Analysis of Validation Development Learning Model Attainment Concept to Improve Critical Thinking Skills and Student Learning Outcomes

Kartini, Kartini; Doyan, Aris; Kosim, Kosim; Susilawati, Susilawati; Khasanah, B. U.; Hakim, Syamsul; Muliyadi, Lalu

doi:10.29303/jppipa.v5i2.262

Cited by 17 publications

(16 citation statements)

References 3 publications

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“…Previous researchers stated that the discovery learning model is able to train students 'critical thinking skills (In'am, & Hajar, 2017) and increase students' mastery of concept concepts (Wahyuni et al, 2018, Kartini, 2019. In addition to the discovery learning model, the cognitive conflict approach also has a positive influence on students' critical thinking abilities (Fatimah et al, 2016, Lestari et al, 2015, Istiqamah, 2016.…”

Section: Introductionmentioning

confidence: 99%

Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students' Critical Thinking Ability

Andayani

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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Critical thinking is an important skill that needs to be developed in students, including vocational high school students. The critical thinking skills of students who are well facilitated in the learning process will be very useful for students' future. This study aims to develop and implement learning tools that combine discovery learning models with cognitive conflict approaches so that they have a good impact on students' critical thinking skills on heat material. The development of this learning tool adapted the 4D model which consisted of define, design, develop, and disseminate. The learning tools are in the form of syllabus, lesson plans, student worksheets, and evaluation instruments in the form of descriptions to measure students' critical thinking skills. This research was carried out at Mataram State Vocational High School 4 in the academic year 2018/2019. The results showed that this learning device obtained a very high level of validity based on an assessment by an expert validator and obtained a high level of practicality based on observations of the implementation of learning and the results of filling out the questionnaire by students. Students' critical thinking skills are also classified as high criteria based on the measurement results of the evaluation of learning. It can be concluded that the developed learning device is valid, practical, and has a good impact on students' critical thinking skills

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Section: Introductionmentioning

confidence: 99%

Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students' Critical Thinking Ability

Andayani

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Kosim et al (2019) conducted a study using a multi-representation design that was able to improve critical thinking skills which was marked by a very strong correlation between the two variables. Khasani (2019), Kartini et al, (2019) also revealed that critical thinking skills can also be improved by giving test sheets that are prepared based on indicators of critical thinking skills and adapted to the material being taught. To find out the achievement of increasing the highest critical thinking ability indicator, the following describes the results of the N Gain test for each indicator which can be seen in Table 3.…”

Section: Resultsmentioning

confidence: 99%

Efektifitas Perangkat Pembelajaran Pendekatan Multi Representasi Berbantuan Video Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

Rahman¹,

Doyan

Sutrio

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Abstract: Penelitian pengembangan ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran pendekatan multirepresentasi berbantuan video untuk meningkatkan kemampuan berpikir kritis dan penguasaan konsep gelombang bunyi peserta didik yang valid, efesien dan efektif. Produk yang dikembangkan yakni: silabus, RPP, LKPD, instrumen tes dan video pembelajaran. Desain penelitian yang digunakan adalah model 4D yang terdiri dari Define, Design, Develop dan Disseminate. Produk yang dikembangkan yaitu silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), Video Pembelajaran dan Instrumen Penilaian Kemampuan Berpikir Kritis dan Penguasaan Konsep. Teknik pengumpulan data menggunakan lembar validasi, alat evaluasi kemampuan berpikir kritis serta penguasaan konsep dan angket respon. Data validitas dan efesiensi perangkat dianalisis menggunakan skala likert. Data keefektifan produk dianalisis menggunakan standar Gain. Validitas produk dinilai oleh tiga validator ahli dan tiga validator praktisi. Penilaian oleh validator rata-rata 3.50 sampai 4.00 dengan kriteria valid. Efesiensi prangkat yang dikembangkan dilihat dari lembar keterlaksanaan pembelajaran berupa angket respon yang diberikan kepada peserta didik yang menunjukan nilai sebesar 77.18% dengan kriteria praktis. Hasil rata-rata uji N Gain untuk kemampuan berpikir kritis diperoleh nilai sebesar 0.73 dengan kategori tinggi, sedangkan rata-rata nilai uji N Gain untuk penguasaan konsep diperoleh 0.73 dengan kategori tinggi. Sehingga dapat disimpulkan perangkat pembelajaran fisika pendekatan multi representasi berbantuan video untuk meningkatkan kemampuan berpikir kritis dan penguasaan konsep gelombang bunyi peserta didik valid, efesien dan efektif. Keywords: Perangkat Pembelajaran, Pendekatan Multirepresentasi, Kemampuan Berpikir Kritis, Penguasaan Konsep .

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“…The implementation of core physics learning requires systematic scenarios so that the concepts presented can be maximally absorbed by students to achieve learning objectives [5]. Core physics concepts are obtained through expert observations and experiments.…”

Section: Introductionmentioning

confidence: 99%

Concept understanding of students through core physics learning tools based on guided inquiry assisted by PhET virtual media

Susilawati

Doyan

Wahyudi

et al. 2022

J. Phys.: Conf. Ser.

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This research is a development research that aims to test the effectiveness of the inquiry model-based core physics learning device with the help of PhET virtual media in improving students’ conceptual understanding. The device was developed using a 4D model which includes define, design, develop and disseminate. The sample of this study was all undergraduate students who took core physics courses which consisted of two classes, namely class A (experimental class) and class B (control class) which amounted to 50 people. The results of the pre-test and post-test were analyzed using the t-test at a significance level of 5%, while the increase in understanding of the concept used the N-gaint test. The results of the t- test show that the t-count value is greater than the t-table. This means that core physics learning tools using an inquiry model with the help of PhET virtual media affect students’ understanding of concepts. Analysis of increasing understanding of the concept of d using the N-gain test. The N-gain analysis shows that students’ understanding of concepts has increased the use of these devices in the high category. This means that students’ understanding of concepts is effectively improved using an inquiry model with the help of PhET virtual media.

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Analysis of Validation Development Learning Model Attainment Concept to Improve Critical Thinking Skills and Student Learning Outcomes

Cited by 17 publications

References 3 publications

Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students' Critical Thinking Ability

Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students' Critical Thinking Ability

Efektifitas Perangkat Pembelajaran Pendekatan Multi Representasi Berbantuan Video Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

Concept understanding of students through core physics learning tools based on guided inquiry assisted by PhET virtual media

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