Hubungan Pemahaman Konsep Dengan Keterampilan Berpikir Kritis Melalui Model Pembelajaran Treffinger Pada Mata Kuliah Fisika Dasar

Alatas, Fathiah

doi:10.15408/es.v6i1.1103

Cited by 16 publications

(6 citation statements)

References 1 publication

(1 reference statement)

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“…This is in accordance with the research report of Sa'adah et al (2017) which found a link between critical thinking skills and concept mastery. Likewise with the research report conducted by Alatas (2014) which found a relationship (correlation)…”

Section: Draw a Conclusionsupporting

confidence: 74%

Implementation of Technology Based Science Literation in Improving Student's Critical Thinking Ability on Science Learning at Sd 04 Rantauprapat Labuhanbatu District

Lubis

Rosmawaty

Listyarini

2021

SIJEL

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This type of research is descriptive qualitative. The purpose of this study was to analyze the application of technology-based scientific literacy in improving students' critical thinking skills in science learning at SD 04 Rantauprapat. Objects were obtained by purposive sampling. The object in this study was taken as many as 56 for respondents, namely fourth grade students of SD Negeri 04 Rantauprapat, namely Class IVA totaling 28 students and Class IVB totaling 28 students for a questionnaire of students critical thinking abilities. The ability to think critically of students in this case includes Reason, Situation, Clarity, Overview, and Inference with the acquisition of technology-based scientific literacy in science learning at SD 04 Rantauprapat, namely: student frequency those who think that the Reason aspect is above an average of 48 students or 92.9%; the frequency of students who think the Situation aspect is above the average of 46 students or 82.1%; the frequency of students who think that the clarity aspect is above the average is 46 students or 82.1%; the frequency of students who think about the Aspects of Examination (Overview) is above the average of 34 students or 60.7%; and the frequency of students who think inference (Inference) above the average is 34 students or 60.7%. Based on the analysis of students 'scientific literacy abilities made in written tests and interviews, it can be seen how the students abilities in solving science questions. The results are as follows. a) almost all students' science content is still low, this means that most students do not understand the concept of science, b) recognize scientific questions, there are no errors for all students, c) in identifying scientific evidence and phenomena, all students are able to read the data provided, d) in drawing conclusions, almost all students are able to do well, e) in communicating conclusions, almost all students are able to do it well, f) almost all students show understanding of concepts, g) in science applications, almost all students are able to apply them well

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Section: Draw a Conclusionsupporting

confidence: 74%

Implementation of Technology Based Science Literation in Improving Student's Critical Thinking Ability on Science Learning at Sd 04 Rantauprapat Labuhanbatu District

Lubis

Rosmawaty

Listyarini

2021

SIJEL

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“…Kontribusi tingkat berpikir kritis memiliki hubungan fungsional yang signifikan terhadap hasil belajar fisika dengan sumbangan sebesar 82,7% [11]. Mahasiswa yang memiliki keterampilan berpikir kritis dalam pembelajaran fisika dapat belajar untuk melihat situasi secara logis dan objektif, serta gejala sadar pembiasaan dirinya [12].…”

Section: Pendahuluanunclassified

Pengaruh modul self regulated learning terhadap prokrastinasi akademik dan keterampilan berpikir kritis mahasiswa PGSD UNS

Lestari,

Widianto Atmojo,

Ardiansyah

2023

DDI

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Abstract. The study aims to determine the effect of self-regulated learning modules on academic procrastination and critical thinking skills of college students in PGSD UNS. The type of research is experimental research with a quasi design. The research population was PGSD UNS students with a sample of 67 students. Samples were divided into an experimental class and a control class. The class that became the experimental class was 2E with a total of 34 students, while the class that became the control class was 2F with a total of 33 students. Content validity using Aikens V states all instruments are valid. The reliability instruments using Alpha Cronbach's stated that all instruments were reliable with a coefficient value of 0.833 on the academic procrastination scale and 0.713 for the critical thinking test. Hypothesis Test using Manova Test Multivariate Analysis. The Manova test shows a significance value of 0.000 <0.05. The conclusion is that there is an influence of the self-regulated learning module on academic procrastination and critical thinking skills of PGSD UNS students.

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“…Thus, the implementation of inquiry based-STEM learning encourages students to combine multiple ideas and is closely related to concept understanding [5]. STEM learning trains thinking skills and improves cognitive intelligence in connecting various facts or information with their prior knowledge through challenging project-making activities [22].…”

Section: Questionmentioning

confidence: 99%

Enhancing Primary School Students’ Critical Thinking Skills through the Integration of Inquiry-Based STEM Approach on Teaching Electricity in Science Learning

Amin

Rahmawati²,

Sudrajat³

et al. 2022

J. Phys.: Conf. Ser.

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This paper aimed to enhance primary school students’ critical thinking by implementing an interdisciplinary STEM approach using the inquiry method in science learning of energy and its changing topic. This innovative learning is designed to engage students in constructivism through project-making. This study involved twenty-five-six-grade primary school students at a public primary school in Java Province, Indonesia. The qualitative method was employed to explore and understand students’ experiences during learning in developing five aspects of critical thinking skills SCIT, including identifying questions at issues, conceptual understanding, ideas connection, assumptions, and inferences. The researchers collected the data through classroom observation, reflective journals, interviews, and a concept test. In this study, students are engaged in five learning stages: ask, investigate, create, discuss, and reflect. The findings obtained by the researchers reflected that students were actively involved in all phases of learning. They feel they are challenged to learn through a simple electrical circuit and a simple flood detector project. The analysis showed that students were experiencing the enhancement of critical thinking skills through information exploration and project discussion to engage them in identifying questions at issues raised in the learning. Besides, facilitating students to integrate their thought into real-life and project-making leads them to improve their conceptual understanding. In addition, interdisciplinary learning encouraged them to connect ideas and make assumptions and inferences by considering multiple perspectives on developing a project.

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Hubungan Pemahaman Konsep Dengan Keterampilan Berpikir Kritis Melalui Model Pembelajaran Treffinger Pada Mata Kuliah Fisika Dasar

Cited by 16 publications

References 1 publication

Implementation of Technology Based Science Literation in Improving Student's Critical Thinking Ability on Science Learning at Sd 04 Rantauprapat Labuhanbatu District

Implementation of Technology Based Science Literation in Improving Student's Critical Thinking Ability on Science Learning at Sd 04 Rantauprapat Labuhanbatu District

Pengaruh modul self regulated learning terhadap prokrastinasi akademik dan keterampilan berpikir kritis mahasiswa PGSD UNS

Enhancing Primary School Students’ Critical Thinking Skills through the Integration of Inquiry-Based STEM Approach on Teaching Electricity in Science Learning

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