Using hot lab to increase pre-service physics teacher’s critical thinking skills related to the topic of RLC circuit

Malik, Adam; Setiawan, Agus; Suhandi, Andi; Permanasari, Anna; Samsudin, Achmad; Safitri, Dian; Lisdiani, Siti Ashri Sahidah; Sapriadil, S; Hermita, Neni

doi:10.1088/1742-6596/1013/1/012023

Cited by 21 publications

(15 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It caused students have become accustomed to explaining the material and applying it to laboratory activities and group discussions. The results of this study reinforce previous research, learning that is integrated with practical activities can improve indicators explaining those who achieve the highest improvement compared to other indicators of critical-thinking skills (Malik et al 2018c).…”

Section: Student's Critical-thinking Skills (Cts)supporting

confidence: 87%

Improving Students' Critical-Thinking Skills Through Student Facilitator and Explaining Model in Momentum and Impulse Topic

Malík

Vitriani

Chusni

2018

jpppf

View full text Add to dashboard Cite

This study aims to determine the implementation of cooperative learning models using type Student Facilitator and Explaining (SFAE) and the improvement of students' critical-thinking skills in momentum and impulses topic. We use pre-experiment design, with the one-group pretest-posttest. The population of this study was class X MIA YAS Bandung with the sample of class X MIA 2 amounted to 30 students selected by random technique. We use the observation sheet as the instrument to observe the implementation of teacher and student activities during the cooperative learning model type SFAE. The essay tests are used to measure the improvement of students' critical-thinking skills. The results of the study showed that the implementation of teacher activities was 81% and student activities by 77% in the good category. Increasing students' critical-thinking skills is the medium category with an average normalized gain value of 0.63. Based on the results of hypothesis testing using the paired sample t-test, it was obtained t-count (34.08) > t-table (2.052) which means that Ho was rejected and Ha was accepted. It was concluded that there was an increase in students' critical-thinking skills after applying the SFAE type cooperative learning model to the material of momentum and impulse. Thus, this learning model of type SFAE can be used to improve students' higher-order thinking skills.

show abstract

Section: Student's Critical-thinking Skills (Cts)supporting

confidence: 87%

Improving Students' Critical-Thinking Skills Through Student Facilitator and Explaining Model in Momentum and Impulse Topic

Malík

Vitriani

Chusni

2018

jpppf

View full text Add to dashboard Cite

show abstract

“…The method used in this research was quasi-experimental nonequivalent control group design. In the experiment group, the CTL model applied while in the control group, the conventional learning model applied (Sapriadil, et al, 2018;Malik, et al, 2018;Suhandi, et al, 2018).…”

Section: Methodsmentioning

confidence: 99%

Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept

Hermita

Alpusari

Mulyani

et al. 2020

Journal of Educational Sciences.

View full text Add to dashboard Cite

This study aims to enhance science process skills (SPS) through contextual teaching and learning (CTL). This research method used the Quasi-Experiment Noneequivalent Pretest-Posttest Design Group. This research was conducted at SDN 002 Ujung Batu with a sample of 54 students. The results obtained that the science process skills of students who learn with the CTL model are better and have more significant improvement than those who learn with conventional models. The experiment group obtained a posttest score with an average of 90.71, while the control group obtained an average of 51.42. N-gain of students' SPS in the experiment group is 0.56 (medium category) higher than the control group that is 0.24 (low category). These indicate that the CTL model can enhance the SPS of fifth-grade elementary school students in the saving-water and natural events concept.

show abstract

“…Dunia pendidikan harus mempersiapkan lulusan dalam bentuk tenaga kerja yang mampu beradaptasi dengan tuntutan tempat kerja modern, dan memiliki keterampilan komunikasi, bekerja secara produktif dalam tim dan kelompok, memahami instruksi, melihat prioritas peluang bisnis, mandiri -Evaluasi, manajemen waktu, pemecahan masalah, dan kepemimpinan. Kondisi-kondisi tersebut memberikan beberapa konsekuensi kepada lembaga-lembaga pendidikan di semua tingkatan untuk membekali peserta didik untuk menjadi lulusan yang berkualitas dalam arti luas dan mampu memenuhi tuntutan pasar tenaga kerja yang membutuhkan penguasaan teknologi baru dan berbagai keterampilan yang dapat ditransfer (Malik, Setiawan, Suhandi, Permanasari, Samsudin, Safitri, & Hermita, 2018).…”

Section: Pembahasanunclassified

Keterampilan Berpikir yang Dibangun dalam Pengajaran di Perguruan Tinggi Islam: Survey di STIT Raden Wijaya Mojokerto

Cahyo

2019

pgr

View full text Add to dashboard Cite

Education must consist of more than an accumulation of unreasonable facts and skills, and that modern society demands a highly developed critical awareness to overcome its increasing complexity. The purpose of teaching a subject is to teach the contents of the subject, not to teach thinking. We are all students in elementary and secondary schools. How long does our teacher offer for teaching thought? The purpose of this study is to describe and analyze the thinking skills that are built in teaching in Islamic universities: survey at STIT Raden Wijaya Mojokerto. from the results of the analysis concluded: Teaching at Islamic universities (STIT Raden Wijaya Mojokerto) skills built by lecturers is 75% based on LOTS-Lower Order Thinking Skill. And 25% are based on HOTS-Higher Order Thinking Skill

show abstract

Using hot lab to increase pre-service physics teacher’s critical thinking skills related to the topic of RLC circuit

Cited by 21 publications

References 17 publications

Improving Students' Critical-Thinking Skills Through Student Facilitator and Explaining Model in Momentum and Impulse Topic

Improving Students' Critical-Thinking Skills Through Student Facilitator and Explaining Model in Momentum and Impulse Topic

Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept

Keterampilan Berpikir yang Dibangun dalam Pengajaran di Perguruan Tinggi Islam: Survey di STIT Raden Wijaya Mojokerto

Contact Info

Product

Resources

About