scholarly journals Analysis of Student's Critical Thinking Ability Through Application of Cooperative Learning Models Jigsaw in Global Prima High School Medan

2020 ◽  
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Models ◽  
Critical Thinking Ability ◽  
Thinking Ability

scholarly journals INCREASING OF CRITICAL THINKING STUDENTS THROUGH COOPERATIVE LEARNING MODEL TPS TYPE (THINK-PAIR-SHARE) IN SOCIAL STUDIES LEARNING (CLASSROOM ACTION RESEARCH IN CLASS VIII-1 / IBNU THUFAIL FITRAH INSANI II JUNIOR HIGH SCHOOL)

2018 ◽  
Vol 2 (2) ◽  
pp. 46
Author(s):  
Rian Alfian
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Action Research ◽  
Cooperative Learning ◽  
Social Studies ◽  
Junior High School ◽  
Learning Model ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Class Viii

Abstract-This research is motivated by the problems found in the early observation in class VIII-1 / Ibnu Thufail Islamic intergrated of Junior High School Fitrah Insani II related to the critical thinking ability of learners. Lack of courage of learners in answering and asking is a low critical thinking indicator in Social studies learning. Alternative problem solving chosen is the application of cooperative learning model TPS (Think-Pair-Share) type. The problem formulation in this research is "whether by applying the TPS learning model can improve the critical thinking ability of learners?". The research method used is Classroom Action Research with research design is model Kemmis and Mc Taggart covering several stages there are, planning, implementation, observation and reflection. Data collection techniques used were observation, interview, documentation, and field notes. The critical thinking indicator developed in the study refers to the ability to provide simple explanations, build basic skills, make inferences, make further explanations, and organize strategies and techniques. The results concluded that first, the research planning is well designed by the teacher through the development of the model in accordance with the instrument made. Second, the implementation of the action is done in three cycles by distributing worksheets and video to learners for pair discussions. Third, learners experience improvement of critical thinking ability in every cycle. Fourth, the constraints that occur are time allocation, learners' understanding of learning steps, and classroom management. These constraints are resolved by improvements in each cycle. This research shows that cooperative learning model of TPS type can improve the critical thinking ability of students in social studies learning.Keywords: Critical Thinking, Cooperative Learning, TPS (Think-Pair-Share), Social Studies Learning

scholarly journals The Effect of Student Teams Achievement Division (STAD) Learning Model and Social Skills on the Critical Thinking Ability in Four Grade Students of SD Negeri 05 Pauh Lubuk Sikaping

2020 ◽  
Vol 3 (1) ◽  
pp. 144-156
Author(s):  
Reviva Safitri ◽  
Edy Syahputra ◽  
Asmin Asmin
Keyword(s):  
Critical Thinking ◽  
Social Skills ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Difference

This study aims to: (1) To find out the differences of mathematical critical thinking ability of students taught with the STAD type cooperative learning model compared to conventional learning models; (2) To find out the difference of mathematical critical thinking ability of students who have high social skills compared to students who have low social skills; and (3) To find out the interaction between learning models and social skills in effecting the students' critical thinking ability. The population in this study were all grade four students at SD Negeri 05 Pauh Lubuk Sikaping, the number of students was 54, consisting of four grade A and four grade B. Data collection techniques used in this study were social skills questionnaires and critical thinking skills tests. The data analysis technique used in this study was inferential statistical techniques. Hypothesis testing is done by Two Way Anova test with a significant level of 0.05. The results showed that: (1) mathematical critical thinking ability of students taught with the STAD type cooperative learning model was higher than mathematical critical thinking ability of students taught with the conventional learning model (Fcount = 21.164 and sig. 0.000> 0.05); (2) The mathematical critical thinking ability of students who have high social skills was higher than the mathematical critical thinking ability of students who have low social skills (Fcount = 6.756 and sig. 0.012> 0.05); and (3) There was an interaction between learning models and social skills in effecting mathematical critical thinking ability of students (Fcount = 7.054 and sig. 0.011> 0.05).

scholarly journals Pengaruh Metode Pembelajaran dan Kemampuan Berpikir Kritis Terhadap Hasil Belajar Sejarah Siswa

2017 ◽  
Vol 3 (1) ◽  
pp. 34
Author(s):  
Lukas Nana Rosana
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Interactive Effect ◽  
Senior High School ◽  
Learning Method ◽  
Critical Thinking Ability ◽  
Learning History ◽  
Thinking Ability ◽  
Eleventh Graders

Abstrack The objective of this research was to determine effect of learning method and critical thinking ability toward students’ outcome of learning history at Bunda Hati Kudus Senior High School in Jakarta. This research uses experimental method with treatment of level 2 x 2. The target of sampling population is Bunda Hati Kudus Senior High School Jakarta. The eleventh graders of social one are as the treating sample and the eleventh graders of social two are as controlling popullation. This research gives conclusion as follows: (1) students’ outcome of learning history whom given model make a match of cooperative learning method are higher than students’ outcome whom given convensional learning method; (2) there is an interactive effect between learning method and critical thinking ability toward learning history outcome; (3) students’ outcome of learning history who have high critical thinking ability, were given model make a match of cooperative learning method higher than students who were given convensional learning method; (4) students’ outcome of learning history who have low critical thinking ability, were given model make a match of cooperative learning method lower than students who have low critical thinking, were given conventional learning method. Keywords : history learning outcome, learning methods, and critical thinking abilities

scholarly journals The Application of Jigsaw Cooperative Learning Model towards the Improvement of Students' Critical Thinking Ability in Public Senior High School 15 Banda Aceh, Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 1113-1122
Author(s):  
Ismail Ismail
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Model ◽  
Senior High School ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Initial Research ◽  
Banda Aceh

The purpose of this study is to analyze the application of Jigsaw Cooperative Learning model towards the improvement of students' critical thinking ability in Public Senior High School 15 Banda Aceh, Indonesia. The results showed that the students' ability in answering questions before learning using the jigsaw learning model was still in the low category or the initial research proved that most students were not able to answer the questions well, so the researchers took the next action, namely learning by using a jigsaw type cooperative learning model , the results of information obtained from learning conducted before the implementation of the study, while the information from the control class is low category consisting of 3 students, while the medium category is 9 students, and while the high category there are 7 students while the information in the experimental class is low category consists of 1 student, 11 students and a high category of 8 students, which can be concluded that there are differences in students' critical thinking outcomes with the use of a jigsaw type cooperative learning model.

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