scholarly journals Development of Learning Module Based on Discovery Learning Using Probing Prompting Techniques in Redox Reactions to Improve Critical Thinking Ability in Class X Students

2020 ◽  
Vol 5 (7) ◽  
pp. 1313-1319
Author(s):  
Rusdani . ◽  
Hardeli . ◽  
Budhi Oktavia ◽  
Syamsi Aini
Keyword(s):  
Critical Thinking ◽  
Redox Reactions ◽  
Hypothesis Test ◽  
Field Tests ◽  
Thinking Skills ◽  
Discovery Learning ◽  
Test Results ◽  
Significant Difference ◽  
Very High ◽  
Low Ability

This study aims to produce a chemical module based on discovery learning redox reactions using probing prompting techniques and determine the level of validity, practicality and effectiveness of the module. This research includes education development research (EDR) using the Plomp development model which has three stages, namely the preliminary research phase, the prototyping phase and the assessment phase. At the prototyping stage, self evaluation is carried out, expert review, one-to-one evaluation, small group evaluation, while the assessment stage is carried out through field tests. in two schools namely SMAN 15 Padang and SMAN 9 Padang. The research instrument used was a questionnaire in the form of validity and practicality sheets, multiple choice questions and critical thinking questions. Results Module validity by an average validator is 0.87 with a very high validity category. The results of practicality by students in small groups an average of 0.93 and practicality by teachers on field tests an average of 0.87 with a very high level of practicality. Hypothesis test results showed a significant difference between the learning outcomes of experimental class students and the control class in schools with moderate and low ability to use modules. Hypothesis test results also showed a significant difference between the critical thinking skills of experimental class students and the control class both in medium and low ability schools on the use of modules.

scholarly journals Effect of Scientific Approach toward Students' Critical Thinking Skills

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Triyani Triyani ◽  
Lovy Herayanti ◽  
Syifaul Gummah
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
High Quality ◽  
Scientific Approach ◽  
The Impact

The role of education is to improve the quality of education, especially in producing high-quality students. High-quality students are those who are able to think critically, creatively, logically and take initiatives in responding to issues in society caused by the impact of the development of science and technology. This study aims to determine the effect of a scientific approach to students' critical thinking skills. This study is an experimental research with one group pretest-posttest design. The sample of this study consisted of one class (28 students), which was treated using a scientific approach. Critical thinking skills are measured using a test instrument and then analyzed statistically (t test). Hypothesis test results indicate that there is an effect of using a scientific approach toward students' critical thinking skills.

scholarly journals The Effect of Video Project-Based Learning on Students' Critical Thinking Skills during the Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 1858-1867
Author(s):  
Albi Anggito ◽  
Pratiwi Pujiastuti ◽  
Dhiniaty Gularso
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Average Increase ◽  
Significance Level ◽  
Significant Difference ◽  
The Impact

Project-based Learning using video is being used at the University of Yogyakarta in order to examine the impact on students' thinking skills. The Paired Sample t-test analytic method was employed in this study to conduct a quasi-experiment, which is described in detail below. The findings revealed that: 1) the average increase from the pretest score to the posttest score was 4.55 in the experimental class and 3.41 in the control class, and 2) a statistically significant difference in the average increase was observed in the experimental class when the Project-based learning model was used in the classroom. The experimental class uses Project-based Learning, 3) the data in the experimental class is 0.097 (pretest) and 0.062 (posttest). In contrast, the data in the control class is 0.083 (pretest) and 0.064 (posttest), 4) the results of the hypothesis test revealed a significance level of 0. 007 in the experimental class and 0.016 in the control class, both of which were less than the significance level of 0.005, so that H0 was rejected and H1 was accepted. According to the findings of this study, there appears to be an effect of applying the Project-based learning model on students' critical thinking skills in social studies classes. PjBL (project-based learning) models that include video can help students substantially enhance their critical thinking skills.

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.

scholarly journals Development of Salt Hydrolysis Module Based on guided Inquiry to Increase The Critical Thinking Ablility of 11th Grade High School Students

2020 ◽  
Vol 5 (7) ◽  
pp. 927-933
Author(s):  
Annisatul Qaidah ◽  
Hardeli .
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
School Students ◽  
Significant Difference ◽  
Class 1

This study aims to produce a guided inquirybased salt hydrolysis module to improve students' critical thinking skills by determining the level of validity, practicality and effectiveness of the module. The type of research used is research development or Research and Development (R&D). The sampling technique uses cluster purposive sampling. The number of samples is 57 students from both schools. The development model used is the Plomp development model which has three stages namely the initial investigation phase (preliminary research phase), the prototype phase (prototyping phase) and the assessment phase (assessment phase). The research instruments used were interview sheets, questionnaires in the form of validation and practicality sheets, objective questions, and critical thinking questions. Data analysis techniques using SPSS 16 software. The results obtained by N-gain experimental class is higher than the control class that is experimental class 1 and 2 have N-gain 64.65 and 59.46, while control classes 1 and 2 have N-gain 60 , 83 and 58.6 with significant differences. Hypothesis test results show a significant difference between the critical thinking skills of the experimental class and the control class, both in schools with high and low student abilities.

scholarly journals Keefektivan Pendekatan Contextual Teaching and Learning (CTL) untuk Meningkatkan Kemampuan Berpikir Kritis dan Rasa Ingn Tahu Mahasiswa

2019 ◽  
Vol 4 (1) ◽  
pp. 169
Author(s):  
Triyani Triyani
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Gain Score ◽  
Study Results ◽  
Contextual Teaching ◽  
Very High

This article aims to describe the study results about the effectiveness of using the Contextual Teaching and Learning (CTL) approach to critical thinking skills and college student curiosity in the Pancasila Education subject. The research instrument used in this study was a questionnaire about curiosity and elaboration questions to test students’ critical thinking skills. The trial subjects were 55 third semester students. The effectiveness of data analysis based on test results is done by determining the percentage of students’ mastery learning and determining the gain score <g> in the class that is used as the research subject. Based on the achievement of mastery learning classically reached 83.64% with the number of students 46 out of 55 students. Gain score <g> of 0.61 or in the “medium” category. Based on the results of tests of students “critical thinking skills shows that the CTL approach is effective for improving students” critical thinking skills. Achievement of student curiosity based on the results of the questionnaire in the “very high” category with a percentage reaching 72.73% or as many as 40 students from 55 students. Besides the gain score <g> of 0.61 or in the category of “medium”. Based on the curiosity questionnaire shows that the CTL approach is effective for developing student curiosity.

scholarly journals Development of Traditional Bun Arrangement Module for 11th Grade Students in State Vocational High School

2019 ◽  
Vol 2 (4) ◽  
pp. 329-337
Author(s):  
Siti Fauziah Lubis ◽  
Ellizar Ellizar ◽  
Sukardi Sukardi
Keyword(s):  
Small Group ◽  
Formative Evaluation ◽  
Evaluation Method ◽  
Hypothesis Test ◽  
Discovery Learning ◽  
Vocational High School ◽  
Self Evaluation ◽  
Expert Review ◽  
Significant Difference ◽  
Very High

The problem in this study is the completeness of student learning in traditional bun arrangement subjects is still unsatisfactory, students lack the initiative to find information about traditional bun arrangement to support learning, students lack understanding of the basic topic oftraditional bun arrangement, students are less skilled in making traditional bun arrangement techniques and the limitations time and resources for learning during learning activities in the delivery of traditional bun arrangement.Based on these problems, this study aims to develop a valid, practical and effective discovery learning module based on subjects in traditional bun arrangement. This development model plompis applied. There are three phase, namely initial investigation, prototyping and assessment. The evaluation method used is formative evaluation consisting of self evaluation, expert review, individual evaluation, and small group evaluation. The research instruments used were interview sheets, questionnaires in the form of validity in practicality sheet and objective. Validation results obtained as very high criteria. The practical results by students in small group and on field test obtained as high criteria, while the level of practicality by teachers obtained as very high. The result of hypothesis test show that there was a significant difference between the studentslearning outcomes of the experimental and the control class in the school. The result shows that the traditional bun arrangement module based on discovery learning has fulfilled the valid, practical and effective criteria.

scholarly journals Keefektifan Model Discovery Learning dengan Brainstorming terhadap Kemampuan Berpikir Kritis Peserta Didik

2019 ◽  
Vol 4 (5) ◽  
pp. 593
Author(s):  
Nurhasanah Nurhasanah ◽  
Djukri Djukri
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This reseach was aimed to determine the effectiveness of the Discovery Learning model with Brainstorming on students' critical thinking skills. This research is a quasi-experiment with a non-equivalent pretest-posttest control group design. Data analysis used t-test and continued with an analysis of the N-gain value. The results showed that there was a significant difference between the experiment class and the control class with a significance value of 0,001 ≤ 0,05. N-gain values in the experiment class and control class were 0.53 and 0.30, this means that the improvement of students' critical thinking skills in the experimental class is better than the control class.</p><p><strong>Abstrak:</strong><strong> </strong>Penelitian ini bertujuan untuk mengetahui keefektifan model <em>Discovery Learning</em> dengan <em>Brainstorming</em> terhadap kemampuan berpikir kritis peserta didik. Penelitian ini adalah penelitian <em>quasi-eksperimen</em> dengan desain <em>non-equivalent pretest-posttest control group design</em>. Analisis data menggunakan uji <em>independent t-test</em> dan dilanjutkan dengan analisis nilai <em>N-gain</em>. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol yaitu dengan nilai signifikansi 0,001 ≤ 0,05. Nilai <em>N-gain</em> pada kelas eksperimen dan kelas kontrol masing-masing 0,53 dan 0,30, ini berarti peningkatan kemampuan berpikir kritis peserta didik pada kelas eksperimen lebih baik dibandingkan dengan kelas kontrol.</p></td></tr></tbody></table></div>

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA KELAS XI IPA 3 SMAN 1 LEMBAH MELINTANG

2021 ◽  
Vol 9 (3) ◽  
pp. 244-255
Author(s):  
Nur Halimah ◽  
Rahmi Rahmi ◽  
Mulia Suryani
Keyword(s):  
Critical Thinking ◽  
Research Method ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Research Subjects ◽  
High Category ◽  
Descriptive Method ◽  
Low Ability

This research was motivated by the low ability of students to think mathematically critical thinking in solving problems. The research objective was to describe the students' mathematical critical thinking skills in class XI IPA 3. The research method used was descriptive method with a qualitative approach. The research subjects were students of SMAN 1 Lembah Melintang class XI IPA 3. The instruments used to collect data were written tests, interviews, and documentation. The test results were analyzed based on the aspect of mathematical critical thinking skills. The results showed that mathematical critical thinking skills with high category abilities can work on critical thinking test questions properly and correctly. Furthermore, the moderate ability is not able to do critical thinking test questions well, while the low category has not been able to do critical thinking test questions properly in accordance with the aspects of mathematical critical thinking skills.

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 17-27
Author(s):  
Dian Noer Asyari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

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