Peningkatan Keterampilan Berpikir Kritis pada Konsep Biota Laut menuju Pembangunan Berkelanjutan melalui Pembelajaran Berbasis Proyek

Jumrodah, J; Liliasari, S.; Adisendjaja, Yusuf Hilmi; Sanjaya, Yayan

doi:10.23969/biosfer.v6i2.4337

Cited by 2 publications

(3 citation statements)

References 3 publications

(4 reference statements)

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“…This indicator is found in the guided inquiry stage, which is conducting experiments to obtain information, where students are asked to consider logical and valid conclusions. This is in line with the research conducted (Jumrodah et al, 2021) the ability to conclude the concepts learned and events experienced during practicum activities is expected to improve logic so that they can understand the concepts well.…”

Section: Discussionsupporting

confidence: 83%

Critical thinking skills of high school students material invertebrates trought guided inquiry assitend mind mapping

Permata,

Jumrodah,

Lestariningsih

2023

BIO

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The inquiry learning model can help students learn independently in solving problems and providing solutions. The study aims to identify improvements in students' critical thinking skills on invertebrate material through guided inquiry-assisted mind mapping. The type of research used is pre-experimental research with a one-group pretest-postest design. The population in this study was an entire MIA X class, consisting of 16 samples. The test instrument is used as a double-selection test (PG) with 20 reasonable questions about invertebrate material. Sampling is done using probability sampling with saturated sampling. Guided inquiry learning activities assisted by mind mapping are carried out in six stages. 1) presenting questions or problems; 2) making hypotheses; 3) designing experiments; 4) conducting experiments to obtain information; 5) collecting and analyzing data; 6) drawing conclusions. The results of this study show that any critical thinking skill indicator, i.e., focusing questions, analyzing arguments, asking or answering a question, investigating and/or considering observation reports, considering credible sources, taking into account valuable opinions, making and/or considering inductions, identifying assumptions, identifying terms and/or considering definitions, and determining an action, produces a significance of 0.000 < of 0.05, which means there is an influence of the learning model on critical thinking skills.

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Section: Discussionsupporting

confidence: 83%

Critical thinking skills of high school students material invertebrates trought guided inquiry assitend mind mapping

Permata,

Jumrodah,

Lestariningsih

2023

BIO

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“…The student activities of each group in planning actions include the appropriate use of development methods, formulating project flow diagrams that have been adapted to the characteristics of rural or urban areas, and using appropriate, creative, and innovative ideas and ideas to analyze rural or urban development based on their potential. Giving ideas and ideas in designing projects can stimulate critical thinking skills in someone's (Jumrodah et al, 2021). The indicators for presenting project results by students have also increased.…”

Section: Discussionmentioning

confidence: 99%

“…One of the appropriate learning models to achieve this goal is a team-based project. Project-based learning is a learning model that focuses on developing student competencies by choosing topics, analyzing problems, solving problems, making decisions, providing opportunities to design projects independently and produce real projects that can be used for everyday life (Jumrodah et al, 2021). Project-based learning includes part of one of the models in the K-13 curriculum where in the learning this model includes activities and assessments based on contextual projects, the use of technology.…”

Section: Introductionmentioning

confidence: 99%

Improving Critical Thinking Skill Through Team-based Projects, is it Effective?

Aristin

Purnomo

2022

JERE

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Facing the 21st-century learning era, critical thinking skills are very important for students and become one of the goals of education in higher education. To achieve one of these educational goals, learning is needed that can form critical, innovative, creative, and competitive students. This study aims to improve students' critical thinking skills on materials for developing rural and urban areas in a sustainable manner in wetlands, through a team-based project learning model. This research uses a pre-experimental design with one group pretest-posttest. The sample used was 47 students, formed into 11 groups. The team-based project model is carried out in six steps, namely 1) initial orientation, 2) identification of problems (cases), 3) project planning, 4) project implementation, 5) presenting project results, and 6) evaluating project results. Data processing was carried out using pretest and posttest, normality test (Shapiro Wilk), and homogeneity test (Lavene test) and analyzed using a paired sample t-test. The results of the study stated that there are differences in learning outcomes after using the team-based project model in improving students' critical thinking skills in rural and urban areas in a sustainable manner in wetlands. This is because students can integrate theory and practicum by producing products through projects in the form of articles in national journals. So, it can be implied in the learning of each subject, both theory-based and practical, to improve students' critical thinking skills.

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Peningkatan Keterampilan Berpikir Kritis pada Konsep Biota Laut menuju Pembangunan Berkelanjutan melalui Pembelajaran Berbasis Proyek

Cited by 2 publications

References 3 publications

Critical thinking skills of high school students material invertebrates trought guided inquiry assitend mind mapping

Critical thinking skills of high school students material invertebrates trought guided inquiry assitend mind mapping

Improving Critical Thinking Skill Through Team-based Projects, is it Effective?

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