THE DEVELOPMENT OF AN OPEN-ENDED APPROACH BASED ON MEANINGFUL LEARNING IN SOCIAL STUDIES TO IMPROVE THE CRITICAL THINKING ABILITY
Abstract
Abstract: This research aims to see the implementation of open-ended approach based on meaningful learning in social studies to improve the critical thinking skills of elementary school students Ausubel's open-ended learning model is very appropriate to be applied to improve students' critical thinking ability, and this is following the objectives of the open-ended approach based on meaningful learning. The formulation of the problem in this study is how to develop, implement, and influence and impact of the application of the open-ended approach on social studies learning to improve students' critical thinking ability. The method used is research and development. The study sites are four elementary schools in Tarakan City, while the subjects of this study are teachers and high-class students (grades 4,5 and 6) using purposive sampling technique. The results of this study indicate this approach is appropriate to use based on the assessment of peers, expert lecturers, and teachers, effectively improving students' critical thinking skills seen from the application during the learning process that is the average value of the experimental class students is higher by 83.33 than the average control class students an average of 80.07 in the final model validation test. It can be concluded that open-ended learning model based on meaningful learning in social studies learning to improve students' critical thinking skills in the City of Tarakan can effectively improve the critical thinking skills of Primary School students in the City of Tarakan.
Keywords: Open-ended approach based on meaningful learning; social studies learning; critical thinking ability.
Full Text:
PDFReferences
Afifah, S. A. & Agoestanto, A. (2020). Mathematical critical thinking ability in solving open-ended questions viewed from students’ curiosity. Unnes Journal of Mathematics Education, 9(1), 36-42. doi: 10.15294/ujme.v9i1.38099
Al-Mubaid, H. (2014). International Journal of Advanced Corporate Learning, pp. 34-37.
Borg, W. R. & Gall, M. D. (1983). Educational Research: An Introduction, Fifth Edition. New York: Longman.
Fatah, A., Suryadi, D., Sabandar, J., & Turmudi. (2016). Open-ended approach: An effort in cultivating students’ mathematical creative thinking ability and self-esteem in mathematics. Journal on Mathematics Education, 7(1), 9-18.
Gisbatarani, J. I., Rianasari, V. F. (2021). Analysis of creative thinking abilities of prospective mathematics teachers in solving and posing quadrilateral open-ended problems. Indonesia Mathematics Education, 4(1), p. 26-37
Ibrahim, I., & Widodo, S. A. (2020). Advocacy approach with open-ended problems to mathematical creative thinking ability. Infinity, 9(1), 93-102.
Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142–160. Https://Doi.Org/10.7596/Taksad.V2i2.245
Koriyah, V. N. & Idris, H. (2015). Pengaruh open-ended terhadap prestasi belajar, berpikir kritis dan kepercayaan diri siswa SMP. Pythagoras: Jurnal Pendidikan Matematika, 10(1), 95-105.
Nelson. (2013). An impact of critical thinking on performance in mathematics among senior secondary school students. Lagos State IOSR Journal of Research & Method in Education (IOSR-JRME),3. pp. 18
http://www.iosrjournals.org/iosr-jrme/papers/Vol-3%20Issue-5/D0351825.pdf?id=7370 ,
Nio,T. H., Sukestiyarno, Y. L., Waluya, B., Rochmad., Isnarto., & Manullang, B. (2017). Study on critical thinking skills basic prospective students primary school teacher. International Journal of Contemporary Applied Sciences, 4(1), 54-70.
Notika, M. H. (2018). Development mathematics teaching-instrument learning using open-ended approach to improve mathematics communication ability and independent learning student. Advances in Social Science, Education and Humanities Research (ASSEHR), 285
Rhosyida, N., Trisniawati, Putrianti, F. G. (2018). Open ended approach: An exploration of critical thinking skill. ICTSI
Sakti, D. P., Hartanto, Dharmayana, I. W. (2015). Pengaruh pendekatan open-ended terhadap kemampuan berpikir kritis matematis siswa sekolah menengah kejuruan. TRIADIK, 15(2), 1-8
Sapta, A., Pakpahan, S. P., Sirait, S. (2019). Using the problem posing learning model based on open ended to improve mathematical critical thinking ability. Journal of Research in Mathematics Trends and Technology, 1(1), 12-15
Sugiyono, (2009). Pendekatan Penelitian Pendidikan, Pendekatan Kuatitatif, Kualitatif, dan R & D. Bandung: Alfabeta.
Winarso, W. & Hardyanti, P. (2018). Using the learning of reciprocal teaching based on open ended to improve mathematical critical thinking ability. EduMa,8(1).
DOI: https://doi.org/10.25134/ijli.v4i1.4340
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Indonesian Journal of Learning and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.