
Asmadi M Noer
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Senior High School ◽  
Guided Inquiry ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability

The development of technology today has a huge impact on education, especially in the learning process. Therefore, an educator must be able to adapt the learning process to technological developments. One way to apply technology development in learning systems is to use e-modules in the learning process. The purpose of this study is to use guided inquiry-based e-modules to see the magnitude of the increase in students' critical thinking skills in the material reaction rate after using guided inquiry-based e-modules. The research method used a quasy experiment with a pretest-postest design using two classes as the experimental class and the control class. The sample in this study were students of State Senior High School (SMAN) 1 Sebrida Indragiri Hulu class XI. The results obtained were an increase in students' critical thinking abilities from before the use of guided inquiry-based e-modules. After the use of e-module based guided inquiry. This increase is seen from the comparison between the experimental class and the control cash class. The experimental class using e-module has a higher critical thinking ability of students than the control class that does not use e-module in the learning process.

scholarly journals PEMBELAJARAN E-LEARNING BERBASIS EDMODO DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK

2018 ◽  
Vol 8 (1) ◽  
pp. 28-36
Author(s):  
Diana Kuji Kalinggoru ◽  
Desak Nyoman Budiningsih ◽  
Ida Bagus Ari Arjaya
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Design Research ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
E Learning ◽  
Contextual Teaching

Edmodo is an educational application with a facebook-like social media platform that can be used in learning. In general, teachers rarely use information-based learning, communication and technology, and only focus on learning by using Liquid Crystal Display (LCD) alone without utilizing the maximum technology applications for educational purposes. The purpose of this research is to analyze the difference of critical thinking ability between learners which applied E-Learning learning based on Edmodo without Contextual Teaching and Learning (CTL) approach with students who applied E-Learning learning based on Edmodo with Contextual Teaching and Learning approach CTL). This type of research is Quasi Experimental Design with Nonequivalent Control Group Design research conducted at SMA (SLUA) ​​Saraswati 1 Denpasar from February to April. The sample in this research is the students of class X MIA 5 as control class and class X MIA 1 as experiment class. Critical thinking ability is measured using essay test by using rubric of critical thinking ability of learners. The results obtained by using One Way ONOVA test show that there is a significant difference from the application of Edmodo based E-Learning learning with CTL approach to students' critical thinking ability (p = 0,05). The conclusion of this research is the application of Edmodo based E-learning learning with CTL approach better than Edmodo based E-learning learning without CTL approach to the critical thinking ability of learners.

scholarly journals Problem-Based Learning in Phytochemistry Courses: Its’ Effectiveness in Improving Medical Students’ Critical Thinking Ability Viewed from Cognitive Style

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 118-125
Author(s):  
Menap Menap ◽  
Faizul Bayani ◽  
Saiful Prayogi
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Cognitive Style ◽  
Problem Based Learning ◽  
Learning System ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Test Instrument ◽  
Thinking Ability ◽  
Pbl Model

The implementation of the Problem-Based Learning (PBL) model for medical students has long been initiated to be integrated into the learning system and curriculum, however, empirical support for the application of the PBL model to medical students is still weak, becoming an obstacle. On the one hand, the need for critical thinking development among medical students is increasingly urgent, this is related to their future assignments in a more complex health care system that requires critical thinking ability. Our current study aims to evaluate the effectiveness of the problem-based learning (PBL) model on improving the critical thinking ability of medical students in terms of cognitive style. This study is an experimental study (one group pretest-posttest design) involving 21 medical students (medical students') in phytochemistry courses at one of the universities providing medical and nursing science programs in Indonesia. The study started by giving a cognitive style test using the GEFT (Group Embedded Figure Test) instrument to classify students into FD and FI cognitive styles, pretest, learning implementation using the PBL model (carried out for five meetings), and posttest. The pretest and posttest used a critical thinking ability test instrument in the form of an essay test. Descriptive and statistical analyzes were performed to evaluate the effectiveness of the PBL model. The results of the study show that the PBL model has been convincingly effective in improving students' critical thinking ability in phytochemistry courses for both FD/FI cognitive style modes. Based on these findings, we recommend the use of the PBL model in extensive and intensive learning to develop the critical thinking ability of medical students

scholarly journals Keefektifan pendekatan CTL dan discovery ditinjau dari prestasi, kemampuan berpikir kritis dan kecemasan matematika

2018 ◽  
Vol 13 (2) ◽  
pp. 168-180
Author(s):  
Enggar Prasetyawan
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Math Anxiety ◽  
T Test ◽  
Learning Achievement ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Nonequivalent Groups ◽  
Thinking Ability ◽  
Contextual Teaching

Penelitian ini bertujuan untuk untuk mendeskripsikan keefektifan dan perbedaan keefektifan pendekatan Contextual Teaching and Learning (CTL) dan Discovery ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kecemasan matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain nonequivalent groups prestest-posttest. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 2 Ngaglik. Sampel penelitian ini adalah kelas X MIA 2 dan X MIA 4 yang diperoleh melalui pemilihan secara acak dari empat kelas yang masing-masing siswanya berjumlah 31 orang. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar berupa soal pilihan ganda yang terdiri dari 20 butir soal, tes kemampuan berpikir kritis berupa soal uraian yang terdiri dari 4 butir soal, dan angket kecemasan matematika yang terdiri dari 32 butir pernyataan. Pengujian keefektifan pendekatan CTL dan discovery dilakukan dengan uji one sample t-test. Pengujian perbedaan keefektifan antara pendekatan CTL dan Discovery dilakukan dengan uji MANOVA (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa (1) pendekatan CTL dan discovery efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kecemasan matematika, (2) tidak ada perbedaan keefektifan pendekatan CTL dan Discovery ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kecemasan matematika. Effectiveness of CTL and discovery approach viewed from students’ achievement, critical thinking ability, and math anxiety AbstractThis study aimed to describe the effectiveness and difference of effectiveness between of Contextual Teaching and Learning (CTL) and discovery approach viewed from students’ learning achievement, critical thinking ability, and math anxiety. This research was quasi experiment with nonequivalent groups prestest-posttest design. The population in this study was all students of class X of SMAN 2 Ngaglik. The sample of the study was the students of X MIA 2 and X MIA 4 which is determined randomly from four classes which each of that classes consist of 31 students. The instruments used to collect data were a learning achievement test consisting of 20 multiple choice questions, a critical thinking ability test consisting of 5 essays, and math anxiety questionnaires that consisted of 32 statements. To determine the effectiveness of Contextual Teaching and Learning (CTL) and Discovery approach, one sample t-test was used. To discover the difference of effectiveness between Contextual Teaching and Learning (CTL) approach and Discovery approach MANOVA (Hotteling’s Trace) was used. The results show that (1) Contextual Teaching and Learning (CTL) and Discovery approach are effective viewed from student’s learning achievement, critical thinking ability, and math anxiety,(2) there is no difference in effectiveness between Contextual Teaching and Learning (CTL) approach and Discovery approach viewed from student’s learning achievement, critical thinking ability, and math anxiety.

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