Pengaruh Perpaduan Model Think Pair Share (Tps) Dan Pola Pemberdayaan Berpikir Melalui Pertanyaan (Pbmp) Terhadap  Kemampuan  Berpikir Kritis Siswa Di  Sma Negeri 10 Kota Ternate

Idhar, Asri; Haerullah, Ade; Roini, Chumidach

doi:10.33387/j.edu.v17i1.1082

Cited by 7 publications

(7 citation statements)

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“…The N-gain score, which is in the high category, indicates that there is an influence on the development of inquiry-based teaching materials on students' understanding of physics concepts. This is in line with the results of research conducted by Idhar et al, (2019) that inquiry learning can improve students' understanding of concepts and process skills so as to improve their learning outcomes. Inquiry activities are designed to promote students' conceptual understanding.…”

Section: Resultssupporting

confidence: 88%

Development of Inquiry-Based Teaching Materials to Improve Physics Teacher's Conseptual Understanding

Herayanti¹,

Habibi²,

Sukroyanti³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This development research aims to produce a product in the form of a valid and effective inquiry-based learning tool to increase the conceptual understanding of prospective physics teachers. The products that were developed include SAP (Satuan Acara Perkuliahan) or lecture unit, and LKM (Lembar Kerja Mahasiswa) or worksheet, Teaching Materials and conceptual understanding test instruments. The research design used is a 4D model consisting of Define, Design, Develop and Disseminate. Data collection techniques used validation sheets and evaluation tests for conceptual understanding. The validity data was analyzed using a Likert scale. Product effectiveness data was analyzed using the Gain standard. Product validity was assessed by three expert validators. Assessment by the validator using criteria that are valid to strongly valid. The N-gain test for conceptual understanding showed values of 88.23% in the high category for the indicator of restating the concept and 62.81% in the medium category for the indicator of presenting the concept. The improvement in students' conceptual understanding as measured by the N-Gain test results after taking a pre-test and post-test can be used to determine the effectiveness of teaching materials developed by researchers. The pretest average score for the conceptual understanding instrument was 47.50 and for the posttest average score was 87.73. This value was then analyzed using the N-Gain test with a calculation result of 77.88%, which means that this value is classified into the high increase category. So, it can be concluded that the development of inquiry-based teaching materials to increase conceptual understanding of prospective physics teachers is valid and effective.

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Section: Resultssupporting

confidence: 88%

Development of Inquiry-Based Teaching Materials to Improve Physics Teacher's Conseptual Understanding

Herayanti¹,

Habibi²,

Sukroyanti³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Research that examines metacognitive skills has been done, especially related to learning outcomes [7,8,9,10,11,12,13]. Research that has been conducted by various methods shows that there is a positive relationship between metacognitive skills and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Astriani

Susilo

Suwono

et al. 2020

Int. J. Emerg. Technol. Learn.

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This study aimed to measure the role of mind mapping in learning models to improve students' metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good); (2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05; and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates

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“…Pernyataan yang ada dilengkapi dengan pertanyaan yang akan dikerjakan pada Laporan Hasil Belajar Mahasiswa (LHBM) dan pada sintaks arahan, merupakan kegiatan untuk melanjutkan materi berikutnya dan menemukan hubungannya lebih lanjut, sehingga mahasiswa akan lebih memahami materi yang sudah dipelajari dan lebih mempersiapkan diri untuk mempelajari materi berikutnya. Hal ini sesuai dengan pendapat Idhar, Haerullah, & Roini (2019) yang menyatakan bahwa, pembelajaran dengan LKM PBMP membantu mengembangkan kompetensi yang berkaitan dengan keterampilan berpikir kritis dan kreatif. Semakin banyak keterlibatan aktif mahasiswa dalam mengelola pertanyaan dan menjawab, akan semakin tinggi pula keterampilan berpikir mahasiswa, baik berpikir kreatif maupun berpikir kritis.…”

Section: Tahap Pengembanganunclassified

Pengembangan Lembar Kerja Mahasiswa Berbasis Pemberdayaan Berpikir melalui Pertanyaan pada Mata Kuliah Pengetahuan Lingkungan

Utami

Dewi

2020

B : JIB

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This study aims to develop a student worksheet based on the empowerment of thinking through questions in environmental knowledge courses. This type of research is development research using the R & D (Research and Development) method. In this study, only two stages of the R&D method were used, namely: 1) the preliminary study stage; and 2) the product development stage. The research was conducted in the Environmental Knowledge course. The instrument used to collect data was the Student Worksheet validation sheet which consisted of three components, namely: content, language, and presentation. Based on the results of the validation, the content component validation score obtained was 3.25 with valid criteria, the language component was 3.00 with valid criteria, and the presentation component obtained a score of 3.36 with valid criteria. Thus it can be concluded that, empowerment-based Student Worksheets think through questions on environmental knowledge courses with valid criteria and can be used as learning materials.

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Pengaruh Perpaduan Model Think Pair Share (Tps) Dan Pola Pemberdayaan Berpikir Melalui Pertanyaan (Pbmp) Terhadap Kemampuan Berpikir Kritis Siswa Di Sma Negeri 10 Kota Ternate

Cited by 7 publications

References 0 publications

Development of Inquiry-Based Teaching Materials to Improve Physics Teacher's Conseptual Understanding

Development of Inquiry-Based Teaching Materials to Improve Physics Teacher's Conseptual Understanding

Mind Mapping in Learning Models: A Tool to Improve Student Metacognitive Skills

Pengembangan Lembar Kerja Mahasiswa Berbasis Pemberdayaan Berpikir melalui Pertanyaan pada Mata Kuliah Pengetahuan Lingkungan

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