MENINGKATKAN HASIL BELAJAR KOGNITIF AUD MELALUI METODE EKSPERIMEN
IMPROVING COGNITIVE LEARNING OUTCOMES FOR EARLY CHILDHOOD THROUGH EXPERIMENTAL METHODS
DOI:
https://doi.org/10.36456/incrementapedia.vol5.no2.a8276Keywords:
Experimental Method, Cognitive Learning ResultsAbstract
This research is based on meengueji, the difference between students' cognitive learning outcomes using experimental methods and learning using conventional methods. The research population includes students in class B in one of the PAUeDs in Lombok Tengah District, NTB. The research sample was selected using puerposive random sampling. The results of testing the validity and reliability of the cognitive learning outcomes test showed that the results were valid and reliable. Data were analyzed using Ueji-t one way. The results of the research are impressive, there is a very significant difference in cognitive learning outcomes between students who are taught using experimental methods and students who are taught using conventional methods. Students' cognitive learning outcomes were higher for students who were taught using experimental methods compared to students who were taught using conventional methods
References
Deta, U. A., Suparmi, & Widha, S. (2013). Pengaruh metode inkuiri terbimbing dan proyek, kreativitas, serta keterampilan proses sains terhadap prestasi belajar siswa [Effect of guided inquiry, project creativities and science process skills to student achievement]. Jurnal Pendidikan Fisika Indonesia, 9 (1), 28–34. Retrieved from http://journal.unnes.ac.id/nju/index.php/ JPFI/article/view/2577.
Foo, S. Y. and Quek, C. L. 2019. Developing Students ’ Critical Thinking through Asynchronous Online Discussions : A Literature Review. Malaysian Online Journal of Educational Technology. 7(2), 37–58 [online] Available from: http://dx.doi.org/10.17220/mojet.2019.02.003.
Fern, D., Poblete, M. and Galindo-dom, H. 2019. Methodologies for teaching-learning critical thinking in higher education. Thinking Skills And Creativity. 3(19), 1871–1871, doi:10.1016/j.tsc.2019.100584.
Facione, Peter A. 2011. Think Critically. Pearson Education: Englewood Cliffs.
Hadiati, S., Kuswanto, H., Rosana, D. and Pramuda, A. 2019. The Effect of Laboratory Work Style and Reasoning with Arduino to Improve Scientific Attitude. International Journal of Instruction. 12(2), 321–336.
Hatari, N., Widiyatmoko, A. and Parmin. 2016. Keefektifan Model Pembelajaran Search, Solve, Create, And Share (Sscs) Terhadap Keterampilan Berpikir Kritis Siswa. Unnes Science Education Journal. 5(2), 1253–1260 [online] Available from: http://journal.unnes.ac.id/sju/index.php/usej.
Hayes, K. D. and Devitt, A. A. 2008. Classroom Discussions with Student-Led Feedback : a Useful Activity to Enhance Development of Critical Thinking Skills. Journal of Food Science Education. 7(4), 65–68, doi:10.1111/j.1541- 4329.2008.00054.
Inerney, J. M. and Baird, M. 2016. Radiography Developing critical practitioners : A review of teaching methods in the Bachelor of Radiography and Medical Imaging. Journal Radiography. 22(1), 40–53, doi:10.1016/j.radi.2015.07.001.
Kurniahtunnisa, Dewi, N. K. and Utami, N. R. 2016. Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa Materi Sistem Ekskresi. Journal of Biology Education. 5(3), 310–318 [online] Available from: http://journal.unnes.ac.id/sju/index.php/ujbe.
Khasanah, N., Sajidan, Sutarno, & Prayitno, B. A. (2017). Implementation of discovery learning model with an integrated unity of sciences in the developing of critical thinking skills and personal religious beliefs (PRB) of students. Man in India, 97 (19), 53-63.
Labibah, R. M. and Ernawati, T. 2017. Concept Map Effect On Students Science Achievement Based On Critical Thinking Skill. Jurnal Ilmiah Pendidikan Ipa. 4(2), 19–25.
Prayitno, B. A. and Suciati. 2017. Narrowing the Gap of Science Students ’ Learning Outcomes Through INSTAD Strategy. The New Education Review. 50(4), 124–133, doi:10.15804/tner.2017.50.4.10.
Prayitno, B. A., Corebima, D., Susilo, H., Zubaidah, S., & Ramli, M. 2017. Closing the Science Process Skills Gap between Students with High and Low Level Academic Achievement. Journal of Baltic Science Education, 162(2), 266–277.
Putra, B. K. B. and Prayitno, B. A. and Maridi. 2018. The Effectiveness Of Guided Inquiry and Instad Towards Students ’ Critical Thinking Skills On Circulatory System Materials. Jurnal Pendidikan IPA Indonesia. 7(4), 476–482, doi:10.15294/jpii.v7i4.14302.
Prayitno, B. A., Suciati and Titikusumawati, E. 2019. Enhancing Students ’ Higher Order Thinking Skills In Science Through. Journal of Baltic Science Education. 17(6), 1046–1055, doi:10.33225/jbse/18.17.1046.
Peppen, L. M. Van, Verkoeijen, P. P. J. L., Heijltjes, A. E. G. and Janssen, E. M. 2018. Effects of Self-Explaining on Learning and Transfer of Critical Thinking Skills. Frontiers In Education. 3(1) 1–11, doi:10.3389/feduc.2018.00100.
Perry, D. K., Retallick, M. S. and Paulsen, T. H. 2014. A Critical Thinking Benchmark for a Department of Agricultural Education and Studies. Journf Agricultural Educational. 55(5), 207–221, doi:10.5032/jae.2014.05207.
Prabowo, S. A. (2015). The effectiveness of scientific based learning towards science process skill mastery of PGSD students. Indonesian Journal of Science Education, 4 (1), 15–19. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.695.3353&rep=rep1&type=pdf.
Prihatni, Kumaidi, Y. and Mundilarto. 2016. Pengembangan Instrumen Diagnostik Kognitif pada Mata Pelajaran IPA di SMP. Jurnal Penelitian dan Evaluasi Pendidikan. 20(1), 111–125, doi:https://doi.org/10.21831/pep.v20i1.7524.
RS. Wardani, L. Lindawati, S. B. W. K.. 2017. Android-System-Based Chemistry Board Game To Improve. Jurnal Pendidikan IPA Indonesia. 6(2), 196–205, doi:10.15294/jpii.v6i2.8360.
Rusmiyati, A., & Yulianto, A. (2009). Peningkatan keterampilan proses sains dengan menerapkan model problem based-instruction [The improvement of scientific process skills through problem based-instruction]. Jurnal Pendidikan Fisika Indonesia, 5 (1), 75–78. Retrieved from http://journal.unnes.ac.id/artikel_nju/JPFI/1013.
Sahoo, S. and Mohammed, C. A. 2018. Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum. Korean Journal of Medical Education. 30(2), 109–118 [online] Available from: https://doi.org/10.3946/kjme.2018.86.
Syarifah and Sumardi, Y. 2015. Pengembangan Model Pembelajaran Malcolm’s Modeling untuk Meningkatkan Keterampilan Berpikir Kritis dan Motivasi Belajar Siswa. Jurnal Inovasi Pendidikan IPA. 1(2), 237–247 [online] Available from: http://journal.uny.ac.id/index.php/jipi.
Sümen, Ö. Ö. 2017. Examining the 21st Century Skills of Secondary School Students : A Mixed Method Study. Journal of Education & Social Policy. 4(4), 92–100.
Suratno, D. K. 2017. Implementasi Model Pembelajaran Math-Science Berbasis Performance Assessment untuk Meningkatkan Kemampuan Berpikir Kritis Siswa di Daerah Perkebunan Kopi Jember, Jurnal Penelitian dan Evaluasi Pendidikan. 21(2), 1–10, doi:http://dx.doi.org/10.21831/pep.v21i1.11799.
Y. Bustami, D. Syafruddin, R. A. 2018. The Implementation Of Contextual Learning To Enhance Biology Students ’ Critical Thinking Skills. Jurnal Pendidikan IPA Indonesia. 7(4), 451–457, doi:10.15294/jpii.v7i4.11721.
