The Development of Critical Thinking Skills and Collaborative Skill Profiles Aided by Multimedia-based Integrated Instruction on Light Refraction Material

Siahaan, Parsaoran; Setiawan, Yusa Chavez; Fratiwi, Nuzulira Janeusse; Samsudin, Achmad; Suhendi, Endi

doi:10.13189/ujer.2020.080643

Cited by 10 publications

(10 citation statements)

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“…The score n gain normalized critical thinking was obtained in the medium category, meaning that students' critical thinking skills before and after being given treatment experienced an increase in the category of improvement which was classified as moderate. This is in line with previous research (Husein, Herayanti, & Gunawan, 2017;Siahaan, Setiawan, Fratiwi, Samsudin, & Suhendi, 2020). Based on the aspect of critical thinking skills consisting of 5 indicators, each of which can be seen the value of the n-gain pretest posttest in the following table: The normalized n-gain category for most of the indicators of critical thinking skills has a moderate n-gain category, as well as the average n gain of critical thinking skills for all students in table 2 and table 3.…”

Section: ▪ Results and Disscussionsupporting

confidence: 94%

“…The advanced clarification aspect is an aspect of critical thinking skills where students are asked to provide further clarification on a problem, which can be in the form of giving assumptions in order to find solutions related to problem solving and being able to provide estimates of an assumption given from a problem. In addition, in this aspect, students are expected to be able to define the meaning/definition of related physics equations (Siahaan et al, 2020).…”

Section: ▪ Results and Disscussionmentioning

confidence: 99%

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ICARE-U Learning Model to Improve Critical Thinking Skills of High School Students in Indonesia

Yenni

Siahaan²,

Suwarmaz³

2022

JPMIPA

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Critical thinking is one of the skills that are widely trained in the field of natural science studies. The study was conducted at a high school in the city of Padang to determine the effectiveness of ICARE-U learning (Introduction, Connection, Application, Reflection, Extension and Utility) on students' critical thinking skills in the matter of effort and energy. The research method used is pre-experimental with one group pretest posttest design. The research sample consisted of one class 10 high school as many as 31 people. Critical thinking skills are viewed from 5 aspects, namely elementary clarification, basic support, inference, advanced clarification, strategy and tactics. Based on the results of the n-gain on students' critical thinking skills with the ICARE-U learning model, a score of 0.4 was obtained. A score of 0.4 means that students' critical thinking skills before and after being given treatment have increased in the moderate category. Reviewing the critical thinking skills aspect, it is known that the advanced clarification aspect is still experiencing a low increase. Based on the results of hypothesis testing, it was found that the ICARE-U learning model was effectively used to improve students' critical thinking skills in the matter of effort and energy.

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Section: ▪ Results and Disscussionsupporting

confidence: 94%

Section: ▪ Results and Disscussionmentioning

confidence: 99%

ICARE-U Learning Model to Improve Critical Thinking Skills of High School Students in Indonesia

Yenni

Siahaan²,

Suwarmaz³

2022

JPMIPA

Self Cite

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“…This will develop students' learning independence in obtaining information through various relevant sources. This research also provides stimulus through videos, articles, and image presentations that can encourage thinking skills and student learning independence (Martin & Betrus, 2019;Siahaan et al, 2020). The addition of a YouTube video embedded in teaching materials based on contextual research on forming acid rain can raise awareness about the importance of reducing carbon emissions, thereby having a positive impact on the environment…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

Lidiawati

Heliawati

Pursitasari

2021

j. pendidik. indonesia.

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Innovation in teaching materials used in online learning is very urgent based on students’ needs. This study aims to measure the effectiveness of contextual research-based teaching materials to improve students’ learning independence and concept mastery of acid-base solution properties. The research method is Research and Development, referring to Borg and Gall. The research subjects were 60 students and 7 science teachers who have used teaching materials based on contextual research findings. The data collection technique in this study is a test that aims to determine the concept mastery and a questionnaire to measure students’ learning independence. Based on the results of the study, it is known that the average percentage of student learning independence is 78% (Good category). Besides, an average value of 73.83 is obtained with an N-Gain of 64% (Medium category). The use of contextual research-based teaching materials can increase learning independence in terms of information search and concept mastery of acid-base solution properties.

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“…Questions given through educational games according to HOTS criteria can stimulate students' critical thinking skills. The findings are reinforced by the results of research using virtual simulations and educational games, which are proven to be able to improve students' critical thinking skills, especially in the ability to apply concepts in everyday life [49]- [51]. Students' skills in applying contextual concept applications honed through Articulate Storyline 3 multimedia determine students' quality of life in the future.…”

Section: Figure 3 Comparison Of the Achievement Of Critical Thinking ...mentioning

confidence: 95%

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

Heliawati

Lidiawati²,

Pursitasari³

2022

IJERE

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<span lang="EN-US">This study measured the effectiveness of Gamification-based Articulate Storyline 3 multimedia on students' critical thinking skills and self-regulated learning. The research method used is a quasi-experimental method. The research subjects were 64 students and eight science teachers who have used the Gamification-based Articulate Storyline 3 multimedia on the nature of acidic, alkaline, and neutral solutions. Data collection techniques in this study were tests that aim to determine students' critical thinking skills and a questionnaire to measure students' learning independence. The data analysis technique was based on calculating the average score of the test items with high-order thinking skills and student learning independence. The study results obtained an average score of 81.50 for critical thinking skills on the material concept of the nature of the acid, base, and neutral solutions with an N-Gain of 72% in the high category. It was also known that the average percentage of student learning independence was 86.76% which falls into the good category. Therefore, Gamification-based Articulate Storyline 3 multimedia can improve students' critical thinking skills and independent learning on the nature of the acid, base, and neutral solutions.</span>

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The Development of Critical Thinking Skills and Collaborative Skill Profiles Aided by Multimedia-based Integrated Instruction on Light Refraction Material

Cited by 10 publications

References 0 publications

ICARE-U Learning Model to Improve Critical Thinking Skills of High School Students in Indonesia

ICARE-U Learning Model to Improve Critical Thinking Skills of High School Students in Indonesia

The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

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