scholarly journals Pengembangan Media Pembelajaran Fisika Berbasis Mobile Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

2019 ◽  
Vol 12 (2) ◽  
pp. 76-83
Author(s):  
Aisyiyah Hidayah Ngurahrai ◽  
Siska Desy Fatmaryanti ◽  
Nurhidayati Nurhidayati
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Implementation Phase ◽  
Medium Increase ◽  
The Media ◽  
Analysis Design

Research on the development of mobile-based learning media has been conducted to determine its feasibility, the affect on the improvement of students' critical thinking skill, and effectiveness of the media used in leraning. The type of this research is the development that refers to the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. This research was conducted  in SMA Negeri 5 Purworejo with the subjects of the trial amounting to 29 students. The instruments used in this study are: validation sheets, learners' responses, learning outcome tests, and learning implementation sheets. Based on the research data obtained from the validation of mobile-based media for learning from four validators namely: three expert lecturers and physics teachers had an overall score 3.56, included in the good category and feasible to use in learning. The improvement of critical thinking skills in the implementation phase obtained N-gain 0.61 and included the medium increase category. The effectiveness of the media used in the assessment learning with learners’ responses received an overall contribution of 84% and included good categories, and was shown by the learning implementation sheet with an overall contribution of 95.8% and included in the excellent category. Thus the development of mobile-based learning media in this study is categorized as good and suitable to use as learning media, and also could help to improve students' critical thinking skills.

scholarly journals Augmented Reality-Based Student Worksheet to Stimulate Students’ Critical Thinking Skills

2021 ◽  
Vol 4 (2) ◽  
pp. 118-133
Author(s):  
Romy Desmara Fendi ◽  
Agus Suyatna ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Design Development ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
A Value ◽  
Analysis Design ◽  
Addie Model

Critical thinking skill which is one of the important abilities in the 21st century is important to be trained in learning. The purpose of this research is to develop an AR-based worksheet on dynamic electrical material that is valid, practical, and effective to stimulate students’ critical thinking. The development model used the ADDIE model which consists of analysis, design, development, implementation, and evaluation steps. The product developed was tested for validation, practicality test, and effectiveness test. The results of the validity test obtained a value of 81.80% with a valid category. The results of the practicality test obtained a percentage of 80.85% with good criteria. The results of the effectiveness test showed an N-Gain value of 0.67 with the moderately effective category. From the average pretest and posttest scores, it can be seen that the posttest average score increased by 39.04 which indicates that the use of AR-based worksheets can improve students’ critical thinking. It can be concluded that AR-based worksheets on the concept of dynamic electricity developed are valid, practical, and effective to stimulate students’ critical thinking.

scholarly journals Pengembangan Handout Fisika Berbasis Team Assisted Individualization Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik SMA

2018 ◽  
Vol 11 (1) ◽  
pp. 11-16
Author(s):  
Puji Astuti ◽  
Ashari Ashari ◽  
Eko Setyadi Kurniawan
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Learning Achievement ◽  
Student Responses ◽  
Implementation Phase ◽  
Analysis Design

Abstract – Research has been carried out on the development of team assisted individualization-based physics handouts to determine the feasibility of team-assisted individualization-based physics handouts developed, student responses after using the team-assisted individualization-based physics handouts that have been developed, and improvement in students' critical thinking skills. This type of research is a development that refers to the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. This research was conducted at SMA Negeri 4 Purworejo with 32 research subjects. The instruments used in this study were validation sheets, student response questionnaires, learning achievement sheets, and learning achievement tests. Based on the research, the data obtained from the team-assisted individualization-based physics handout validation from three validators, namely two expert lecturers and physics teachers, received an overall score of 3.35, included in the good enough category and feasible to be used in the learning process. Students' responses to the physics-based handout team assisted individualization implementation phase obtained a percentage of 77.7% with a good category. Increased critical thinking skills of the application stage obtained an N-gain of 0.581 and included in the category of moderate improvement. Thus, a team assisted individualization-based physics handout developed in this study is categorized as good and suitable for use in learning and can improve students' critical thinking skills.

scholarly journals Development of Physics Modules in OASIS-Based Work and Energy Subjects to Improve Students' Critical Thinking Ability

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nurul Ariyani ◽  
Jeffry Handhika ◽  
Erawan Kurniadi
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Normality Test ◽  
The Subject ◽  
Addie Model ◽  
Work And Energy

<p class="JIPIAbstractBodyEnglish">This development research has a goal delevoping OASIS based module with the subject of work and energy to increase critical thinking skills of students. The development module contains the subject of work and energy, Oriented activities from an OASIS learning model (Orientation, Analysis, Synthesis, Investigation, Synergy), examples and exercises. The limited ADDIE model procedure which includes analysis, design, development, implementation. The development module is validated by 10 material and media experts. The results of validation are calculated using CVR and CVI calculations. CVI score of material experts is 0,8 and CVI score of media expers is 0,82, both of which are very suitable criteria. N-gain test was conduted in small classes to know the increase critical thinking skills of students. The n-gain result of critical thinking skill test was 0,66 in moderate category. Pretest homogenity test with Sig 0,535 and posttest homogeneity with Sig 0,678 greater than alpha 0,05. Meanwhile pretest normality test with Sig 0,638 and posttest normality test with Sig 0,180 greater than alpha 0,05. The t test paired sample test to know there’s an average difference in pretest and posttest , the value Sig 0,000 smaller than alpha 0,05. Meanwhile the result of student responses showed 73,3% in good category. In conclusion, effectiveness of the application of an OASIS based physics module is able to increase critical thinking skills of students.</p><p><strong><em>Keywords</em></strong><em>: </em><em>Module, OASIS Based, Critical Thinking Skill</em></p>

scholarly journals Examination of Media Literacy and Critical Thinking Levels of Teacher Candidates in the Age of Global Communication

2021 ◽  
Vol 11 (3) ◽  
pp. 600-612
Author(s):  
elif selcan öztay
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Teacher Candidates ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
The Media

The media and mass media, which are used extensively in our age, affect individuals in terms of political, cultural, economic and education. The correct and critical use of media requires media literacy and critical thinking skills, among 21st-century skills. Individuals with these skills are required to interpret, evaluate and analyze the information obtained through mass media with a critical perspective. The concept of media literacy is an interdisciplinary concept that falls under the scope of both communication sciences and educational sciences. The aim of the study is to reveal the media literacy and critical thinking skill levels of teacher candidates and the relationship between media literacy and critical thinking skill levels. The survey model, which is one of the quantitative research methods, was used in the study. The study sample consists of 185 Science, Turkish and Classroom teacher candidates studying at different grade levels in the education faculty of a state university in the 2018-2019 academic year. Data were collected using a personal information form, Media Literacy Scale and Critical Thinking Tendency Scale. In the data analysis, descriptive statistics, Kolmogorov-Smirnov test to look at the normality of the distributions, Mann-Whitney test and Kruskal-Wallis test to look at the difference between the variables were used. As a result of the study, it was found that pre-service teachers’ media literacy and critical thinking skills did not show a significant difference according to gender, duration of internet use and the primary function they sought in TV programs. In addition, while the critical thinking skill level of the pre-service teacher does not differ according to the grade level and department, the media literacy skill levels of the pre-service teachers vary according to the grade level and department. In terms of social media tools, it was found that pre-service teachers with high critical thinking levels preferred to use Twitter more, while pre-service teachers with high media literacy levels preferred Twitter and Facebook. In addition, it has been determined that there is a statistically positive relationship between critical thinking and media literacy levels.

scholarly journals Pengembangan perangkat pembelajaran matematika menggunakan pendekatan inquiry berorientasi kemampuan berpikir kritis

2019 ◽  
Vol 14 (1) ◽  
pp. 56-70
Author(s):  
Alfizah Ayu Indria Sari ◽  
Dhoriva Urwatul Wutsqa
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Inquiry Approach ◽  
The Mean ◽  
Addie Model ◽  
Special Region

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kegiatan Siswa (LKS) menggunakan pendekatan inquiry berorientasi pada kemampuan berpikir kritis dan rasa ingin tahu siswa yang berkualitas berdasarkan aspek valid, praktis dan efektif. Penelitian ini menggunakan model pengem­bangan ADDIE dengan tahapan analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah 32 siswa kelas XI MIA 3 SMA Negeri 1 Godean. Analisis data kevalidan dan kepraktisan dilakukan dengan mengkonversi skor aktual menjadi skor kualitatif. Analisis keefektifan dilakukan dengan menentukan persentase ketuntasan siswa pada tes kemampuan berpikir kritis dan rata-rata skor angket rasa ingin tahu. Hasil penelitian menunjukkan bahwa perangkat pembelajaran menggunakan pendekatan inquiry yang berorientasi pada kemam­puan berpikir kritis dan rasa ingin tahu siswa telah memenuhi kriteria valid, praktis dan efektif. Developing a learning kit using an inquiry approach oriented to critical thinking skillAbstractThis study aimed to produce a learning kit using the inquiry approach oriented to students’ critical thinking skills and curiosity which has a good quality in the aspects of validity, practicality, and effectiveness. This study was research and development that used the ADDIE model, which includes the steps of analysis, design, development, implementation, and evaluation. The subjects were 32 of 11th-grade students of SMA Negeri 1 Godean (Senior High School), Province of Special Region of Yogyakarta, Indonesia. The data of validity and practicality were analyzed by converting the actual score into qualitative data. The data of effectiveness were done by determining the percentage of student that passed the critical thinking skill tests and the mean scores of students' curiosity questionnaire. The results of this study were a teaching kit using the inquiry approach oriented to students' critical thinking skill and curiosity has met the criterion of valid, practical, and effective.

scholarly journals Media Pembelajaran Materi Momentum dan Impuls Berbasis Mobile learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 7 (1) ◽  
pp. 62
Author(s):  
Aisyiyah Hidayah Ngurahrai ◽  
Siska Desy Farmaryanti ◽  
Nurhidayati Nurhidayati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Mobile Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Design Development ◽  
The Media ◽  
The Subject ◽  
Analysis Design

Abstrak: Telah dilakukan penelitian pengembangan media pembelajaran pada materi momentum dan impuls berbasis mobile learning, dengan tujuan untuk menganalisis kelayakan media pembelajaran berbasis mobile learning yang dikembangkan, peningkatan kemampuan berpikir kritis siswa, dan efektivitas media yang digunakan dalam pembelajaran. Jenis penelitian yang digunakan ialah pengembangan yang mengacu pada model pengembangan ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Penelitian ini dilakukan di SMA Negeri 5 Purworejo dengan subyek uji coba berjumlah 29 siswa. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi, angket respon siswa, tes hasil belajar, dan lembar keterlaksanaan pembelajaran. Berdasarkan penelitian diperoleh data hasil validasi media pembelajaran berbasis mobile learning dari empat validator mendapatkan nilai secara keseluruhan sebesar 3,56, termasuk dalam kategori baik dan layak digunakan dalam pembelajaran. Peningkatan kemampuan berpikir kritis tahap penerapan diperoleh N-gain 0,61 dan termasuk kategori peningkatan sedang. Efektivitas media yang digunakan dalam pembelajaran ditunjukkan dengan angket tanggapan siswa mendapatkan persentase keseluruhan 84% dan termasuk kategori baik, serta ditunjukkan dengan lembar keterlaksanaan pembelajaran dengan persentase keseluruhan adalah 95,8% dan termasuk kategori sangat baik. Sehingga media pembelajaran berbasis mobile learning dapat digunakan sebagai media alternatif dalam pembelajaran untuk membantu meningkatkan kemampuan berpikir kritis siswa. Abstract: Research on the development of learning media has been carried out on momentum material and impulse based on mobile learning to determine the feasibility of mobile learning-based learning media developed, improvement of students' critical thinking skills, and the effectiveness of the media used in learning. The type of research used is a development that refers to the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. This research was conducted in SMA Negeri 5 Purworejo with the subject of the trial amounting to 29 students. The instruments used in this study were validation sheets, student response questionnaires, learning outcomes tests, and learning implementation sheets. Based on the research, data obtained from the validation of mobile learning-based learning media from the four validators obtained an overall score of 3.56, included in the category of good and appropriate for use in learning. The increase in critical thinking skills in the application stage was obtained by N-gain of 0.61 and included in the medium improvement category. The effectiveness of the media used in learning is shown by questionnaires. Students' responses get an overall percentage of 84% and are included in the good category, and are indicated by the learning implementation sheet with an overall percentage of 95.8% and including very good categories. So that learning media based on mobile learning can be used as alternative media in learning to help improve students' critical thinking skills.

scholarly journals PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
Author(s):  
Pricilla Anindyta ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significance Level ◽  
Class E

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model <em>problem based learning</em>, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals Assessing the Critical Thinking Skills of Students at Higher Secondary Level

2021 ◽  
Vol 4 (2) ◽  
pp. 451-462
Author(s):  
Uzma Shahzadi ◽  
Syed Nasir Hussain ◽  
Mubashrah Jamil
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Secondary Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Beings ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Methodologies ◽  
Multistage Sampling

The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.

scholarly journals PENGARUH STRATEGI RECIPROCAL TEACHING TERHADAP KETERAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN TEMATIK KELAS V SD

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Sundahry Sundahry ◽  
Yanti Fitria ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Critical Thinking ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reciprocal Teaching ◽  
Educational Goals ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quasi Experimental

Abstract:. The basic criteria of integrated teaching are: teaching includes educational goals in which learners actively participate in the learning process, teaching begins with a theme relevant to the learner's life, learners engage in learning and active thinking processes to practice critical thinking skills. Critical thinking skill is an activity of thinking about an idea or idea related to a given concept or a presented problem. Critical thinking is also understood as the activity of analyzing ideas or ideas in a more specific way, distinguishing them sharply, choosing, identifying, studying, and developing them in a more perfect direction. The purpose of this study was to investigate: the influence of reciprocal teaching strategies on the critical thinking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is porpusive sampling. Data from the research results obtained from critical thinking skills tests. The results showed that the critical thinking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning. Keyword: Reciprocal teaching, Critical Thinking Skill, Thematic Abstrak: Kriteria mendasar tentang pengajaran terintegrasi antara lain; pengajaran meliputi tujuan pendidikan dalam hal peserta didik secara aktif berpartisipasi dalam proses belajar, pengajaran dimulai dari suatu tema yang relevan dengan kehidupan peserta didik, peserta didik terlibat dalam proses belajar dan berpikir aktif untuk melatih keterampilan berpikir kritis. Keterampilan berpikir kritis adalah suatu kegiatan cara berpikir tentang ide atau gagasan yang berhubungan dengan konsep yang diberikan atau masalah yang dipaparkan. Berpikir kritis juga dipahami sebagai kegiatan menganalisis idea atau gagasan ke arah yang lebih spesifik, membedakannya secara tajam, memilih, mengidentifikasi, mengkaji, dan mengembangkannya ke arah yang lebih sempurna. Tujuan penelitian ini adalah untuk menyelidiki: pengaruh strategi reciprocal teaching terhadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian jenis quasi eksperimen. Populasinya adalah seluruh peserta didik di SD Nanggalo Tarusan Pesisir Selatan dan sampelnya adalah peserta didik kelas VA dan VB sebanyak 50 orang. Teknik pengeambilan sampel ini porpusive sampling. Data dari hasil penelitian diperoleh dari tes keterampilan berpikir kritis. Hasil penelitian menunujukan bahwa keterampilan berpikir kritis peserta didik yang diberi strategi reciprocal teaching lebih tinggi dibandingkan pembelajaran konvesional.Kata Kunci: Reciprocal teaching, Keterampilan Berpikir Kritis, Tematik

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