Development of worksheet based on high-order thinking skills to improve high-order thinking skills of the students

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

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confidence: 99%

Development of Learning Device Based on 21st Century Skill with Implementation of Problem Based Learning to Increase Critical Thinking Skill of Students on Polyhedron for Grade 8th Junior High School

Afdareza

Yuanita

Maimunah

2020

“…From the results of observations and analyzes conducted, it is necessary to develop learning tools for mathematics to help the implementation of the learning process by referring to the 2013 curriculum. Lismawati (Yennita, et al, 2018) in developing learning devices that refer to the 2013 curriculum requires a learning model that can help participants students in discovering the concept of learning and learning independently, then the learning model that is suitable for use is the discovery learning model. Illahi (Dina, et al, 2015) states that discovery learning is one of the models that allows students to be directly involved in teaching and learning activities, so that students are able to use their mental processes to find a concept and theory being studied, and demand to find a concept with the help of stimulus provided, this will make learning oriented towards students.…”

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confidence: 99%

Mathematical Learning Development using Discovery Learning Model to Improve Mathematical Understanding Skills of Students

Kartika

Hutapea

Kartini

2020

This study aims to produce a mathematics learning tool with a discovery learning model on rectangular and triangular material, with valid, practical and effective criteria to improve the mathematical understanding ability of grade VII students in junior high school. The type of research was development research with the design development using Borg and Gall. This study produced learning tools consisting of syllabus, lesson plans and student worksheets (LKPD). The results of the study showed that the learning tools met valid, practical and effective criteria. The validity of the product development was determined by expert validation with an average value of 4.46 with a very valid category. The practicality of the product development is determined by the teacher with an average of 99%, students 90.57% and observers 4.16 which is categorized as very practical while the effectiveness of the development product in terms of the achievement of learning objectives using KKM scores of 75 is obtained from the test results of mathematical understanding ability with the results there is an increase in learning outcomes using developed learning tools.

“…Solving problems is a form of critical thinking according to (Paidi, 2007). According to Quelmalz (in Yennita et al,, 2018) higher order thinking skills are five forms of reasoning: Recall, analysis, comparison inference and evaluation. The ability to do problem-solving not only related to the appropriateness of the solutions obtained, but rather the ability shown since recognising the problem, find the solution alternatives, choosing one of the other options as solutions, as well as evaluating the answers that have obtained.…”

Section: Introductionmentioning

confidence: 99%

Student Tutoring, Facilitator and Explaining Models: A Problem Solving Metacognition towards Learning Achievements of Informatics Students

Pratiwi¹

2019

Metacognition problem solving learning model applied through student tutoring, facilitator, and explaining predicted were able to overcome the low learning achievement of students. The purpose of this research is to know the problem-solving metacognition with learning models of student tutoring, facilitator, and explaining and to find out problem-solving metacognition with learning model of student tutoring, facilitator, and explaining to the students the learning achievements of informatics. This research is descriptive qualitative study uses a quasi-experiment method. Data analysis using independent-test and ANOVA. The results showed that students' problem-solving metacognition is at a low category percentage of 35,005%. Problem-solving metacognition of the students with student tutoring, facilitator, and explaining the learning model has no effect against the learning achievements of students of Informatics with F of 0.03 and significant of 0.874.