Peningkatan Keterampilan Berpikir Kritis Peserta Didik Pada  Pembelajaran Kimia Menggunakan Model Pembelajaran Preparing Dong Concluding

Zulkarnain, Zulkarnain; Andayani, Yayuk; Hadisaputra, Saprizal

doi:10.29303/jpm.v14i2.1321

Cited by 19 publications

(16 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hal ini dibuktikan dengan rendahnya nilai hasil belajar peserta didik. Hasil belajar mempengaruhi kemampuan berpikir kritis dan penguasaan konsep peserta didik (Zulkarnain et al, 2019;Zaini, 2016).…”

Section: Pendahuluanunclassified

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Ramdani

Jufri

Jamaluddin

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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

show abstract

Section: Pendahuluanunclassified

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Ramdani

Jufri

Jamaluddin

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…The application of this approach will stimulate students to think deeply and stimulate students' ability to think critically. Critical thinking skills are thought processes that allow students to evaluate the assumptions, evidence, and logic that underlie the statements of others (Ihsan et al, 2019, Zulkarnain et al, 2019, Aini et al, 2018.…”

Section: Introductionmentioning

confidence: 99%

Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students' Critical Thinking Ability

Andayani

2020

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

Critical thinking is an important skill that needs to be developed in students, including vocational high school students. The critical thinking skills of students who are well facilitated in the learning process will be very useful for students' future. This study aims to develop and implement learning tools that combine discovery learning models with cognitive conflict approaches so that they have a good impact on students' critical thinking skills on heat material. The development of this learning tool adapted the 4D model which consisted of define, design, develop, and disseminate. The learning tools are in the form of syllabus, lesson plans, student worksheets, and evaluation instruments in the form of descriptions to measure students' critical thinking skills. This research was carried out at Mataram State Vocational High School 4 in the academic year 2018/2019. The results showed that this learning device obtained a very high level of validity based on an assessment by an expert validator and obtained a high level of practicality based on observations of the implementation of learning and the results of filling out the questionnaire by students. Students' critical thinking skills are also classified as high criteria based on the measurement results of the evaluation of learning. It can be concluded that the developed learning device is valid, practical, and has a good impact on students' critical thinking skills

show abstract

“…Mata pelajaran kimia merupakan mata pelajaran yang membutuhkan pemahaman tingkat tinggi (Muderawan et al, 2019;Rikawati & Sitinjak, 2020). Hal ini dikarenakan pembelajaran kimia tidak hanya pembelajaran berdasarkan fakta, konsep maupun prinsip, tetapi juga inovasi ilmiah, sehingga proses penyampaian materi harus didasarkan pada konsep yang matang, benar dan nyata (Farizzatul Erza & Nasrudin, 2017;Redhana, 2019;Zulkarnain et al, 2019). Seseorang yang mampu memahami pembelajaran kimia dengan baik akan mampu meneliti berbagai macam hal yang berkaitan dengan lingkungan.…”

Section: Pendahuluanunclassified

Mereduksi Miskonsepsi Materi Kesetimbangan Kimia Melalui Penerapan Strategi Predict Discuss Explain Observe Discuss Explain (Pdeode)

Wati

Novita

2021

JJPK

View full text Add to dashboard Cite

Miskonsepsi banyak terjadi pada proses pembelajaran kimia di SMA, hal ini dikarenakan proses pembelajaran kimia yang cenderung menekankan pada peran aktif siswa untuk menemukan dan mencoba berbagai hal untuk membuktikan suatu fenomena yang ada. Adapun tujuan dari penelitian ini adalah mendeskripsikan keterlaksanaan, aktivitas serta mengetahui perbedaan miskonsepsi peserta didik setelah strategi PDEODE diterapkan.Penelitian ini merupakan penelitian berbasis pra-eksperimen dengan desain “One Group Pretest Posttest”.Subjekyang terlibat dalam penelitian ini yakni 25 orang siswa sekolah menengah atas.Pengumpulan data dalam penelitian dilakukan dengan metode tes berupa three tier diagnostic test yang kemudian dianalisis dengan menggunakan rumus pergeseran miskonsepsi. Hasil analisis penelitian menunjukkan bahwa Kertaksanaan pembelajaran menggunakan strategi PDEODEsangat baik dengan persentase pertemuan pertama sebesar 96,75 %, dan pada pertemuan kedua sebesar 99,30 %. Selanjutnya pada aktivitas peserta didik secara keseluruhan sangat baik dengan persentase yang diperoleh pada pertemuan pertamasebesar 99,2%, dan pada pertemuan kedua sebesar 100%. Hasil selanjutnya juga menunjukkan bahwa miskonsepsi peserta didik terreduksi sangat baik dengan persentase pergeseran miskonsepsi pada konsep suhu sebesar 98,50%, pada konsep konsentrasi sebesar 94,11%, dan pada konsep tekanan dan volume sebesar 96,96 %. Sehingga berdasarkan hasil tersebut dapat disimpulkan bahwa strategi pembelajaran PDEODE sangat baik dan efektif digunakan dalam mereduksi miskonsepsi peserta didik karena mampu mempengaruhi pergeseran arah kesetimbangan kimia kearah positif.

show abstract

Peningkatan Keterampilan Berpikir Kritis Peserta Didik Pada Pembelajaran Kimia Menggunakan Model Pembelajaran Preparing Dong Concluding

Cited by 19 publications

References 5 publications

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students' Critical Thinking Ability

Mereduksi Miskonsepsi Materi Kesetimbangan Kimia Melalui Penerapan Strategi Predict Discuss Explain Observe Discuss Explain (Pdeode)

Contact Info

Product

Resources

About