Complex thinking skills is a dynamic process that requires variety of complex ideas in order to increase student understanding. The purpose of this study was to analyze the complex thinking skills of grade VII students in the city of Sukabumi through problem-based learning using mind mapping. Complex thinking skills researched in this study consisted of problem solving skills, decision making skills, critical thinking skills, and creative thinking skills. This study used a quasi experiment method with 38 students. The instruments were a test of complex thinking skills, mind mapping assignment, and the observation sheet. The results showed that 1) the complex thinking skills of the students have increased after the implementation of problem-based learning using mind mapping, with the normalized gain of 50.60% (medium); 2) the skills that have increased the most were problem solving skills and decision making skills.
Background: a student's attitude of care for the environment is either a affective competence or the value of a outlook on life that the student has in addressing conditions that are occurring in his or her surroundings. The purpose of this best practices is in an effort to improve the viic grade affective competencies in the neighborhoods in the junior state of sukabumi. Method: this study applies the class action study method with a quantitative approach to study subjects of 38 students. The instruments used are the beneficiary competence competencies of learners to the ward, teacher and student interviews, and student responses to learning. The affective competence of participants based on this study includes 3 indicators of 1) being conscious and thankful, 2) being curious, critical thingking, and caring for the environment, and 3 being prudly employed by materials that could polluter the environment. Results: research shows cycle I that the average percentage of the scores of positive attitudes of concern students have toward the environment increased after applying the model of learning problem based learning from 56.08% to 66.71%. And the average percentage of students' negative towards the environment is declined after a model of learning problem based learning from 43.92 % to 33.29%. Then, at the second cycle, treatment is remitting by using a different mind mapping on learning, and the average percentage of the score of the students' positive attitude toward the environment is increasing after the model of based learning problem is implemented, using the mind mapping has increased from 66.71% to 86.02%. Conclusion: faculty competence after treatment of learning with the problem of based learning has increased by 66.71%, learners respond favorably to learning the problem of based learning. In this case learners feel motivated to actively study, be active, increase curiosity and improve students' affective competence in the ward. Keywords : Classroom Action Research; Afectiv; Problem based Learning; Climate Change
This research is conducted driven by the low manifestation of learning skills of the 21st century and the era of the industrial revolution 4.0. This can be observed from the low ability of students in computational thinking skills (Representation/Abstraction, Decomposition, Algorithms, Pattern recognition) in working on questions. In addition, students are more attracted to play with their smartphones than learning. The purpose of this study is to analyze efforts to improve students' computational thinking skills through the application of the digital canva application to the topic of “Environmentally Friendly Technology". The subject of the study was class IX, randomly selected from a Public Middle School in Sukabumi City using two learning cycles which saw an increase in the results of the learning process. The results of the study show that there has been an increase in the computational thinking skills 38% of students achieved minimum completensess criterion scor in cycle 1 and to 77% did in cycle 2. The indicators of computational thinking skills that can be developed in cycles 1 and 2 are Abstraction, Decomposition, Algorithms , and Pattern Recognition. The increase in learning outcomes (gain) for each computational thinking skills indicator in cycle 2 was greater than in cycle 1 because there were efforts by the teacher to improve the learning process.
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