scholarly journals Efektivitas Model Pembelajaran Guided-Inquiry terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah

2020 ◽  
Vol 5 (6) ◽  
pp. 844
Author(s):  
Reginaldis Isabella Sado ◽  
Daud Dakabesi ◽  
Tien Aminatun
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
And Control

<pre><strong>Abstract:</strong> The purpose of this study was to determine the effectiveness of guided-inquiry model on critical thinking skills and problem solving about material changes in the environment. This research was done by using quasi-experiment with post-test only design. Besides, this research used four research classes that are the experiment two class which is given the treatment of guided-inquiry model and control two class which is given the treatment of conventional model. The population used in this study was tenth grade students of science major at SMAN 2 Ngaglik, that is chosen randomly. Data collection techniques used are test and observation. The results showed that the guided-inquiry model improved critical thinking and problem solving skills. This is based on the results of test data analysis which shows a significant difference between students in the experimental class and student class control.</pre><strong>Abstrak:</strong> Tujuan penelitian ini adalah mengetahui efektivitas model <em>guided-inquiry</em> pada keterampilan berpikir kritis dan pemecahan masalah tentang perubahan materi di lingkungan. Penelitian ini dilakukan dengan menggunakan eksperimen semu dengan desain <em>post-test only</em>. Selain itu, penelitian ini menggunakan empat kelas penelitian, yaitu dua kelas eksperimen yang diberi perlakuan model <em>guided-inquiry</em> dan dua kelas kontrol yang diberi perlakuan model konvensional. Populasi yang digunakan dalam penelitian ini adalah siswa kelas X MIPA di SMAN 2 Ngaglik yang dipilih secara acak. teknik pengumpulan data yang digunakan adalah tes dan observasi. Hasil penelitian menunjukkan bahwa model <em>guided-inquiry</em> meningkatkan kemampuan berpikir kritis dan pemecahan masalah. Hal tersebut didasari oleh hasil uji analisis data yang menunjukkan bahwa adanya perbedaan yang signifikan antara siswa pada kelas eksperimen dan kelas kontrol.

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

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 Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

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 Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

2016 ◽  
Vol 13 (3) ◽  
pp. 4931
Author(s):  
Fatma Tanrıkulu ◽  
Funda Erol ◽  
Yurdanur Dikmen
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Application ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Reflection Method ◽  
Clinical Practices ◽  
Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department.  The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

scholarly journals Implementasi Model Problem Based Instruction terhadap Penguasaan Materi Hukum Newton dan Kecakapan Berpikir Kritis Siswa

2021 ◽  
Vol 4 (2) ◽  
pp. 82-90
Author(s):  
Umayya Ulfa ◽  
Anggu Winata
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Psychomotor Activity ◽  
Newton's Law ◽  
Newton’S Law ◽  
Significant Difference ◽  
Average Change ◽  
Post Test ◽  
Based Instruction

This study aims to determine the difference in the achievement of students' average scores between the implementation of the problem based instruction (PBI) model and conventional learning on student activities, mastery of Newton's Law material, and students' critical thinking skills. This research method is a true experiment using a randomized control-group pre-test-post-test design, where the experimental class and the control class are given pre-test and post-test. The results of this study indicate, a) in the psychomotor aspect, the percentage of the good category for the experimental class is on average higher than the control class, while in the affective aspect there is no significant difference; b) there is a significant difference in the mastery of Newton's Law material between students taught through the implementation of the PBI model with an average change in value of 56.59 compared to conventional learning of 46.14; c) there is a significant difference in critical thinking skills between students taught through the implementation of the PBI model with an average change in score of 55.85 compared to conventional learning of 45.62. The conclusion, that the implementation of PBI the average score of psychomotor activity, mastery of Newton's Law material, and students' critical thinking skills are significantly different compared to conventional learning. Keywords: Critical Thinking Skills, Newton's Law Material, Problem Based Instruction Model, Conventional Learning

scholarly journals Implementasi model pembelajaran math-science berbasis performance assessment untuk meningkatkan kemampuan berpikir kritis siswa di daerah perkebunan kopi Jember

2017 ◽  
Vol 21 (1) ◽  
pp. 1-10
Author(s):  
Suratno Suratno ◽  
Dian Kurniati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Performance Assessment ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Coffee Plantation ◽  
Post Test

Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan berpkir kritis siswa kelas V SD di sekitar perkebunan kopi Garahan Jember melalui penerapan model pembelajaran math-science berbasis performance assessment. Kemampuan berpikir kritis dalam penelitian ini adalah kemampuan pembuktian, kemampuan generalisasi, dan kemampuan pemecahan masalah. Data dianalisis dengan pendekatan kuantitatif dan kualitatif. Uji coba penelitian ini diterapkan pada dua SD di sekitar perkebunan kopi yaitu MI Al –Amin Garahan dan SD Negeri Sidomulyo 03 Jember dengan subyek penelitian sebanyak 80 siswa. Data diperoleh dari hasil kinerja siswa selama mengerjakan post test pada materi math-science dan wawancara. Pada siklus pertama terdapat 8 siswa (10%) yang memenuhi semua indikator kemampuan generalisasi dan pembuktian, sedangkan kemampuan pemecahan masalah belum berkembang dengan maksimal. Pada siklus kedua terdapat peningkatan, yaitu terdapat 22 siswa (27.5%) yang mampu memiliki kemampuan pembuktian dan kemampuan generalisasi. Pada siklus ketiga terdapat 32 siswa (40%) yang mampu memiliki semua kemampuan berpikir kritis. Berdasarkan hasil penelitian, dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis siswa.Kata kunci: math-science, performance assessment, kemampuan berpikir kritis THE IMPLEMENTATION OF MATH-SCIENCE LEARNING MODEL BASED ON PERFORMANCE ASSESSMENT TO IMPROVE STUDENTS’ CRITICAL THINKING SKILL IN JEMBER COFFEE PLANTATION AREAAbstractThe research is aimed t knowing the improvement of the critical thinking skills of the fifth grade students in Garahan Coffee plantation area through the implementation math-science learning model based on performance assessment. In this research, the critical thinking skills include proof skill, generalization skill, and problem solving skill. Data were analized by quantitative and qualitative approach. This research was implemented to two elementary schools in Garahan coffee plantation area, namely MI Al-Amin Garahan and SD Negeri Sidomulyo 03 Jember, with 80 students as the subject. Data were obtained from the result of students’ post test on math-science and interview. In the first trial, there are 8 students (10%) who comply with all indicators of generalization and proof skills, while the problem solving skill has not optimally been developed. The result of the second trial has increased to 22 students (27.5%) who have proof and generalization skills. The third trial shows that 32 students (40%) comply with all indicators of critical thinking skills, namely proof, generalization, and problem solving skills. Based on the research findings, it can be concluded that there is improvement on students’ critical thinking skill.Keywords: math-science, performance assessment, critical thinking skill

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

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