The Effect of Problem-Based Learning Model of Food Cutting Competency Toward the Student Learning Outcomes of Class X at SMK YPM 2 Taman

Aprilianu, Dinia; Rijanto, Tri; Ismawati, Rita; Wiyanto, Theodorus

doi:10.29103/ijevs.v2i3.2437

Cited by 1 publication

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“…This view makes teachers tend to tell the concept and how to use it. Many teachers only rely on the work of students without seeing the importance of discussing the involvement of their way of learning (Aprilianu et al, 2020;Dariman, 2019;Janewar et al, 2020;Suartama et al, 2021;Zulfakri et al, 2019). Teachers carry out learning activities not only to abort obligations.…”

Section: Introductionmentioning

confidence: 99%

Development of guided inquiry model mathematics learning tools to practice critical thinking skills for students in linear program materials

Opticia

Khabibah

Masriyah

2022

Int.J.Trends.Math.Edu.Research

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This study aims to describe the process of developing the device and producing a good quality guided inquiry model mathematics learning tool on linear program material for class XI SMA, and to describe the effectiveness of guided inquiry model mathematics learning which can train students' critical thinking skills on linear program material. This type of research is development research (RnD). The learning tools developed in this study are the Learning Implementation Plan (RPP), Students Worksheet (LKPD), and Critical Thinking Ability Test (TKBK) are developed using a 4-D development model which consists of four stages, namely the define stage, the design stage, the develop stage, and the disseminate stage. The research subjects for the trial class were 13 students of class XI MIPA 3 and the research subjects for the implementation class were 17 students of class XI MIPA 1. Based on the results of descriptive analysis, it was found that the learning tools developed were of good quality because they met valid, practical, and effective criteria. The learning device is said to be valid because all validators give a minimum score of 3 for each aspect of the assessment on a scale of 1-4 and the critical thinking ability test questions meet the valid, reliable, and sensitive criteria. The learning device is said to be practical because the teacher's activities in managing learning meet good criteria and the activities of students meet the active criteria. Learning devices are said to be effective because students 'responses to learning devices and learning activities meet the positive category, guided inquiry mathematics learning model to train students' critical thinking skills is achieved.

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