Pengaruh Pembelajaran Berbasis Masalah Dan Pembelajaran Kontekstual Terhadap Berpikir Kritis Siswa SMP

Simbolon, Erin Radien; Tapilouw, Fransisca Sudargo

doi:10.15408/es.v7i1.1533

Cited by 22 publications

(24 citation statements)

References 4 publications

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“…Putra (2015) menjelaskan bahwa kemampuan berpikir kritis merupakan suatu kemampuan proses berpikir yang memungkinkan seseorang untuk mengevaluasi atau menyelidiki bukti, asumsi, dan logika yang mendasari gagasan orang lain. Keterampilan berpikir kritis penting dalam proses pembelajaran karena keterampilan ini memberikan kesempatan kepada peserta didik belajar melalui penemuan (Simbolon & Tapilouw, 2015). Jufri (2013) menyatakan bahwa berpikir kritis merupakan cara berpikir reflektif yang pokok tujuannya pada pola pengambilan keputusan tentang apa yang dilakukan oleh peserta didik.…”

Section: Pendahuluanunclassified

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Ramdani

Jufri

Jamaluddin

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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Students must be able to think at a high level in order to meet the requirements of the 21st century, including the ability to think critically. The mastery of student concepts about a material being studied influences the ability to think critically. The thing to remember is that all forms of critical thinking would not be possible without the main component of mastery of concepts. The purpose of this study is to describe the ability of critical thinking and mastery of the basic concepts of science among SMPN students in Central Lombok Regency. This type of research is a quantitative descriptive research with survey methods. Critical thinking tests and mastery of concepts by students using multiple choice instruments. The results showed that the average results: a) The critical thinking skills of nine high school students in Central Lombok were 71.69% with high criteria. The second critical thinking indicator, which provides further explanation, achieves the highest score in comparison with other indicators. b) Control of the basic concepts of natural sciences students with 76.20% with high criteria. The first indicator for controlling the concept is remembering who scores the highest score compared to other indicators

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Section: Pendahuluanunclassified

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Ramdani

Jufri

Jamaluddin

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…This test is used to determine the improvement of long jump skills before and after learning after the long jump learning model is applied using a play approach. Analysis of this data uses the N-gain formula as follows [13] Information: g = average normalized gain score Sf = final score (post-test) Si = initial score (pre-test) Sm = maximum score The table of the obtained gain score criteria can be seen in the table below [13] Table 1. Gain Score Criteria Criteria Category g>0,7…”

Section: Methodsmentioning

confidence: 99%

Long Jump Learning Model Using Play Approach

Wibowo¹,

Hartati²

2021

Proceedings of the 1st International Conference on Sport Sciences, Health and Tourism (ICSSHT 2019)

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This study was aimed to produce a long jump learning model product using play approach for fifth grade students of elementary school. The Method used research and development. The procedures consists of; analysis of needs for initial product, initial product development, product validation and evaluation by experts, small-scale product tests, product revisions, large-scale tests and final product. The result showed that the validity of the product from the physical experts was 4.75 with a very valid category. Validation from learning experts obtained was 4.83 with a very valid category. Based on expert validation, the average score of 4.79 was included in the very valid category. Smallscale tests obtained score in the value of students skills was 81 with a good category. The results of the value of students attitudes was 82 with a good category and the results of the value of student knowledges was 83 in the good category. The level of student motivation in small-scale test was 83 in the high motivation category. Large-scale test on student skills obtained was N-gain of 0.5 in the medium category, with the results of the value of student attitudes obtained was 84 with good categories and the results of student knowledges obtained was 82 in the good category. Student motivation levels was high with an average score of 85. Based on the reaserch, long jump learning model using play approach was proved more effective and efficient, thus increasing student achievement and motivation in learning. The implication of the long jump learning model research using the play approach needs to be developed and can be applied to long jump learning.

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“…The high and low normalized gain (N-Gain) can be classified in Table 1. (Simbolon & Tapilouw, 2015). The observation sheet is used to observe the feasibility of the learning model and the students' scientific attitude during the learning process.…”

Section: Methodsmentioning

confidence: 99%

Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude

Jatmiko

Kartina

Irwandani

et al. 2018

Tadris

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The recent integration of learning models in the learning process has become the focus of science education experts, especially in Indonesia, such as the adoption of the Reading-Concept Map Think Pair Share (Remap TPS) learning model. This study aims to improve the students’ cognitive abilities, and scientific attitudes through the Reading-Concept Map Think Pair Share model. The study was conducted to junior high school students by employing Quasi-experimental with Non-equivalent Control Group Design. The instruments used were multiple choice tests and observation sheets. The result of the research shows that the students’ cognitive ability is in the medium category with an N-gain value of 0.47. Based on this result, it can be concluded that the Remap TPS learning influences the students’ cognitive ability. The obtained average percentage score of the students’ scientific attitudes is 81.76% which belongs to the very good category. Thus, it can be concluded that this study provides important implications for educators to be more creative in designing learning models in order to improve the students’ cognitive abilities and scientific attitudes.

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Pengaruh Pembelajaran Berbasis Masalah Dan Pembelajaran Kontekstual Terhadap Berpikir Kritis Siswa SMP

Cited by 22 publications

References 4 publications

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Long Jump Learning Model Using Play Approach

Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude

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