Students' low critical thinking skills are characterized by students in providing simple explanations, considering the credibility of information sources and providing reasons for decision making in accordance with the problem or phenomenon at hand. Students find it difficult to identify, consider and refer to an assumption. This research is a type of experimental quantitative research. This research is a type of experimental quantitative research. The population in this study were all students of class XI AKL SMKN I Karanganyar which consisted of 105 students. The sample used was the students of class XI AKL I and XI AKL III, each of which amounted to 35 students using a purposive sample based on the average pretest score. The data were collected using an essay-shaped test. The data were analyzed by means of the analysis prerequisite test in the form of a normality test and a homogeneity test. The results showed that there were differences in the effect of the application of the TeamBased Learning model and the online Problem-Based Learning model on students' critical thinking skills seen through the test results of the Independent Sample T-Test which showed the critical thinking skills of students who were taught using the TeamBased Learning model. The average posttest was 6.52 points higher than that of the online Problem-Based Learning model. So it can be concluded that the application of the Team-Based Learning model can improve students' critical thinking skills more than the Problem-Based Learning model.

/pdf/model-team-based-learning-dan-model-problem-based-learning-24lu9vz5ht.pdf

Model Team-Based Learning dan Model Problem-Based Learning Secara Daring Berpengaruh terhadap Kemampuan Berpikir Kritis Siswa

This study aims to analyze the effectiveness of multicultural problem-based learning models to improve social attitudes and critical thinking skills of elementary school students in thematic learning. This study employs a quasi-experimental approach with a posttest-only control group design. There are 165 students in the sample of the study. The data collection method used is a questionnaire on social attitudes and an achievement test on critical thinking ability. The post-test data are analyzed using descriptive and inferential statistics. The analysis covers the mean score, standard deviation and variance while the inferential statistical analysis utilizes the MANOVA test. The results of the analysis show that the multicultural problem-based learning model is effective in improving students’ social attitudes and critical thinking skills. Therefore, this learning model is recommended as an innovative learning model.

Effectiveness of Multicultural Problem-Based Learning Models in Improving Social Attitudes and Critical Thinking Skills of Elementary School Students in Thematic Instruction

Rendahnya kemampuan berpikir kritis siswa menjadi masalah yang serius saat ini. Salah satu alasan yang menyebabkan masalah tersebut adalah penggunaan model pembelajaran konvensional yang berpusat pada guru. Penelitian ini merupakan penelitian Meta Analisis yang bertujuan untuk menganalisis perbandingan pengaruh model pembelajaran Problem Based Learning dan Problem Solving terhadap kemampuan berpikir kritis Matematika pada Sekolah Dasar. Berdasarkan hasil analisis uji Ancova, diperoleh nilai rata-rata model pembelajaran Problem Based Learning sebesar 82,0290 lebih tinggi jika dibandingkan dengan model pembelajaran Problem Solving sebesar 77,1000. Dari hasil perhitungan uji Hipotesis menggunakan uji Ancova dengan menggunakan Univariate menunjukkan nilai Signifikasi sebesar 0,001 yang berarti lebih kecil dari 0,05 (0,001 < 0,05). Dari hasil uji Ancova menunjukan uji f hitung > f tabel sebesar 3,59 dan f hitung yang diperoleh sebesar 10,805, yaitu 10,885 > 3,59 dan Sig. 0,001 < 0,05 yang menunjukan bahwa Ho ditolak dan Ha diterima. Dari hasil penelitian yang dilakukan menunjukkan hasil model pembelajaran Problem Based Learning lebih efektif dibandingkan dengan model pembelajaran Problem Solving terhadap kemampuan berpikir kritis Matematika.

Meta Analisis Efektivitas Model Pembelajaran Problem Based Learning dan Problem Solving Terhadap Kemampuan Berpikir Kritis Matematika SD

Disaster mitigation material in geography learning requires not only critical thinking skills but also independence and optimism from students. In this regard, the effective approach needed relies not only on theory but also on practice in independent assignments and exercises. It makes limited face-to-face learning, which has been applied recently, unable to optimize learning outcomes. This study aims to analyze the impact of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. The study used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of the experimental class (30 students) and the control class (30 students), which were determined randomly after the equivalence test. Data on critical thinking skills were collected using a test method in 10 description items, and self-efficacy data were collected using a questionnaire consisting of 30 statements. The data were analyzed using quantitative descriptive and inferential statistical analysis with MANOVA. The results show a significant effect simultaneously or partially with the sig value. 0.05, so it can be concluded that there is an effect of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. 

The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

Higher-order thinking skills are an important component in the process of solving higher education problems that involve the mastery and understanding of scientific concepts. In an effort to hone students’ thinking abilities, innovative efforts in learning are needed. The purpose of this study was to determine the increase in higher order thinking skills of students using brain-based learning. The research method used was quasi experimental with one group pre-test post-test design. Subjects used in this study were 54 students taken by purposive sampling. The instrument used in this study is a learning achievement test to measure higher order students’ skills. The data analysis technique used is one sample t-test and N-Gain. The results showed the mean value of the pre-test was 57.65, the average value of the post-test was 70.41, and the average value of the N-Gain was 0.32. This shows that there is an increase in students’ higher-order thinking skills by using brain-based learning in logic and set courses.

https://iopscience.iop.org/article/10.1088/1742-6596/1613/1/012004/pdf

Brain based learning to improve students’ higher order thinking skills

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

/pdf/kemampuan-berpikir-kritis-dan-metakognisi-siswa-dalam-38xdaf8nlf.pdf

Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

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Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving