Critical thinking skills are 21st century life skills that are very necessary for life. The purpose of this study is to analyze the level of critical thinking skills of students, and how influential learning motivation is on students’ critical thinking skills. The research method used is mixed methods with explanatory sequential strategy. The sample of this study were students in grade V SD Jagalan. Data collection is done by the method of tests, interviews, observations, and documentation. The results of this study indicate that the critical thinking skills of students at SD Jagalan reach an average score of 67. Indicators of critical thinking skills from the highest to lowest values are interpretation, analysis, inference, and explanation. Based on the results a simple regression analysis shows the value of the correlation or relationship that is equal to 0.715. The influence of learning motivation on critical thinking skills is indicated by the coefficient of determination of 51.2%, while the rest is influenced by other variables. So, it can be concluded that there is an influence of learning motivation on critical thinking skills. The higher the motivation of students to learn, the higher their critical thinking skills.
Penelitian ini bertujuan untuk memaparkan pemanfaatan teknologi dalam era pandemi pada peserta didik kelas V di sekolah dasar. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Teknik mengumpulkan data menggunakan observasi serta wawancara di sekolah dasar. Subjek dalam penelitian ini sebanyak 20 siswa SDN Kembangbilo 1 Tuban kelas V. Teknik pengambilan subjek penelitian ini menggunakan kualitatif dengan random sampling. Hasil penelitian menemukan adanya beragam penggunaan aplikasi yaitu aplikasi WhatsApp Massenger, Zoom Cloud Meeting, Google Classroom, dan Google Form. Beberapa aplikasi tersebut dinilai menjadi alternatif terhadap pelaksanaan proses belajar daring di era COVID-19 yang didapatkan pada pembelajaran daring. Perlu diketahui terdapat kendala/hambatan dalam penerapan proses belajar daring, baik karena terkendala signal serta siswa yang tidak memiliki smartphone guna melaksanakan proses pembelajaran dari jarak jauh. Implikasi dari penelitian ini adalah perpaduan teknologi yang sudah cukup baik namun hal perlu dievaluasi lebih lanjut terutama terkait kendala yang dihadapi pada siswa sekolah dasar. Berdasarkan hal tersebut, dapat disimpulkan bahwa pemanfaatan teknologi yang diterapkan kepada peserta didik kelas V di Sekolah Dasar dapat menjadi solusi terhadap situasi pandemi saat ini melalui beragam aplikasi yang memiliki beragam fitur.
This study aims to enable the readers to evaluate and analyze the different types of results of various research that identify the effectiveness of multimedia-based PBL to improve critical thinking skills. This study is a descriptive qualitative study with a critical discourse analysis approach. The data are taken from various studies with the same theme and were compared with various expert opinions through in-depth literature. This study evaluates the results of research by Kurniawati & Suryadarma (2015), Isnaeny et al. (2018), Munandar et al. (2018), and Nirbita et al. (2018. The researcher conducted a literature review and compared the results of the study with various expert opinions. From some of these studies, there are positive aspects that can be taken, namely (1) the formulation of research objectives must obvious; (2) data in background must be using international research data and official data from national ministries, observations, questionnaires, and other research results; (3) research methods are explained in detail; (4) the stages of implementation of the media are described; (5) research results data are presented with tables or graphs that are easy to understand; (6) discussion of research results must be accompanied by expert opinions; and (7) conclusion of the research must be accompanied by an explanation of the strengths and weaknesses of the media users on the research. Furthermore, the results of this study can be used as guidelines and reinforcement of the theory that multimedia in PBL environments can increase the skills to think critically.
This study aimed at investigating the differences between the yields of inquiry-based integrated thematic instruction and thematic instruction model on the character education of primary school students. The population was 253 elementary schools and 63,433 students in Surakarta City, Central Java, Indonesia. Samples were obtained through multistage cluster random sampling, which were then divided into experimental group (four classes, 129 students) and control group (four classes, 139 students). The Randomized Static Group Comparison Design was employed as the design of experiment. Data collection methods were interview, observation, questionnaire, and documentation. The instruments were validated by content validity and construct validity. Test for normality and homogeneity of data used Kolmogorov-Smirnov test and Levene Test. Data were analyzed using Mann-Whitney U Test. The result showed that students in the inquiry-based integrated thematic group obtain better score (3.48) than those in the thematic group (3.28). Moreover, the mean rank of the first group (176.07) was also significantly higher than that of the second group (95.92) (Asymp. Sig. (2-tailed). 000<.05). In overall, inquiry-based integrated thematic instruction has more significant and positive contribution on the character education of primary school students in compared with the thematic instruction model.
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