scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

scholarly journals Pembelajaran Berbasis Masalah Dengan Strategi Konflik Kognitif Terhadap Penguasaan Konsep Dan Kemampuan Berpikir Kritis Fisika Siswa Kelas XI SMKN 1 Lingsar Tahun Pelajaran 2015/2016

2017 ◽  
Vol 2 (4) ◽  
pp. 183
Author(s):  
Nurul Fatimah ◽  
Gunawan Gunawan ◽  
Wahyudi Wahyudi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cognitive Domain ◽  
Control Group ◽  
Cluster Sampling ◽  
Control Group Design ◽  
Quasi Experimental

This study aimed to determine the effect of the problem based learning with cognitive conflict strategy towards mastery of concepts and critical thinking skills physics class XIth at SMKN 1 Lingsar academic year 2015/2016. Mastery of concepts measured on the cognitive domain of C1 through C6 (knowledge, comprehension, application, analysis, evaluation and creation) and critical thinking skills measured by indicators of critical thinking. Type of research is a quasi-experimental research design pretest-posttest control group design. Sampling using random cluster sampling. Classroom study is a class XI TI  as an experimental class with 36 people and the number of students in class XI TI 2 as the control class with the number of students 36 people. The data will be analyzed using one way MANOVA.. The results showed that the model of problem-based learning with cognitive conflict strategiy affect the mastery of concepts and critical thinking skills physics class X SMKN 1 Lingsar.

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

scholarly journals THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL BASED ON ETHNOSCIENCE ON STUDENT’S CRITICAL THINKING SKILLS

2021 ◽  
Vol 5 (2) ◽  
pp. 77-87
Author(s):  
Jihan Nisa Amini ◽  
Dedi Irwandi ◽  
Evi Sapinatul Bahriah
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Colloidal Material ◽  
Model Based ◽  
Quasi Experimental

Abstract. The purpose of this study was to determine the effectiveness of the problem-based learning model based on ethnoscience on students' critical thinking skills on colloidal material. Experiments were conducted on a sample of 36 experimental class students with an ethnoscience-based problem-based learning model and 36 experimental class students with a convention learning model. This research method is a quasi-experimental design with a nonequivalent control group design. The instruments used are essay tests and observation sheets. The results of this study indicate that the average posttest in the experimental class is 76.08, which is higher than the control class, which is 69.33. These results indicate that the use of ethnoscience-based learning problem-based learning models on colloidal material is effective in improving students' critical thinking skills compared to using conventional models.

scholarly journals The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

2021 ◽  
Vol 7 (2) ◽  
pp. 87-100
Author(s):  
Shazia Sarwar ◽  
Muhammad Samiullah ◽  
Fazal-ur- Rahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Equivalent Control ◽  
Cognitive Acceleration ◽  
Faculty Of Education ◽  
And Control

Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

scholarly journals Pengaruh Pembelajaran IPA Menggunakan Model Problem Based Learning Dengan Media Puzzle Terhadap Berpikir Kritis Peserta Didik Pada Ateri Pencemaran Lingkungan

2021 ◽  
Vol 9 (1) ◽  
pp. 44-50
Author(s):  
Neneng Indah ◽  
◽  
Rini Rita T Marpaung ◽  
Darlen Sikumbang ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Study Population

This research aims to determine the effect of Problem Based Learning using puzzle media on students' critical thinking. The study population was all grade VII students at SMP Muhammadiyah 3 Bandar Lampung totaling 192 people. The research sample was students from 2 classes, namely class VII D and VII F who were selected from the population by using purposive sampling technique. The research instrument used a pretest-posttest sheet. The design used is the nonequivalent control group design. The data analysis used t-test with a significance of 5%. The results showed a sig significance value. (2-tailed) 0.13 <0.05, which means that the n-Gain mean of critical thinking learning outcomes of students between the experimental class and the control class is significantly different. Thus, it is known that the problem-based learning model using puzzle media can affect the critical thinking skills of students.

scholarly journals The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

2020 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Suhirman Suhirman ◽  
Husnul Khotimah
Keyword(s):  
Critical Thinking ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aimed to describe the effect of problem-based learning on students' critical thinking skills and scientific literacy. This research is a quasi-experimental study with pre-test-post test control group design. Sampling was done by saturated sampling technique in which the experimental class consisted of 35 students and the control class was 34 students. Data on critical thinking skills and student scientific literacy were collected using test instruments which were then analyzed descriptively and statistically. The results showed that the Problem-based Learning model had more effect on students’ critical thinking and scientific literacy (p <0.05) than conventional learning models applied to the control class. Based on the results of the study, it can be concluded that the Problem-based Learning model significantly effect on students’ critical thinking and science literacy in class XI MAN 1 Mataram.

scholarly journals The Influence of the Application of Inquiry and Problem Based Learning Models on the Critical Thinking Ability of Students in 5th Grade Elementary School

2020 ◽  
Vol 4 (2) ◽  
pp. 414
Author(s):  
Mufti Arifandi ◽  
Firosalia Kristin
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
Observation Instrument ◽  
Significant Difference ◽  
5Th Grade

The research aimed to find out the influence of the application of inquiry learning and problem-based learning and model toward students’ critical thinking skills on the content of 5th-grade science lessons in elementary schools. Types of the research are a quasi-experiment with a nonequivalent control group design. The population of this research is the 5th-grade students of SDN 02 Salatiga as the experiment class and the 5th-grade students of SDN Ledok 07 Salatiga as the control class. The instrument used was an observation instrument and an instrument test. Research hypothesis test using independent sample t-test with a significance level of 5% (α - 0,05). The results showed that the observation instrument obtained a significance value of 0,002 which means 0,002 < 0,05 and the instrument test obtained a significance value of 0,000 which means 0,000 < 0,05, then both of these data are Ho=rejected and Ha=accepted. Thus, it can be concluded there is a significant difference between the critical thinking abilities of students who are given Inquiry learning models and students who are given a Problem-Based Learning model.

Sign in / Sign up

Export Citation Format

Share Document