Improvement of Student Critical Thinking About Using Discussion Learning

Abstract

This study purpose to find out whether there are differences in critical thinking of students using whole-group discussion learning with buzz-group discussion. The method used is a quasi-experimental method with two class groups, ie experimental class with whole-group discussion and control class with buzz-group discussion.The research design used is Nonequivalent Control Group Design. In analyzing the data, each individuals pretest score is subtracted from its posttest score, allowing gain analysis or change. The population in this study are all students of class XI SMK Daarut Tauhid Boarding School Bandung in the odd semester of the academic year 2017/2018. Based on the results of hypothesis testing, generate a statement that the hypothesis proposed by the researcher or alternative hypothesis (H1) accepted and H0 rejected. So that it becomes the basis for researchers to argue that critical thinking experimental class students are different from the critical thinking of control class students. This shows that whole-group discussion of learning can be an alternative in learning discussion if the number of students is equal to or less than 15 people. The whole-group discussion makes students more active in teaching and learning, especially when conducting discussions. Each student has a discussion and responsibility for each group, working together and exchanging answers, discussing inequalities in answering questions, and helping each other solve problems on the practice.

Analysis of Problem-Based Learning Model on Mathematical Critical Thinking Skills of Elementary School Studentst

“…These results are relevant to the conclusions of the study which show that PBL is able to have a good impact on improving critical thinking skills through the process of problem analysis and knowledge sharing between students (Benedicto & Andrade, 2022;Dharma et al, 2020;Dwi Anggriani & Eko Atmojo, 2022;Fadilla et al, 2021;Pramestika et al, 2020). In addition, the group discussion process is also able to support the improvement of students' critical thinking skills (Maryani et al, 2018). PBL is a learning model with studentcentered syntax.…”

Accounting Students' Perceptions on A Role of Distance Education in Their Soft Skills Development

“…A synchronous or asynchronous discussion forum can be used as a learning tool to promote soft skills, such as problem-solving skills, teamwork, written communication, interpersonal skills, creative thinking skills, critical thinking skills, and analytic skills (Pena-Shaf et al, 2001;Weil et al, 2011a;Weil et al, 2013b;Biasutti, 2017;Maryani et al, 2018;Reyneke & Shuttleworth, 2018). Reyneke and Shuttleworth (2018) have emphasized the possibility of assigning case studies in a distance education environment to enhance some skills such as teamwork skills, communication skills, critical thinking, problem-solving, and thinking independently, through which blog or discussion forum could play a role in boosting so.…”