Kemampuan Berpikir Kritis Fisika Peserta Didik Kelas X dengan Model Brain Based Learning

Herliandry, Luh Devi; Harjono, Ahmad; ‘Ardhuha, Jannatin

doi:10.29303/jppipa.v5i1.166

Cited by 21 publications

(19 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Ramdani, et al (2020) Students' mastery of the concept of the material being studied affects their critical thinking skills. Herliandry, et al (2018) argue that critical thinking is very important and can determine the success of life, both in solving problems, making decisions and being a supporter in developing knowledge widely. Based on Table 2, it provides information that there is an increase in each component of critical thinking skills in the experimental group with high and medium categories, such as the component focusing on indicator questions, there is an increase of 74.58% with the high category.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

Arisa

Khaldun

Safrida

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to determine the improvement of students 'critical thinking skills in the acid-base titration material and to know the description of students' responses to learning to search, solve, create, and share. This study used an experimental method, comparing the experimental group with the control group through the pretest-posttest design, carried out at MAN 1 Aceh Barat. The sample selection used purposive sampling technique. The study population was class XI-IPA for the 2019/2020 school year and the samples were class XI-IPA2 (experimental group) and XI-IPA6 (control group). Data collection was carried out by giving a pretest and posttest to determine the increase in critical thinking skills. The results showed that the experimental group had an increase in the critical thinking component focusing on indicator questions with an average N-gain percentage of 74.58% in the high category, while other critical thinking components experienced an increase in the moderate category. Based on the t test, the posttest value of the experimental and control groups has a significant difference with tcount 2.107> ttable 2.093. This difference is influenced by the search, solve, create, and share model of the acidbase titration material in the experimental group. Students gave positive responses to learning to search, solve, create, and share with a percentage of 81.7% with the interested category. So, it is concluded that learning the search, solve, create, and share model can improve students' critical thinking skills on acid-base titration material.

show abstract

Section: Resultsmentioning

confidence: 99%

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

Arisa

Khaldun

Safrida

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Kompleksitasnya dapat dilihat dari hubungan antara konsep-konsep (Sudarmini & Hadiwijaya, 2015;Khaerunnisak, 2018). Karena, pada hakikatnya mempelajari fisika tidak lepas dari fakta, konsep, hukum, dan teori dalam memecahkan masalah terutama di kehidupan seharihari (Herliandry & Harjono, 2019;Siswadi, et al, 2018). Pembelajaran fisika tersebut siswa diharapkan dapat beraktivitas selayaknya para ilmuan yang membangun konsep dan menerapkan konsep yang telah diterimanya (Nasir, et al, 2015).…”

Section: Pendahuluanunclassified

Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi

Maison

Lestari

Widaningtyas

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

This study aims to find out how misconceptions experienced by high school students on work and energy material. The method used is a mixed-research method. Data collection was carried out on 288 science students of grade XI at State Senior High School 8 in the City of Jambi using instruments in the form of four-tier diagnostic tests and interviews. The results showed that the average misconceptions experienced by students in the work and energy materials are classified in the low category because the average percentage obtained is 24%. The sub-concept sequences identified were the misconceptions of which had the highest percentage, namely: effort and potential energy (80%); the relationship between kinetic energy, potential energy, and mechanical energy (43%); and positive and negative efforts (23%). Keywords: Identification; misconception; effort and energy

show abstract

“…Hasil penelitian ini menunjukkan peserta didik yang menerapkan gerakan brain gym memiliki hasil belajar yang lebih baik daripada hasil belajar peserta didik yang tidak menerapkan. Penelitian yang dilakukan oleh Herliandry et al [23] menyatakan terjadi peningkatan kemampuan berpikir kritis yang signifikan pada kelas yang diterapkan model brain based learning dibanding kelas yang diterapkan model pembelajaran ekspositor.…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Model Brain Based Learning Berbantuan Brain Gym Terhadap Kemampuan Berpikir Kritis Ditinjau dari Motivasi Belajar Fisika Peserta Didik

2021

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengetahui pengaruh model brain based learning berbantuan brain gym terhadap kemampuan berpikir kritis peserta didik, pengaruh motivasi belajar fisika terhadap kemampuan berpikir kritis peserta didik, dan interaksi antara model brain based learning berbantuan brain gym dan motivasi belajar fisika terhadap kemampuan berpikir kritis peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan rancangan faktorial 2x2. Populasinya adalah seluruh peserta didik kelas X MIPA SMAN 4 Mataram tahun pelajaran 2018/2019. Sampel diambil menggunakan teknik purposive sampling sehingga diperoleh kelas X MIPA 3 sebagai kelas eksperimen dan kelas X MIPA 1 sebagai kelas kontrol. Kelas eksperimen diberi perlakuan dengan menggunakan model brain based learning berbantuan brain gym sedangkan kelas kontrol menggunakan model pembelajaran konvensional. Data diambil menggunakan tes essay untuk mengetahui kemampuan berpikir kritis peserta didik dan angket untuk mengetahui motivasi belajar fisika peserta didik. Hasil tes akhir kemampuan berpikir kritis diperoleh nilai rata-rata kelas eksperimen 61,6 dan nilai rata-rata kelas kontrol 52,4. Hipotesis penelitian diuji menggunakan uji anava dua jalan dengan taraf signifikan 5%. Berdasarkan hasil analisis dapat disimpulkan bahwa terdapat pengaruh model brain based learning berbantuan brain gym terhadap kemampuan berpikir kritis peserta didik; terdapat pengaruh motivasi belajar fisika terhadap kemampuan berpikir kritis peserta didik; serta tidak terdapat interaksi antara model brain based learning berbantuan brain gym dan motivasi belajar fisika terhadap kemampuan berpikir kritis peserta didik.

show abstract

Kemampuan Berpikir Kritis Fisika Peserta Didik Kelas X dengan Model Brain Based Learning

Cited by 21 publications

References 8 publications

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

Identifikasi Miskonsepsi Siswa Pada Materi Usaha Dan Energi

Pengaruh Model Brain Based Learning Berbantuan Brain Gym Terhadap Kemampuan Berpikir Kritis Ditinjau dari Motivasi Belajar Fisika Peserta Didik

Contact Info

Product

Resources

About