The Effect of Search, Solve, Create and Share Learning Models to Improve Students 'Critical Thinking Skills on Acid and Basic Titration Materials

Abstract

This study aims to determine the improvement of students 'critical thinking skills in the acid-base titration material and to know the description of students' responses to learning to search, solve, create, and share. This study used an experimental method, comparing the experimental group with the control group through the pretest-posttest design, carried out at MAN 1 Aceh Barat. The sample selection used purposive sampling technique. The study population was class XI-IPA for the 2019/2020 school year and the samples were class XI-IPA2 (experimental group) and XI-IPA6 (control group). Data collection was carried out by giving a pretest and posttest to determine the increase in critical thinking skills. The results showed that the experimental group had an increase in the critical thinking component focusing on indicator questions with an average N-gain percentage of 74.58% in the high category, while other critical thinking components experienced an increase in the moderate category. Based on the t test, the posttest value of the experimental and control groups has a significant difference with tcount 2.107> ttable 2.093. This difference is influenced by the search, solve, create, and share model of the acidbase titration material in the experimental group. Students gave positive responses to learning to search, solve, create, and share with a percentage of 81.7% with the interested category. So, it is concluded that learning the search, solve, create, and share model can improve students' critical thinking skills on acid-base titration material.

Review of Learning Result of The Physics Base on SSCS (Search, Solve, Create, and Share) Model in Terms of Critical Thinking Skills

“…Students showed that the SSCS learning model was superior to those who did not use it in problemsolving abilities. This presentation is in line with research results [17,18]. They revealed that students' problem-solving ability increased after they experienced the SSCS teaching model compared to those who did not.…”

“…The implementation of SSCS learning is carried out by remote teaching or dare. The results of the research data are presented in Table 2[17].…”

Implementation of the Socio-scientific Issues Approach with the Investigative Group Learning Model to Improve Students' Critical Thinking Skills on Environmental Change Materials

“…Critical thinking is one of the abilities that must be possessed. It needs to be developed for every student at all levels of education during the learning process at school, and it is necessary to find ways to build this potential (Selman & Jaedun, 2020;Arisa et al, 2021). In today's digital literacy era, students are expected to independently identify a problem, analyze the situation, collect data or information, interpret information, assess something, evaluate, and summarize the information they have generated.…”

“…In today's digital literacy era, students are expected to independently identify a problem, analyze the situation, collect data or information, interpret information, assess something, evaluate, and summarize the information they have generated. Students need to observe, experience, reflect, think, or communicate to build or strengthen their beliefs and actions before making relevant decisions (Selman & Jaedun, 2020;van Laar et al, 2020;Arisa et al, 2021).…”

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