Abstract:Tujuan penelitian ini adalah untuk menghasilkan indikator 4C's yang selaras dengan kurikulum SMA/MA yang digunakan di Indonesia yaitu kurikulum 2013 pada mata pelajaran matematika SMA kelas X semester 1 yang terdiri dari 3 bab yaitu: sistem persamaan dan pertidaksamaan linier satu variabel yang memuat nilai mutlak, SPLTV, dan fungsi. Kegiatan penelitian dimulai dari analisis masalah kurikulum di Indonesia dan menganalisis literatur kemampuan 4C's menurut Partnership 21th Century Learning (P21). Kegiatan selanj… Show more
“…Physics Worksheets that has high critical thinking skills. The application of critical thinking is expected that students are able to analyze and solve a problem critically, therefore students must add literacy insights in order to add to their knowledge [18] .…”
The 2013 curriculum requires teachers to encourage students to be able the 21 st century skills consist critical thinking, creativ thinking, communicaton, and collaboratively. To achieve this, teacher must practice using learning strategies with an orientation to train students to be able have 4C skills. This relates to the learning component that must be prepared by the teacher such as teaching materials. The aim of research was conducted to study the availability of the 4C component at physics worksheets of senior high school for XII. The population of data in this study were physics worksheets class XII made by teacher.The samples in this research are fourth Physics worksheets made by physics teacher. The data in this study were taken using physics worksheets presentation analysis instrument with the data analysis technique is a content study and data collection techniques through documentation studies. Based on the analysis result, it can be concluded the analysis of the Physics Worsheets at Senior High School for XII related to availability of the 4C component shows that physics worksheets who obtained a percentage with the fulfillment of the indicator on the highest 4C component is critical thinking indicators obtained a score 59% with category enough facilitated and the lower is collaboration get a score 42,71%.
“…Physics Worksheets that has high critical thinking skills. The application of critical thinking is expected that students are able to analyze and solve a problem critically, therefore students must add literacy insights in order to add to their knowledge [18] .…”
The 2013 curriculum requires teachers to encourage students to be able the 21 st century skills consist critical thinking, creativ thinking, communicaton, and collaboratively. To achieve this, teacher must practice using learning strategies with an orientation to train students to be able have 4C skills. This relates to the learning component that must be prepared by the teacher such as teaching materials. The aim of research was conducted to study the availability of the 4C component at physics worksheets of senior high school for XII. The population of data in this study were physics worksheets class XII made by teacher.The samples in this research are fourth Physics worksheets made by physics teacher. The data in this study were taken using physics worksheets presentation analysis instrument with the data analysis technique is a content study and data collection techniques through documentation studies. Based on the analysis result, it can be concluded the analysis of the Physics Worsheets at Senior High School for XII related to availability of the 4C component shows that physics worksheets who obtained a percentage with the fulfillment of the indicator on the highest 4C component is critical thinking indicators obtained a score 59% with category enough facilitated and the lower is collaboration get a score 42,71%.
“…Saat ini dalam perkembangan digitalisasi, pembelajaran matematika memiliki outcome untuk meningkatkan kemampuan serta keterampilan yang wajib dimiliki siswa, kelak dapat (Nurmaharani, Rika;Sunardi;Kurniati, 2017) Hal ini juga diperkuat berdasarkan tujuan dari matematika yang diberikan dalam pembelajaran ialah untuk dapat berpikir kritis, logis, sistematis, analitis, cermat, dan dapat menggunakan pola berpikir kreatif dalam aktivitas seharihari yang dimiliki oleh peserta didik sebagai bekal kehidupan mendatang (Ulum Fatmahanik, 2016).…”
Tujuan penelitian ini ingin mengetahui 1) Pengaruh pendekatan realistic mathematics education terhadap kecerdasan logis matematis dan kemampuan berpikir kritis matematik secara multivariat, 2) Pengaruh pendekatan realistic mathematics education terhadap kecerdasan logis matematis, 3) Pengaruh pendekatan realistic mathematics education terhadap kemampuan berpikir kritis matematik pada siswa SMP Negeri 30 di Jakarta Utara. Penelitian ini merupakan penelitian eksperimen dengan metode analisis treatment by level, sampel yang diambil telah ditetapkan (purposive sampling) sebanyak 40 siswa. Pengumpulan data dilakukan dengan memberikan tes. Teknik analisis data dalam pengujian hipotesis menggunakan analisis varian multivariat (MANOVA). Berdasarkan hasil analisis 1) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kecerdasan logis matematis dan kemampuan berpikir kritis matematik secara multivariat, 2) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kecerdasan logis matematis, 3) Terdapat pengaruh positif pendekatan realistic mathematics education terhadap kemampuan berpikir kritis matematik.
“…Pada penerapan kurikulum 2013 menuntut guru untuk inovatif, pro aktif, dan bisa membuat siswa aktif dalam pembelajaran (Baroroh dan Muyasaroh, 2020). Melalui kurikulum 2013 ini siswa diharapkan memiliki softskill 4C (Communication, Collaboration, Critical Thinking and Problem Solving, dan Creativity and Innovation), di mana keterampilan tersebut merupakan keterampilan yang dibutuhkan di abad 21 (Sunardi, et al, 2017;Redhana, 2019). Selain itu juga siswa akan dilatih untuk mengasah kemampuan berpikir kritis, logis, reflektif, metakognitif, serta berpikir kreatif yang merupakan kemampuan berpikir tingkat tinggi (Higher Order of Thinking Skill/HOTS).…”
Latar belakang diadakannya Penelitian ini adalah rendahnya kompetensi guru sasaran di SDN banjaran dalam penyusunan RPP kurikulum 2013 yang berdampak kurang percaya diri dalam proses pembelajaran. Solusinya diadakan bimbingan dan pendampingan baik secara kelompok maupun individu dalam penyusunan RPP Kurikulum 2013 yang sistematis. Analisa data yang dilaksanakan menggunakan analisa diskriptif kualitatif. Penelitian dilakukan dengan tahapan siklus, masing-masing siklus terdiri dari 4 (empat) langkah meliputi : perencanaan, pelaksanaan, pengamatan dan refleksi. Melalui kegiatan pendampingan yang dilakukan Kepala Sekolah dapat meningkatkan kemampuan guru dalam menyusun RPP. Pendampingan dapat meningkatkan kemampuan guru dalam menyusun RPP (dari 46,66% pada siklus 1 menjadi 86,66% pada siklus 2). Hasil penelitian ini, 15 guru dari sekolah yang menjadi subyek penelitian, semuanya menunjukkan peningkatan kompetensi sesuai dengan indikator keberhasilan yang telah ditetapkan.
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