scholarly journals PENGEMBANGAN BAHAN AJAR MATEMATIKA DENGAN MODEL DISCOVERY LEARNING UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 42-54
Author(s):  
Deni Efendi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Learning Model ◽  
Discovery Learning ◽  
Instructional Materials ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Improvement ◽  
Integrated Mathematics ◽  
High Skill

This research aimed to find out the validity and effectivity of Discovery Learning Model-integrated mathematics instructional materials on SPLDV topic viewedthrough critical thinking skill improvement and percentage of students’ learning completion. It occupied Reserach and Development utilizing procedures established by Borg and Gall, with only performing up to main product revision. The research subject was students VIII G class of SMP Negeri 1 Seputih Agung, with moderate to high skill characteristic. Meanwhile, data of students’ critical thinking skill improvement were gained through pretest and posttest, using N-Gain test. Eventually, the research result pointed out that validation of mathematics instructional materials developed through Discovery Learning Model on SPLDV topic attained good and effective interpretation. It was seen through moderatecategorized calculation of N-Gain and accomplishment level of students’ learning result exceeding ideal accomplishment percentage (75%).

scholarly journals The Development of Research-Based Learning Model with Science, Environment, Technology, and Society Approaches to Improve Critical Thinking of Students

2017 ◽  
Vol 6 (2) ◽  
pp. 318 ◽  
Author(s):  
U. Usmeldi ◽  
R. Amini ◽  
S. Trisna
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Instructional Materials ◽  
Technology And Society ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Questionnaire Response ◽  
Physics Learning ◽  
Teachers And Students

<p>Learning physics in SMAN 1 Bukittinggi was conducted through theories and practicum that verified the theories. The preliminary survey on the implementation of physics learning showed that teachers had not yet applied research-based learning. There were still many students who had not yet mastered the learning of physics. Supporting facilities such as physics laboratory and the equipment had been available, but they are not yet optimally utilized. Research-based learning model is one of learning models that can improve critical thinking skill and students’ learning outcome. The research is aimed at developing research-based physics learning model with Science, Environment, Technology, and Society (SETS) approaches which was valid, practical, and effective to improve students’ critical thinking. This research used a 4D model from Thiagarajan. The instruments of the research were interview guidance, observation sheets, validation sheet of the learning model and the instructional materials, questionnaire response of teachers and students, critical thinking skill test, and assessment sheet of skills and attitudes. The result of the research showed that the developed learning model and the instructional materials belonged to the category of valid which was in accordance with the expert judgment. The learning model and the instructional materials belonged to the category of practical based on the result of the observation, and the response of teachers and students. The implementation of Research-based Physics Learning with SETS approach was effective in improving critical thinking skills and learning outcomes of the students.</p>

scholarly journals The Effect of Learning Model and Early Mathematical Ability on Mathematical Critical Thinking Skill of Students

2021 ◽  
Vol 5 (1) ◽  
pp. 36-47
Author(s):  
Agustina Hariani Panjaitan ◽  
Elmanani Simamora ◽  
Asmin Asmin
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Ability ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Probability Sampling

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran dan kemampuan awal matematiks serta interaksi antara model pembelajaran dan kemampuan awal matematis terhadap kemampuan berpikir kritis matematis siswa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen semu. Populasi penelitian ini adalah seluruh siswa SMP Negeri 1 Tambangan semester ganjil tahun pelajaran 2019/2020 yang berjumlah 160 siswa dalam 6 kelas. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik Probability Sampling. Jenis pengambilan sampel adalah Simple Random Sampling. Sampel penelitian dipilih dari dua kelas, yaitu kelas VIII-1 yang terdiri dari 26 siswa yang mendapat perlakuan model discovery learning, dan kelas VIII-2 yang terdiri dari 26 siswa yang diberi pembelajaran biasa. Instrumen penelitian menggunakan tes kemampuan berpikir kritis matematis. Uji statistik data menggunakan Uji ANAVA dua jalur. Hasil penelitian menunjukkan bahwa model pembelajaran dan kemampuan awal matematis berpengaruh positif terhadap kemampuan berpikir kritis matematis siswa, dan tidak terdapat interaksi antara model pembelajaran dan kemampuan awal matematis.

scholarly journals THE APPLICATION OF GUIDED DISCOVERY LEARNING MODEL TO IMPROVE STUDENTS’ CRITICAL THINGKING ABILITY AT THE EIGHTH GRADE STUDENTS’ OF MTs AL-HUDA PEKANBARU

2018 ◽  
Vol 6 (1) ◽  
pp. 39
Author(s):  
Arif Fadillah ◽  
Yennita Yennita ◽  
Muhammad Sahal
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability

Critical thinking is one of the high-level thinking stages that can be interpreted as a process of thinkingprecisely, directed, reasoned, and reflective in decision-making that can be trusted. This study was aimed todetermine the improvement of critical thinking skills toward Guided Discovery Learning model of grade VIIIstudents at MTs Al-Huda Pekanbaru on light material. The type of research used was experimental research.Descriptive analysis was used to analyze the data. This analysis gave the description about influence ofGuided Discovery Learning model toward student's critical thinking ability. The subjects of this study were58 students. The data was collected based on critical thinking skill's test result which consisted of 15 essayquestions for 5 indicators after Guided Discovery Learning model was applied on experiment class andconventional model on control class. Mean score of sudents' critical thinking ability on experiment class was78.45 which was in a high category and average score of students' critical thinking skill on control class was70.52 which was in low category. Based on the result of students' critical thinking skill, it can be concludedthat there was an improvement of critical thinking ability after guided discovery learning model was appliedby 11.24% compared to conventional learning model.

scholarly journals Constructing Student`s Critical Thinking Skill through Discovery Learning Model and Contextual Teaching and Learning Model as Solution of Problems in Learning History

2018 ◽  
Vol 5 (4) ◽  
pp. 175 ◽  
Author(s):  
Muhammad Fadhil Al Hakim ◽  
Sariyatun Sariyatun ◽  
Sudiyanto Sudiyanto
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Learning Model ◽  
Skill Learning ◽  
Discovery Learning ◽  
Learning Models ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning History ◽  
Contextual Teaching

Abstract                                                             One of the problems in learning history is that the students could only understand the contents of learning material without understanding it in depth. Such circumstance makes the students less able to think critically in interpreting historical events. This article examines how discovery learning model and CTL learning model become a solution to develop students' critical thinking skills in historical learning. This descriptive qualitative approach was used in this research. The data was conducted by interviews and literature review of previous studies, research journals, books and other reliable sources. From our analysis, the discovery learning and Contextual Teaching and Learning (CTL) are learning models that provide a systematical learning process to improving student`s critical thinking skill. Discovery learning and CTL help teachers to make a connection between learning materials and student`s real-world situations and encourage students to connect their knowledge and praxis in their lives as a family or the member of society. The concept of learning models is not exclusive, but it can be combined with other learning models, such as process skills learning, experiment learning, demonstrations, discussions, and so on. The implementation of students` activities, which tend to construct their knowledge, educate the student to think critically through inquiry process or find their own problems, freedom of questioning, and applying learning community.  Keywords:   Discovery Learning Model, Contextual Teaching Learning, critical thinking skill, learning history 

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MELALUI PENERAPAN MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN TEMATIK KELAS 4 SD

2018 ◽  
Vol 1 (1) ◽  
pp. 150
Author(s):  
Yulita Windarti ◽  
Slameto Slameto ◽  
Eunice Widyanti S
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Classroom Action Research ◽  
Thematic Learning ◽  
Very High

Abstrak: Jenis penelitian ini adalah penelitian tindakan kelas. Tujuan  dari penelitian  ini untuk meningkatkan kemampuan berpikir kritis dan hasil belajar siswa dalam pembelajaran tematik dengan menerapkan model Discovery Learning. Hasil penelitian menunjukkan bahwa penerapan model Discovery Learning dapat meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Presentase kemampuan berpikir kritis pada kategori sangat tinggi, tinggi dan sedang pada siklus I adalah 30%, meningkat di siklus II menjadi 82%. Ketercapaian ketuntasan hasil belajar siswa pada pra siklus adalah 38%, meningkat di siklus I menjadi 68%, kembali mengalami peningkatan di siklus II menjadi 85%. Abstract: This type of research was the classroom action research. The aims of the research were to improve the critical thinking skill and learning outcomes of the students in thematic learning by applaying Discovery Learning model. The research showed that by applying Discovery Learning Model can improve the critical thinking skill and learning outcomes of the students. Precentage of critical thinking skill in very high and moderate category, in cycle I was 30%, and increased in cycle II 82%. The achievement of students learning completeness at pre-cycle was 38%, increasing in cycle I to 68%, increasing again in cycle II to 85%.

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

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
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

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> 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 <em>problem based learning</em>, 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 <em>problem based leaning</em> 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 <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">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.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals ANALISIS INTERAKSI PENERAPAN MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING BERBASIS PROJECT UNTUK MENINGKATKAN CRITICAL THINKING SKILL DAN INTERPERSONAL SKILL

2019 ◽  
Vol 3 ◽  
pp. 102
Author(s):  
Sulistyaning Kartikawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Learning Model ◽  
Interpersonal Skill ◽  
Double Loop ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Analysis Techniques ◽  
Loop Problem

<p class="AbstractEnglish"><strong>Abstract:</strong> This study aims to determine the interaction/influence of the application of the project based Double Loop Problem Solving learning model in improving Critical Thinking Skill and student Interpersonal Skill. This research is in the form of quantitative research and the sample used in this study is one class taken using Saturated Sampling techniques. The research class was treated using a project-based Double Loop Problem Solving learning model. The independent variable in this study is a project based Double Loop Problem Solving learning model, while the dependent variable is Critical Thinking Skill and student Interpersonal Skill. There are 2 kinds of data analysis techniques, namely data analysis techniques about Critical Thinking Skills and data analysis techniques about student Interpersonal Skills. The analysis of the hypothesis test of this study used the T-Test with a significance level of 5%. T-Test Criteria are as follows, Ho is accepted / H1 is rejected if T count is smaller than T table and Ho is rejected / H1 is accepted if T count is greater than T table. From the results of the TT-test for the first dependent variable Critical Thinking Skill T count = 18.77 and T table = 1.782, because T count is greater than T table, Ho1 is rejected, meaning that there is interaction/influence on the implementation of project based Double Loop Problem Solving learning model in improving Critical Thinking Skill. While the results of the T test for the Interpersonal Skill dependent variable obtained T count = 12.33 with T table = 1.782, because T count is greater than T table, Ho2 is rejected, meaning that there is interaction / influence on the application of Double Loop Problem Solving based learning models to improve Student Interpersonal Skills.</p><p class="AbstractEnglish"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em> dalam meningkatkan <em>Critical Thinking Skill</em> dan <em>Interpersonal Skill</em> mahasiswa. Penelitian ini berbentuk penelitian kuantitatif dan sampel yang digunakan dalam penelitian ini adalah satu kelas yang diambil dengan menggunakan teknik Sampling Jenuh. Kelas penelitian diberi  perlakuan dengan menggunakan model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em>. Adapun variabel bebas dalam penelitian ini adalah model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em>, sedangkan variabel terikatnya adalah <em>Critical Thinking Skill</em> dan <em>Interpersonal Skill</em> mahasiswa. Teknik analisis data ada 2 macam yaitu teknik analisa data tentang <em>Critical Thinking Skill</em> dan teknik analisa data tentang <em>Interpersonal Skill</em> mahasiswa. Analisis uji hipotesis penelitian ini menggunakan  Uji-T dengan taraf signifikan 5 %. Kriteria Uji-T adalah sebagai berikut, Ho diterima/H1 ditolak jika T hitung lebih kecil dari T tabel dan Ho ditolak/H1 diterima jika T hitung lebih besar dari T tabel. Dari hasil uji T untuk variabel terikat pertama <em>Critical Thinking Skill</em> diperoleh T hitung = 18,77 dan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho<sub>1</sub> ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving</em> berbasis <em>project </em>dalam meningkatkan <em>Critical Thinking Skill.</em> Sedangkan hasil uji T untuk variabel terikat <em>Interpersonal Skill</em> diperoleh T hitung = 12,33 dengan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho<sub>2</sub> ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving</em> berbasis <em>project </em>dalam meningkatkan <em>Interpersonal Skill</em> mahasiswa.</p>

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