Perbedaan kemampuan berpikir kritis matematis siswa ditinjau dari self-regulated learning

Gusmawan, Dendy Maulana; Priatna, Nanang; Martadiputra, Bambang Avip Priatna

doi:10.15575/ja.v7i1.11749

Cited by 6 publications

(8 citation statements)

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“…Keterampilan berpikir yang bermuara pada pemecahan masalah berkaitan erat dengan keterampilan berpikir kritis. Keterampilan berpikir kritis pada era Big Data perlu dibiasakan kepada peserta didik untuk berpikir membandingkan berbagai kondisi, berpikir analitis, dan menyimpulkan guna menyelesaikan masalah dengan tepat [8]. Berpikir kritis telah menjadi keterampilan yang menarik perhatian khusus yang perlu dimiliki seseorang di abad 21 ini [9].…”

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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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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“…Cognitive learning and Polya methods in the context of mathematics learning with the ability to think critically mathematically and effectively through Self-Regulated Learning (SRL) (Gusmawan et al, 2021). The results showed a significant difference in students' mathematical critical thinking skills, which were influenced by SRL factors such as motivation, timing, self-testing, and use of academic resources.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Cognitive Learning Theory in Polya Learning to Improve Mathematical Problem Solving Ability

Siswanto¹,

Yulaikah²

2023

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Penelitian ini bertujuan untuk menguji efektivitas penerapan teori pembelajaran kognitif dalam pembelajaran Polya terhadap kemampuan pemecahan masalah matematika siswa di salah satu SMA di Magelang menggunakan desain penelitian eksperimen. Subjek penelitian adalah siswa kelas 10 yang dibagi menjadi kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen menerima pembelajaran Polya dengan penerapan teori pembelajaran kognitif, sementara kelompok kontrol menerima pembelajaran Polya tanpa penerapan teori pembelajaran kognitif. Data dikumpulkan melalui tes dan observasi kelas. Hasil analisis data menggunakan software SPSS dengan teknik analisis statistik ANOVA menunjukkan bahwa terdapat perbedaan signifikan antara kelompok. Selain itu, hasil analisis menunjukkan bahwa terdapat peningkatan yang signifikan dalam kemampuan pemecahan masalah matematika siswa pada kelompok eksperimen setelah intervensi. Hasil analisis observasi kelas menunjukkan adanya peningkatan interaksi antara siswa dan guru serta penggunaan strategi metakognitif oleh siswa dalam kelompok eksperimen. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan teori pembelajaran kognitif dalam pembelajaran Polya secara signifikan meningkatkan kemampuan pemecahan masalah matematika siswa di SMA di Magelang. Oleh karena itu, penelitian ini merekomendasikan penerapan teori pembelajaran kognitif dalam pembelajaran Polya sebagai salah satu alternatif untuk meningkatkan kemampuan pemecahan masalah matematika siswa di SMA di Magelang. This study aims to test the effectiveness of the application of cognitive learning theory in Polya learning on the mathematical problem-solving ability of students in one of the high schools in Magelang using an experimental research design. The subjects of the study were 10th-grade students who were divided into an experimental group and a control group. Data were collected through classroom tests and observations. The results of data analysis using SPSS software with ANOVA statistical analysis techniques showed that there were significant differences between groups. In addition, the results of the analysis showed that there was a significant improvement in students' mathematical problem-solving abilities in the experimental group after the intervention. Based on the results of the study, it can be concluded that the application of cognitive learning theory in Polya learning significantly improves the mathematical problem-solving ability of students in high school in Magelang. Therefore, this study recommends the application of cognitive learning theory in Polya learning as an alternative to improve students' mathematical problem-solving skills in high school in Magelang.

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“…The 2015 TIMSS results show that data on students with scientific abilities and cognitive domains (understanding, application, and reasoning) are in a low category, namely 54% of Indonesian students. Reason includes higher-order thinking skills, while performance includes critical thinking skills (Gusmawan et al, 2021). The TIMSS study shows low student learning in Indonesia causes low critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the Predict-Observe-Explain (POE) Model in The Physics Electronic Modules to Improve Critical Thinking Skills

Permatasari,

Suharno,

Suryana

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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A module is a learning media that is arranged systematically so that it is easy for students to use when receiving material taught by the teacher. Learning in schools using information technology is still not optimal, so it is necessary to develop electronic modules. Moreover, Indonesian students have low critical thinking skills. This study aims to create electronic modules that effectively improve students’ critical thinking skills. The method applied is Research and Development. The effectiveness of the developed electronic module can be determined by carrying out the N-gain test, which is obtained from evaluating students’ skills before and after using the generated module. The Kolmogorov-Smirnov normality test shows a significance score of 0.000 on the pre-test and post-test, which means that it is not normally distributed, so it is continued with the Wilcoxon test. The Asymp.Sig (2-tailed) of the Wilcoxon test is 0.000, meaning there is a difference between the scores before and after implementing the developed module. The average score of N-gain in the critical thinking skill variable is classified as a high category, namely 0.73. Conclusions are drawn regarding using the Predict-Observe-Explain (POE) model in electronic modules that can improve critical thinking skills, proven effective in learning physics.

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Perbedaan kemampuan berpikir kritis matematis siswa ditinjau dari self-regulated learning

Cited by 6 publications

References 0 publications

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

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

Implementation of Cognitive Learning Theory in Polya Learning to Improve Mathematical Problem Solving Ability

Effectiveness of the Predict-Observe-Explain (POE) Model in The Physics Electronic Modules to Improve Critical Thinking Skills

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