scholarly journals MODUL VIRTUAL BERBASIS INKUIRI TERBIMBING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS

EDUSAINS ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 62-69
Author(s):  
Rifqi Pratama
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Independent Learning ◽  
Control Group ◽  
Guided Inquiry ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
And Control

VIRTUAL MODULE BASED ON GUIDED INQUIRY TO IMPROVE CRITICAL THINKING ABILITY AbstractThe use of virtual module was aimed to develop students’ independent learning that may lead to their critical thinking ability. Guided inquiry is a model that directs students to find facts through existing data and through experimental results. Guided inquiry-based virtual module was then developed in order to systematically help students to increase their critical thinking, particularly in the concept of thermochemical material. This study uses control group pretest-posttest design. Students' critical thinking skills are measured through learning outcomes. Based on the results of the analysis using the Mann-Whitney test there are differences on the students’ ability in the experimental class and control class. While students of both class shows an increase in their critical thinking, students of the experiment class show more effective in dealing with the improvement. Therefore, it is summarized that guided inquiry-based virtual learning can improve students' critical thinking skills.  AbstrakModul virtual adalah sebuah bahan ajar yang disajikan untuk peserta didik agar dapat belajar secara mandiri yang disusun secara sistematis untuk mencapai tujuan pembelajaran tertentu yang disajikan ke dalam format elektronik yang di dalamnya terdapat animasi, simulasi, gambar, serta navigasi yang membuat pengguna lebih interaktif, aktif, inovatif, dan menyenangkan dalam proses belajar yang mana dapat mengarahkan peserta didik agar berpikir secara kritis. Inkuiri terbimbing merupakan model yang mengarahkan peserta didik menemukan fakta melalui data yang ada serta melalui hasil eksperimen. Modul virtual berbasiskan model ini digunkan didalam proses belajar untuk meningkatkan kemampuan berpikir kritis peserta didik pada materi Termokimia. Penelitian ini menggunakan Control group pre test-post test design. Kemampuan berpikir kritis peserta didik diukur melalui hasil belajar. Berdasarkan hasil analisis dengan menggunakan uji Mann-Whitney terdapat perbedaan pada kelas eksperimen yang diajarkan menggunakan dengan modul virtual berbasis inkuiri terbimbing dengan kelas kontrol yang menggunakan pembelajaran inkuiri terbimbing tanpa modul virtual. Hasil analisis menunjukkan masing-masing kelas terdapat peningkatan dalam berpikir kritis tetapi pada kelas eksperimen peningkatan kemampuan berpikir kritis lebih efektif dari kelas kontrol, maka pembelajaran dengan modul virtual berbasis  inkuiri terbimbing dapat meningkatkan kemampuan berpikir kritis peserta didik. 

scholarly journals Increasing Critical Thinking Ability of Students Through Guided Inquiry Model in Learning Photosynthetic Materials in SMA PGRI Pekanbaru

2020 ◽  
Vol 4 (2) ◽  
pp. 285
Author(s):  
Syarty Eka Masni ◽  
Firdaus LN ◽  
Sri Wulandari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Model Learning ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Educational Challenges ◽  
Thinking Ability

The educational challenges of the 21st century require skills especially in Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration. The purpose of this research is to show the improving of students’ critical thinking ability of class XII High School PGRI on Photosynthetic material by using a model of Guided Inquiry. The type of this research is quasi experiment using two classes. Experiment class used model learning Guided Inquiry model and control class used conventional model. The design of research used pretest-posttest control group design. The techniques of collection the data was by using cognitive ability tests of critical thinking in pretest and posttest. From the 5 aspects on critical thinking skills: (1) elementary clarification has increased with N the gain; 0.49 (category medium), (2) basic support has increased with N gain 0.66 (moderate category ); (3) inferring has increased with N gain 0.58 (moderate category); (4) advanced clarification has N gain 0.39 (moderate category); (5) strategies and tactic are experiencing increased by 0.05 gain N (low category).  Generally, it can be concluded that the skill of students’ critical thinking in SMA PGRI has increased through photosynthesis learning with the Guided Inquiry model.

scholarly journals Deskripsi Kemampuan Berpikir Kritis Siswa SMA melalui Model Pembelajaran CLIS (Children Learning In Science) Berbantuan LKS pada Materi Elastisitas dan Hukum Hooke

2018 ◽  
Vol 9 (1) ◽  
pp. 21
Author(s):  
Metta Kisti Dewi Renjani ◽  
Susilawati Susilawati ◽  
Nur Khoiri
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
And Control

The aims of this study is to determine the improvement of students' critical thinking skills based on the application of CLIS method (Children Learning In Science) LKS assisted on elasticity and Hooke Law in SMA Negeri 1 Jakenan Pati. This research was conducted at SMA N 1 Jakenan Pati dated October 13 until October 24, 2017. This research used Quasi Experimental design in the form of pretest-posttest control group design. Population in this research is all class XI IPA in SMA Negeri 1 Jakenan Pati, while sample of research used consist of two classes taken by cluster random sampling technique so that obtained class XI IPA 8 which amounted to 40 students as experiment class using  CLIS method (Children Learning In Science) assisted by LKS, and XI IPA 7, amounting to 40 students as control class using Direct Instruction learning model. Based on the result of the research obtained the mean of pretest experimental class is 55,2 and control class 49,45, while value of experimental class postest 79,1 and control class 68,7. The hypothesis testing shows that with t test s2 polled variance magnitude thitung = 19.5 and ttabel = 1.66. This indicates thitung > ttabel, so Ho is rejected which means there is increasing in the effectiveness of CLIS learning method (Children Learning In Science) assisted by LKS on students' critical thinking ability.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

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 Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals Efektivitas Model Pembelajaran 3CM (Cool-Critical-Creative-Meaningfull) terhadap Kemampuan Berpikir Kritis Siswa SMP

2021 ◽  
Vol 10 (2) ◽  
pp. 213-224
Author(s):  
Titania Mega Rizti ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
Randomized Control

AbstrakPembelajaran matematika diharapkan dapat mengasah kemampuan berpikir kritis, meskipun pembelajaran secara daring. Penelitian bertujuan menerapkan salah satu model pembelajaran yang menekankan pada aspek berpikir kritis yaitu model 3CM (Cool-Critical-Creative-Meaningfull) pada materi bangun ruang sisi datar dan menganalisis dampaknya terhadap kemampuan berpikir kritis siswa. Populasi penelitian adalah seluruh siswa SMPN di Salatiga, sampelnya 82 siswa dari SMPN 1 Salatiga dan SMPN 6 Salatiga yang dibagi menjadi kelompok eksperimen 1 dan 2. Desain penelitian eksperimen semu ini adalah randomized control grup pretest-postest design. Instrumen tes berbentuk 7 soal uraian, terdiri dari pretest dan posttest dengan rubrik penilaian berdasarkan aspek Focus, Reason, Inference, Situation, Clarity, and Overview. Uji hipotesis menunjukkan penerapan model pembelajaran 3CM dengan dua jenis kegiatan creative yang berbeda yaitu berbasis project dan berbasis problems posing menghasilkan kemampuan berpikir kritis yang sama. Penerapan 3CM dimungkinkan untuk menggunakan dua jenis kegiatan tersebut dalam melakukan aspek creative guna mengasah kemampuan berpikir kritis siswa.  The Effectiveness of The 3 CM (Cool-Critical-Creative-Meaningful) Learning Model on The Critical Thinking Ability of SMP StudentsAbstractMathematics learning is expected to hone thinking skills, although learning must be done boldly. This study aims to apply a learning model that emphasizes the critical thinking aspect, namely the 3CM (Cool-Critical-Creative-Meaningful) model on the flat-sided building material, and analyze its impact on students' critical thinking skills. The study population was all students of SMPN in Salatiga, the sample was 82 students from SMPN 1 Salatiga and SMPN 6 Salatiga who were divided into experimental 1 and 2 groups. This quasi-experimental research design was a randomized control group pretest-posttest design. The test instrument is in the form of a description of 7 questions consisting of a pretest and posttest with a rubric based on aspects Focus, Reason, Inference, Situation, Clarity, and Overview. Hypothesis testing that the application of the 3CM learning model with different types of Creative (based on project and problems posing) activities results in the same critical thinking skills.

scholarly journals Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Model Pembelajaran Kooperatif Tipe Jigsaw dengan Media Game Monopoli

2021 ◽  
Vol 6 (1) ◽  
pp. 201
Author(s):  
Ishmatud Diyanah ◽  
A. Rosyid Al Atok
Keyword(s):  
Critical Thinking ◽  
Group Formation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Cooperative Model ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Post Test ◽  
Quantitative Descriptive

This study aimed to describe the application and analysis of student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media. The study used classroom action research with a quantitative descriptive approach. The application of the jigsaw type cooperative learning model with monopoly game media was applied in several stages, namely group formation, rolling dice in turns, followed by transaction activities in the form of a combination of answering questions, renting, selling, and buying assets until finally one of the students became an absolute rich person called a monopolist. The student's critical thinking ability before taking action measured through the pretest. It showed that the percentage of completeness obtained by students was 65.6% with a minimum completeness criterion of 75. The student's critical thinking ability after the action in cycle I showed that there was a change in the percentage of completeness obtained by students of 66.67% of the pretest results to 76.67% of the post-test results. In the second cycle, there was a change of 76.67% from the pretest results to 90% from the post-test results, thus student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media increased by 10% in cycles I and 13,33% in cycle II.

scholarly journals PENGARUH PENDEKATAN PROBLEM POSING DAN CTL TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA BAGI SISWA SMA

2018 ◽  
Vol 5 (2) ◽  
pp. 49
Author(s):  
Widha Nur Shanti ◽  
Dyahsih Alin Sholihah ◽  
Ahmad Anis Abdullah
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

This study aims to determine the effect of the Problem Posing approach and the Contextual Teaching and Learning (CTL) approach to critical thinking skills. This study is a quasi-experimental study with randomize design pretest-posttest control group design. The population of this study were all class X students of SMA Negeri 1 Sentolo consisting of six classes. From the population, two classes were randomly sampled as the research sample, namely class X MIA 3 and class X MIA 1. In class X MIA 3 students applied learning using the Problem Posing approach and class X MIA 1 students used the CTL approach. The instrument used to collect data is a test of critical thinking skills. To examine the effect of the Problem Posing approach and the CTL approach on critical thinking ability data were analyzed using the t test. The results showed that there were differences in the ability to think critically between classes with learning using the Problem Posing approach and the classroom with learning using the CTL approach, with the average students 'critical thinking skills in the class with the Problem Posing approach higher than the students' critical thinking skills. in the class with the CTL approach.

scholarly journals Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing

2021 ◽  
Vol 1 (4) ◽  
pp. 434-450
Author(s):  
Dedeh Rohayati ◽  
Lilies Youlia Friatin
Keyword(s):  
Critical Thinking ◽  
Traditional Method ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Whitney Test ◽  
Thinking Ability ◽  
Post Test ◽  
Mean Differences ◽  
And Control ◽  
Experimental Group

The high increase of electronic media supported by internet resulted in accessing all information easily. Concurrently, the requirement of thinking critically intrigued all parties to be involved in the internet environment. This research aimed at investigating whether or not there were significant mean differences of critical thinking ability in writing exposition text between students who were taught by using E-writing method and those who were given traditional method of writing. The study employed quantitative paradigm design with the type of quasi experimental and involved students which was selected purposively and formed into experimental group and control group. The primary data was the result of pre-test and post-test in the form of essays which were scored by the Holistic Critical Thinking Scoring Rubric (HTCR) developed by Facione & Facione (2011). Based on the result of pre-test and post-test, NGain was analyzed through Man Whitney test to find out the significant mean different of students’ critical thinking ability. After being analyzed by using SPSS 23, the Mann Whitney test came up with the accepted hypotheses i.e., there were significant mean differences of critical thinking ability between experiment group and control group, with mean of NGain score for experimental group was higher than control group had. The statistical output of Mann Whitney test obtained implied that students’ critical thinking ability were influenced by E-writing method. The result of the study convinced that E-writing contributed greater improvement in students’ critical thinking ability than the traditional method did. The finding of present study provided evidence for the effectiveness of E-writing in increasing the students’ ability in thinking critically in writing exposition text.

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