Discussion of Learning: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses

Abstract

This study aims to determine the effect of applying the learning discussion model on students' critical thinking skills. This study uses a type of pre-experimental research with a research design, one group pretest-posttest design. The subjects of this research are students who program general physics courses from chemistry study program, biology study program, and mathematics study program. This research tested by giving pretest questions, treating discussion learning models, and posttest in general physics courses. The results of this study found that critical thinking skills students are the highest student (1) study program mathematics, (2) biology study program, and (3) chemistry study program. In addition, test results and learning each has a relationship with the other, proven by paired sample t-tests. That way, critical thinking skills are essential for students to master to compete in the era of technological development and the demands of the 21st century. Critical thinking skills are not seen from the department but from the ability of each individual in solving problems.

Critical thinking skills student profile and PBL needs assisted by android physics module

“…According to (Facione, 2011), the critical thinking indicator used in this study consists of interpretation, which is the capacity to understand the meaning of something, inference, which is the capacity to draw a conclusion, analysis, which is the capacity to understand information more deeply, and evaluation, which is the capacity to assess the veracity of the conclusion that is drawn. It is feasible to assess students' critical thinking skills using these signs (Neswary & Prahani, 2022;Sunarti et al, 2023). To develop students' capacity for critical thought, more research and creativity are required.…”