Learning Analysis with ARIAS Model on Students' Critical Thinking Skills Reviewed from Learning Styles

Hamidah, Hamidah; Kusuma, Jaka Wijaya; Ilmadi, Ilmadi

doi:10.30595/alphamath.v8i1.13550

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…At the core stage of learning, the teacher will divide the students into several groups. This study group division aims to motivate students to take an active role in the teaching and learning process by discussing with each other for problem solving and can collaborate between group members (Hamidah et al, 2022). After completing the group division, the teacher will ask each group to open a virtual PhET simulation experiment about alternating current (AC) circuits.…”

Section: Resultsmentioning

confidence: 99%

Improve the Motivation and Science Process Skills through the Application of the ARIAS Learning Model Assisted by PhET

Sutri,

Azhar,

Islami

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The purpose of this study was to determine the activities of teachers and students during the application of the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) learning model assisted by PhET simulation, and to determine the increase in motivation and skills of students ' science process after the application of the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) learning model assisted by PhET simulation in students of SMA Negeri 1 Kampar Timur. This type of research is Class Action Research (PTK) on Physics subjects conducted in two cycles. The subjects of this study were students of Class XII MIPA 4 SMA Negeri 1 Kampar Timur with a total of 34 students. Data collection was carried out using the results of observation sheets of teacher and student activities, motivation questionnaires, and tests on science process skills. The results showed that there was an increase in the activity of teachers and students in cycle I to Cycle II after the application of the ARIAS learning model (Assurance, Relevance, Interest, Assessment, Satisfaction) assisted by PhET simulation. The results showed that the learning model ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) assisted by PhET simulation in students of Class XII MIPA 4 SMA Negeri 1 Kampar Timur can increase the motivation and skills of students' science process.

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Section: Resultsmentioning

confidence: 99%

Improve the Motivation and Science Process Skills through the Application of the ARIAS Learning Model Assisted by PhET

Sutri,

Azhar,

Islami

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Berdasarkan pembahasan tersebut dapat dilihat bahwa kemampuan berpikir kritis siswa dapat dipengaruhi oleh preferensi gaya belajar mereka. Sejalan dengan pernyataan, setiap siswa baik yang memiliki gaya belajar Auditori, Visual, maupun Kinestetik memiliki kemampuan berpikir kritis matematis yang berbedabeda (Hamidah et al, 2022;Purwanto et al, 2020). Namun, semua siswa mempunyai potensi yang positif dalam mengembangkan kemampuannya dalam pemecahan masalah matematika sehingga setiap siswa mampu untuk berpikir kritis (Setiana & Purwoko, 2020).…”

Section: Dampak Dalam Pendidikanunclassified

Analisis Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Soal Numerasi Berdasarkan Gaya Belajar

Wulandari,

Zawawi,

Suryanti

2024

jiip

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Tujuan penelitian ini adalah mendeskripsikan kemampuan berpikir kritis siswa dalam menyelesaikan soal numerasi berdasarkan gaya belajar. Penelitian ini menggunakan pendekatan kualitatif yang berjenis deskriptif. Pelaksanaan penelitian pada kelas VIII MTs. Taswirul Afkar semester ganjil tahun ajaran 2023/2024. Subjek penelitian ini terdiri dari 2 siswa gaya belajar Visual, 2 siswa gaya belajar Auditori, dan 2 siswa gaya belajar Kinestetik. Instrumen dalam penelitian ini adalah angket gaya belajar, tes kemampuan berpikir kritis dalam menyelesaikan soal numerasi dan pedoman wawancara. Hasil penelitian menunjukkan (1) siswa dengan gaya belajar Visual memiliki tingkat kemampuan berpikir kritis sedang dan mampu memenuhi 2 aspek kemampuan berpikir kritis yakni aspek evaluasi dan kesimoulan dengan lengkap dan tepat; (2) siswa dengan gaya belajar Auditori memiliki tingkat kemampuan berpikir kritis tinggi dan mampu memenuhi 4 aspek kemampuan berpikir kritis, yakni analisis, evaluasi, kesimpulan dan penjelasan dengan lengkap; (3) siswa dengan gaya belajar kinestetik memiliki tingkat kemampuan berpikit kritis rendah dan mampu memenuhi 2 aspek kemampuan berpikir kritis yakni evaluasi dan kesimpulan, namun kurang lengkap dan tepat.

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“…Students with high emotional intelligence can successfully carry out the problem-solving thought process (Elias & Dreyfus, 2022;Hamidah et al, 2022;Swidan, 2022). The solution ability itself is the ability of students to solve math problems.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Emotional Intelligence and Mathematical Problem Solving Ability

Suryani,

Wihardjanti,

Winarno

et al. 2023

AlphaMath

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This study aimed to describe the level of students 'emotional intelligence, the level of students' mathematical problem-solving abilities, and the relationship between emotional intelligence and mathematical problem-solving skills. This research is a quantitative study using the ex post facto correlation method. The research sample was students of class VIII SMP Negeri 3 Teras Boyolali in the 2018/2019 academic year, and the sample was determined using the purposive sampling technique. Data were collected using questionnaires, tests, and documentation. All data were analyzed using descriptive analysis, research data using the product moment formula, and hypothesis testing. The results of the study show that: (1) The emotional intelligence of students with low emotional intelligence is 28.1%, 37.5% moderate, and 34.4% high, Mathematical problem-solving abilities of students with low math problem-solving abilities with a percentage of 29.7%, moderate 35.9%, and high 34.4%, (3) After the data were analyzed using the product moment correlation technique, the correlation coefficient value was obtained from 0.586 and then compared table r with the number. A significant level of 1%, namely 0.2075. It is proven that the results count tabel r r  in this study are substantial, in the sense of the hypothesis which states, "There is a significant relationship between emotional intelligence and the ability to solve math problems in class VIII students of SMP Negeri 3 District Teras Boyolali Regency".

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Learning Analysis with ARIAS Model on Students' Critical Thinking Skills Reviewed from Learning Styles

Cited by 3 publications

References 23 publications

Improve the Motivation and Science Process Skills through the Application of the ARIAS Learning Model Assisted by PhET

Improve the Motivation and Science Process Skills through the Application of the ARIAS Learning Model Assisted by PhET

Analisis Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Soal Numerasi Berdasarkan Gaya Belajar

Relationship between Emotional Intelligence and Mathematical Problem Solving Ability

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