The Influence Of Incipient Ability, Indpendent Learning To Critical Thinking Ability Through Teaching Material Inquiry-Based (original) (raw)

Mathematical teaching material development based on inquiries aided by multimedia to upgrade high school student’s critical thinking ability

2017

The objective of this observation is to describe: (1) Teaching materials construction process is based on inquiries aided by multimedia; (2) The construction through Geometry materials in particulars to qualify critical thinking ability of students. This obersevation apply the tool of Qualitatif Descriptive Method Analysis with developed Model 4-D. The targeted subjects were over High School students of 10thwho scattered demographically across North Sumatra. The object is is constructing mathematical teaching materials based on inquiries aided by Multimedia. The experimental oberservation inferred that: (1) the 4-D Thiagarajan encompasses 4 phases, they are definition, design, construction, dissemination; (2) the results are feasible applied becasue meet the valid criteria, simple and effective. The valid criteria is visible from format aspect, language, illustration and content through expertise assessment. Simplicity criteria emerged from teachers’ activity to pre...

The Enhancement of Students’ Mathematics Critical Thinking Ability Through Videoscribe Learning Multimedia

2020

The background of this study is based on the fact that the achievement of high order thinking skills (HOTS)of students in Indonesia is still low. The aim of this study was to determine whether the use of videoscribe learning multimedia can improve the mathematics critical thinking abiliy of 11th grade of Vocational High School students in the City of Bogor. Type of This research is the research & development (R&D). This research uses two stages, namely limited research and development. The instrument used in this study was a test of critical thinking ability in the form of essays. At the limited research stage, it is known that the increase in mathematics critical thinking ability of students who use videoscribe learning multimedia is significantly better than students who use power point media. At the development stage, it was found that the increase in mathematics critical thinking ability is 32.3%. Based on the results of observations note that students are more concentrated and ...

Development of Learning Video with Open Ended Approach to Improve Ability Mathematical Reasoning and Critical Thinking Students of High School of High School of Muslimin Medan in Medan

Paradikma: Jurnal Pendidikan Matematika, 2021

This research was conducted in two stages, namely the first stage of developing learning videos with the Open Ended approach using the ADDIE development model, and the second stage testing the learning videos with the Open Ended approach which was developed in grades VIII-1 and VIII-2 SMP Ikhwanul Muslimin Medan. From the results of the first and second trials, it was obtained: 1) In the first and second trials there was an increase in the average value of students' mathematical reasoning abilities of 14.64; 2) In the first and second trials there was an increase in the average value of students' mathematical critical thinking skills of 7.29; 3) Learning videos with an Open Ended approach to improve mathematical reasoning and critical thinking skills have been effective to use;

Effectiveness of Mathematical Learning Model to Stimulate Critical Thinking on Mathematics Learning Outcomes of High School Students

Indonesian Journal of Mathematics Education

This study aims to determine the effectiveness of the mathematics learning model to stimulate critical thinking on student mathematics learning outcomes compared to the direct learning model in class XII science students of senior high school in Pacitan. The type of research is quasi-experimental, with a population of all students of class XII IPA of SMA N 2 Pacitan. The sample consists of 28 students of class XII IPA-1 as an experimental class and class XII of IPA-2 of 28 students as a control class. The sampling technique was purposive random sampling. Data collection techniques using the test. The test is a student's initial ability test and a student's mathematics learning outcomes test. The analysis technique of the data used in this study is the t-test, while the analysis of prerequisite tests includes tests of normality and homogeneity tests. The results showed that mathematics learning using the mathematics learning model to stimulate critical thinking was more effec...

Improving Mathematics Critical Thinking Ability and Self Regulated Learning Of High School Method Through IMPROVE Students

2020

The low critical thinking skills and self-regulated learning in the field are the backgrounds for this research. This study aims to examine the improvement of mathematical critical thinking skills and self- regulated learning using the IMPROVE method and by using ordinary learning. The research method used was an experimental method with a pretest-posttest group research design involving two groups and randomized class sampling. The population is all high school students in Purwakarta Regency. All high schools in Purwakarta were randomly selected, SMAN 1 Maniis was selected, the sample was randomly selected by two classes, class XI Mia 2 as the control class and class XI Mia 1 as the experimental class. Data collection in this study was in the form of tests and non-tests, then the data on the scores of students' mathematical critical thinking skills and learning independence were analyzed using descriptive and inferential statistics using the two-difference test means. Based on ...

Development of Mathematics Learning Devices Oriented on Problem-Based Learning Model to Improve Critical Thinking Ability of Students in Across of Sma Kuala Nagan Raya Aceh

https://www.ijrrjournal.com/IJRR\_Vol.5\_Issue.11\_Nov2018/Abstract\_IJRR0033.html, 2018

This study aims to produce mathematics learning devices which are valid, practical and effective through the Problem-Based Learning model to improve critical thinking in across of high school students in Kuala Nagan Raya Aceh. Specific objectives in this study are 1). Producing mathematics learning devices which are valid, practical and effective for being used in teaching and learning process; 2) Knowing the improvement of students' critical thinking by using learning devices which is developed oriented on problem-based learning models. This research was developed with a 4-D model, namely: define, plan (design), develop, and disseminate (disseminate). Learning devices developed in this study are: Lesson plan and Student Worksheets. While the learning model used in this study is a Problem-Based Learning model. In this study there are validation team, they are two lecturers of mathematics study program and one mathematics teacher in the research class. The effectiveness of learning devices can be seen from student test scores in the class during try out. The practicality of learning devices also can be seen from the results of interviews with teachers and scores on the observation sheet.

Problem-Based Mathematics Teaching Kits Integrated with Ict to Improve Students’ Critical Thinking Ability in Junior High Schools in Medan

Jurnal Cakrawala Pendidikan, 2015

This study was aimed to develop a set of integrated problem-based mathematics teaching kits implemented with ICT to improve the critical thinking ability of junior high school students. The study used 4-D learning device development model (define, design, develop, disseminate). The data were collected through the observation of the learning process and students' activity, students' questionnaire responses, and a critical thinking ability test. The findings showed that mathematics teaching materials consisting of teaching kits as a teachers' handbook based on ICT integrated problem-based materials completed with lesson plans, worksheets, and the use of media learning were appropriate to use.Based on the test results conducted in the field, the teaching kits can enhance the students' critical thinking ability. The findings showed that the average gain in two schools was in the range of g> 0.7, which means that the students' critical thinking ability belonged to the high category, while that of the third school was in the range of 0.3  g  0.7 at 0.62 which means the students' critical thinking ability belonged to the fair category.

The Influence of Content on the Development of Students' Critical Thinking in the Initial Teaching of Mathematics/Utjecaj sadržaja na razvijanje kritičkog mišljenja učenika u početnoj nastavi matematike

Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2016

This paper points out the importance of developing critical thinking in the initial teaching of mathematics and highlights some of the problems associated with its realization. In this context, the authors draw attention to the definition of critical thinking and the role of content (tasks) in its development. Starting from the specificity of initial teaching of mathematics and students' age, critical thinking is operationalized through specific skills (formulation of the problem, reformulation of the problem, evaluation, sensitivity to the problems), that become apparent in work with mathematical content. On a sample of 246 students (9.5-10.4 years old), an experimental study (experiment with parallel groups) was organized in order to examine whether, with the selection of appropriate content (tasks), critical thinking in the initial teaching of mathematics can be developed. The results show that, with the appropriate choice of content, students' critical thinking, viewed as a whole, can be developed and that, in that process, we can significantly influence the development of each of its skills (formulation of the problem, reformulation of the problem, evaluation, sensitivity to the problems).

Development of Critical Thinking Skill Instruments on Mathematical Learning High School

International Journal of Instruction, 2019

The purpose of this study is to develop instruments of critical thinking skills that meet the validity, reliability, and criteria for good items. This research includes development research which consists of the design and implementation stages. The analysis in the study used quantitative analysis with the Confirmatory Factor Analysis (CFA) Technique. The results showed that the value of t value> 1.96 (α <0.05) which means that each significant item measures critical thinking skills. The value of person reliability of 0.75 and item reliability of 0.94 means the consistency of the answers from the good subject. The quality of the items was analyzed using the QUEST program, indicating that the index estimates of the difficulty of the items ranged from-1.65 to 1.55 means that there is no problem that is too difficult or too easy, and is classified as a good item. MNSQ's INFIT value ranges from 0.86-1.14 which means that the items match the Rasch model. Outfit value for each item ranged from-1.2-1.7 (t ≤ 2.00) which means that all items were received.

Math learning module model to stimulate critical thinking skills for elementary school students

THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age, 2021

Critical thinking is one of the most popular 21st-century learning skills. Students in Indonesia in the field of Mathematics is still a lack of ability of students in Indonesia to work on exercises with critical thinking domains. The purpose of this study is to develop learning materials that can help train students' critical thinking skills. The research method used is the research development of Derek Rowntree. The study employed data collection by tests of critical thinking skills in Mathematics subjects for grade IV elementary school. The research was conducted at Karawaci Baru 3 elementary school, Tangerang City. The pilot study has been conducted to 25 students. The results indicate the mathematical learning module model can stimulate the critical thinking skills of elementary students is looked at test results of critical thinking skills. Mathematics learning module model offered a more philosophically in stimulating critical thinking skills and demonstrated how this module model could be used to Mathematics subject. The next research recommendation is that it is necessary to conduct an experiment on the results of the module design principles to review the effectiveness, efficiency, and practicality to stimulate the critical thinking skills of fourth-grade elementary school students.