Pengaruh Strategi Pembelajaran React Terhadap Kemampuan Berpikir Kritis Ditinjau Dari Kemampuan Awal Siswa SMP

Mawarni, Julita; Syahbana, Ali; Septiati, Ety

doi:10.31851/indiktika.v1i2.3190

Cited by 5 publications

(5 citation statements)

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“…In addition, learning through REACT trains students to think at a higher level in learning so that they are able to provide solutions in problem solving (Wulandari et al, 2015). The REACT approach is able to connect students' learning experiences and understanding in various learning contexts (Mawarni et al, 2019).…”

Section: 2reactmentioning

confidence: 99%

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

Bachtiar

Nurtamam

Santosa³

et al. 2023

IJERLAS

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This study aims to determine the Problem-Based Learning model based on the REACT approach to students' 21st-century skills. This type of research is meta-analysis research. The data sources in the study came from the analysis of 13 international and national journals that have been published from 2018-2023. The data source search process is Google Scholar, Hindawi, Eric, ScienceDirect, Springer, and ProQuest. The inclusion criteria in this study are 1) Journals or proceedings indexed by Scopus or SINTA; 2) The type of research is experimental or quasi-experimental research; 3) the dependent variable is the students' 21st-century skills and the independent variable is the problem-based learning model based on REACT; 4) The research has data that can be calculated the effect size value and standard error. Data analysis is quantitative analysis with the help of the JSAP application. The results of this study show that the average effect size value is 1.078 with very high criteria. This finding concludes that the REACT-based problem-based learning model has a significant effect on students' 21st-century skills. The REACT-based problem-based learning model makes students more active and easy to understand learning concepts.

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Section: 2reactmentioning

confidence: 99%

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

Bachtiar

Nurtamam

Santosa³

et al. 2023

IJERLAS

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“…The context of daily life that is close to students is deliberately chosen by the researcher so that students can learn from real life experiences and previous knowledge. This method can help students to explore, discover and then lead to an understanding of mathematics (Mawarni, Syahbana, & Septiati, 2019).…”

Section: Preparation Of Hypothetical Learning Trajectory (Hlt)mentioning

confidence: 99%

Integration of digital literacy in didactic design: Prospective analysis on algebra learning

Fuadiah

Septiati

Marhamah

2022

J. Math Educ. Nusant. Wahana Publ. Karya Tulis Ilm. di Bid. Pen

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This study aimed to formulate the Hypothetical Learning Trajectory (HLT) as part of the Didactical Design Research at the prospective analysis stage in the VIII class of Algebra learning, namely the Two-variable Linear Equation System (TVLES). HLT is based on a study of learning obstacles which includes aspects of repersonalization of material content, potential use of digital media in learning, curriculum analysis, and didactic aspects and is adapted to the needs of students and the development of digital literacy. This study involved 47 students of class VIII, 21 students of class IX, 3 mathematics teachers, and 5 model students. Based on a prospective analysis, the HLT on aspects of the TVLES concept is formulated as follows: 1) Considering the concept of “The Meaning of the Equal Sign” through an open context (realtime thinking literacy), recognize variables as unknown values and varying quantities; 2) Completing an open sentence using trial and error through the context of scales (photo visual literacy); 3) revealing the relationship between symbolic representations and straight-line graphs; the meaning of the point of intersection, using algebraic concepts in completing TVLES (branching literacy); 4) create a mathematical model of a problem related to TVLES (information literacy), and; 5) solving various problems related to TVLES through a logical algorithm. This HLT was expected to be developed into a didactic design which will later be implemented in learning.

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“…Proses applying dari konsep yang telah diketahui melalui kegiatan experiencing kemudian diaplikasikan dalam bentuk pengerjaan soal-soal yang harus diselesaikan secara cooperating (Mawarni et al, 2019). Sejalan dengan pendapat Association for the Advancement of Science (Yupita et al, 2014), proses pembelajaran yang terbaik adalah ketika peserta didik memiliki kesempatan untuk mengekspresikan ide-ide mereka dan mendapatkan umpan balik dari teman-teman mereka dalam mencari dan menemukan konsep sendiri dengan bantuan LKPD.…”

Section: Gambar 6 Jawaban Peserta Didik 6 Soal Nomorunclassified

Peningkatan Kemampuan Berpikir Kritis Matematis Peserta Didik dengan Menggunakan Strategi REACT

Hidayat

Carlian

Rohmah

2020

JMIE

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This research based on the lows ability of students' mathematical critical thinking skills. The average of preliminary study result is 26.5. This research aims to describe the enhancement of students' mathematical critical thinking skills who obtain learning using the REACT strategy. The research method is a quasi-experimental method with the nonequivalent pretestposttest control group design. The population of this research is MIS Miftahul Huda students, which amounts to 18 classes and only two classes used for the sample, there are VA and VB. Researcher used purposive sampling for the sampling. The test used for data collection technique, the results of that test will be analyzed by statistical test, there are normality test, homogeneity test, and hypothesis test. The results of the study show that the enhancement of students' mathematical critical thinking skills on scale subject in the class experiment is significantly better than the class control. This result showed from the average N-gain or the enhancement in class experiment was 0.49 while the class control was 0.26. The average results of class experiment posttest was 55.0 while the average result in class control was 40.8. So it can be concluded that the REACT strategy is significantly can improve students' mathematical critical thinking skills of MI students.

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Pengaruh Strategi Pembelajaran React Terhadap Kemampuan Berpikir Kritis Ditinjau Dari Kemampuan Awal Siswa SMP

Cited by 5 publications

References 0 publications

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

The Effect of Problem Based Learning Model Based on React Approach on Students' 21st Century Skills: Meta-Analysis

Integration of digital literacy in didactic design: Prospective analysis on algebra learning

Peningkatan Kemampuan Berpikir Kritis Matematis Peserta Didik dengan Menggunakan Strategi REACT

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