or think time, which has been demonstrated to be a powerful factor in improving students‟ response to questions. The process commence with the teacher giving out a problem or asking an open ended question to which there may be variety of answers. The teacher then gives learners „think time‟ and directs them to think about the question and how to answer it. During the think time, learners turn to their learning partners and work together, sharing ideas, discussing, clarifying and challenging one another towards arriving at a reasonable answer. The Think – Pair – Sharestrategy implementation has recommended characteristics, such as; students working in small groups, expressing their reasoning and receiving prompt feedback, those show significant main impact on the students‟ achievement scores in science lessons. A major instructional implication ofThink – Pair – Share is a suitable strategy to use for science teaching andlearning that intend to incorporate criticalthinkingin active learning techniques in the courses.
This study investigated to contribute students’ criticalthinkingskillsand investigate students’ ideaschanges those refers to conceptual change with implementation a type of cooperative learningThink – Pair – Sharestrategyinlearningaddictiveandpsychotropicsubstances concept. The method used in this study is descriptive method that does not apply analytical data. The sample was taken based on convenient situation (n=9) at 8 th grade in one of Bilingual Junior School Bandung. The qualitative data was gained through worksheet during teaching learning process that includes Think – Pair – Sharestrategy. Based on the study result, it is shown that students obtain both in-depth and surface level ofcriticalthinking by finding available solutions on a problem, defend chosen solution, finding out weaknesses, and strengthen chosen solution. One of the concepts was reflection where students should reflect on their own thinking process, the result wasn’t as suspected. At all, students are good in analyzing the available solutions re garding to a problem, students’ criticalthinkingskills involves in making conclusions supported by logical reasoning. Whereas changesofstudents’ ideas were present ateachofThink – Pair – Sharestrategy phases, studentsideas were not determinates as constant but changes regard to a concept.
Population is a summation of all the organisms of the same group or species which live in the same area, and have the capability of interbreeding. The population in this research are 8 th grade students atSMP X Bandung between 2013/2014 academic years. The only 8 th grade bilingual class taken as a sample for this research and given treatment by providing Think – Pair – Sharestrategy to determine criticalthinkingof the studentsandchangesof their ideasineachof the phase.
was high, and the situation of the class was well balanced (the majority of the students were serious about the task and consultation, some were very serious, and there were only few students who did not pay attention to the lecturer). The students also had intensive discussions with their pairin doing pair work, peer assessment, and peer feedback. It indicated that the new pattern of peer involvement inpair w ork was helpful to increase students’ motivation in the classroom, which helped them increased their general attitudes ofcriticalthinkingand improve their criticalthinkingskills through collaborative learning method (the conclusion will be discussed further in the descriptive statistics). However, the students seemed uninterested to fill the scoring rubric at the beginning; it indicated that they were bored in filling the scoring rubric. However, it did not become a problem since it did not affect the students’ participation inpair work, peer assessment, and peer feedback.
The research instrument is divided into three. First, demographic questionnaire respondents consisting of gender, religion, ethnicity, background of high school, GPA and the use of the Internet as a learning. The second instrument is the ability to think critically. Questionnaires criticalthinkingskills wearing of California CriticalThinking Disposition Inventory (CCTDI) of Facione & Facione (1992). This questionnaire consists of 75 statements with Likert-scale rating are Strongly Agree, agree, undecided, disagree and strongly disagree. The third was instrument of the decision-making skills. The questionnaire was a questionnaire study of Bowers (2004), which consists of 40 statements with a choice of answers always, often, sometimes, rarely and never. The second and third questionnaire has been translated into Indonesian (back-translation).
Ambon society, both migrants and indigenous people to develop forms of cooperation "Masohi" that are helping each other. Activities of mutual help has been a common pattern. The relationship between people or groups in society is very clearly visible at a particular time or in the event of an incident the construction of mosques or churches, death, marriage, build houses, harvest, clean villages, and other events. In this activity, eachof its members are not bound to the interest of religion and place of residence. Fellow villagers actively involved selfless (Sriwigati, et al: 2004).
Hasruddin, Nasution, M. Y., dan Rezeqi, S. (2015). Application of Contextual Learning to Improve CriticalThinking Ability ofStudentsin Biology Teaching andLearning Stategies, International Journal ofLearning, Teaching and Educational Research 11(3).
This research has several purpose they are (1) The difference ofstudents achievement that is taught by ThinkingSkills Enhancement LearningStrategy based on collaborative using eXe Learning with Direct Instruction, (2) The difference ofstudents achievement between High Creative thinking kills with low creative thinking skill, (3) The interaction of both model with creative thinking skill with LearningStrategy, and (4) The relation between students creative thinkingskills with students achievement. The samples of this research were students grade XI SMA Negeri 16 Medan for two classes, each class had 36 students. In experimental class that implemented the Thinking Skill Enhancement LearningStrategy based on collaborative using eXe learning while in control classs by direct instructional. This research instrument was achievement test 20 questions in form of multiple choice that had been valid and reliable. Based on the result of data requirement test, the students’ achievement in experiment and contr ol class were normal distributed and homogeny. From the research result was got (1) The average score of normalized gain in experiment class is higher than control class those are 0.732 and 0.542. It meant there was the difference ofstudents achievement that was taught by ThinkingSkills Enhancement LearningStrategy based on collaborative using eXe Learning with Direct Instruction. (2) The students who had High creative thinkingskills got N-Gain score has 0.73 is higher than students who had low creative thinkingskills that was 0.54. So, there is the difference ofstudents achievement between High Creative thinking kills with low creative thinking skill that is taught by ThinkingSkills Enhancement LearningStrategy based on collaborative using eXe Learningand Direct Instruction towards students achievement. (3) There was the interaction of both model with creative thinkingskills towards students achievement with sig 0.00. (4) There was the relation between students creative thinkingskills with students achievement in experiment and control class with the contribution towards the students’ achievement as 54.8 %
Her beloved parents, Rustam and Nur’aini, and also her beloved brother Azali and his wife, Sry Yunita, and my beloved sisters Novita Sari, SE, Halimah, Deded Syahputra, Saibatul Islamiyah, Al-fazar Muhammad, Kartika, Zihan Azzahra and my little boys Muhammad Azzami Shauqi and Muhammad Rizky who have patiently given the moral, their prayer, spiritual help, advises and financial support.
The population of this research was grade eleven of science class student of SMA Negeri 1 Mlati in 2013/2014 academic year. The sample were represent all of those population. Samples were devided into experiment class which implement multimodal cooperative learningofthinkpairandshare (TPS) web-based and control class that implement cooperative learningofthinkpairshare (TPS) without web. The instruments that used in this research were Lesson Plan (RPP), post-test, and motivation questionnaire. In this reseaech, hypothesis were tested using paired sample t-test, independet sample t-test, and univariate analysis of variance.
To check the significant effect of the treatment, I analyzed by using t-test formula. The result of post test between experimental class and control class were: With α =0, 05 with df =78, the critical value of t is 1.992. Therefore, the Ho accepted area was the value between -1.992 and 1.992. The obtained t value from t-test was 28.145 and it was located in Ha (refused area). Because t was located in refused area (Ha), so it could be concluded there was significance of final condition between experimental group and control group. It means that experimental group was better than control group.
The perfection belongs to Allah SWT, the author realizes that what has been done in this paper still has so many weakness that have to be improved. Therefore, the writer expects any comments and suggestions to improve the quality oflearning process in the future and the ability of writer especially. Hopefully the results that presented in this research paper can be useful and can be more improved by the other researcher.
Bybee (2006), in research conference about Biological Sciences Curriculum Study (BSCS) wrote that students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information, or they may learn them for the purposes of a test but revert to their preconceptions outside the classroom. This supported by Prain (2009) teacher need to know the prior knowledge and student’s understanding of concepts inlearning that can do in various ways, such as test, query, and interview. This study follows the principles of constructivist learning. Learning is process to construct knowledge through real experiences from the field. So, teachers should make biology lessons interest and attractive for students to learn more effectively. Teachers might accomplish this by using visual materials, teaching through practical experiment, giving examples from student’s daily lives, linking the topics to each other (Cimer, 2012).
Sarantopoulos, P & Tsaparlis, G.(2004). Analogies In Chemistry Teaching As A Means of Attainment of Cognitive and Affective Objectives: A Longitudinal Study In A Naturalistic Setting, Using Analogies With A Strong Social Content. Journal Chemistry Education Research and Practice. Vol.5(1). p.33-50.