PENGGUNAAN METODE ESTAFET LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH METODE NUMERIK
Abstract
The purpose of this study was to determine the effect of the application of estafet learning method to improve students' critical thinking skills, increase student learning outcomes, to determine the relationship of critical thinking to student learning outcomes and to determine the responses of students about the application of estafet learning method. This research is a quantitative research. The research instruments included test questions, observation sheets, and questionnaire sheets. The subjects in this study were students of the computer faculty of the fourth semester informatics engineering study program. Data analysis techniques used the gain test, correlation test and Likert scale analysis. The results showed an increase in critical thinking skills and learning outcomes in the medium category. The relationship between critical thinking skills and learning outcomes has a strong enough relationship in the very significant category. Student responses to the application of estafet learning method showed a positive response.
References
Abdullah, I., H. (2013). Berpikir kritis matematik. Delta-pi: Jurnal Matematika dan Pendidikan Matematika, 2(1), 66 – 75.
Brown, M. et all. (2007). “I Would Rather Die”: Attitudes of 16 year olds Towards Their Future Participation in Mathematics. Proceedings of The British Society for Research into Learning Mathematics.
Chukwuyenum, A. N. (2013). Impact of critical thinking on performance in mathematics among senior secondary school students in Lagos state. IOSR Journal of Research & Method in Education, 3(5), 18 – 25.
Ennis, R. H. (1993). Critical Thinking Assessment. Theory Into Practice, 32(3), pp. 179-186.
Hamalik, O. (2002). Proses Belajar Mengajar. Jakarta: Bumi Asara.
Hendryawan, S., Yusuf, Y., Siregar, I., Wachyar,, T., Y., Dwiyanti, W. (2017). Analisis kemampuan berpikir kritis matematis siswa SMP tingkat rendah pada pembelajaran berbasis masalah dengan green’s motivational strategies. Aksioma, 8(2), 50 – 58.
Jacob, S. M. (2012). Mathematical achievment and critical thinking skills in asynchronous discussion forums. Procedia-social and Behavioral Sciences, 31, pp. 800-804.
Johnson, E., B. (2010). Contextual Teaching and Learning: Menjadikan Kegiatan Belajar Mengajar Mengasyikkan dan Bermakna. Bandung: Kaifa.
Kurfiss, J. G. (1988). Critical thinking: Theory, research, and possibilities. Washington: ASHE (Association for the Study of Higher Education).
Maricica, S., & Špijunovicb, K. (2014). Developing Critical Thinking in Elementary Mathematics Education through a Suitable Selection of Content and Overall Student Performance. Procedia - Social and Behavioral Sciences, 180, 653 – 659.
Mulyasa, E. (2007). Implementasi Kurikulum 2004: Perpaduan Pembelajaran KBK. Bandung: Rosda
NCTM. (2000). Principles and standars for school mathematics. Roston, VA: National Council of Teacher of mathematics.
Peter, E. E. (2012). Critical Thinking: Essence for Teaching Mathematics and Mathematics Problem Solving Skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43. doi: 10.5897/ajmcsr11.161
Pujiasih, F. (2018). Profil kemampuan berpikir kritis matematis siswa dalam pemecahan masalah soal SPLDV ditinjau dari kemampuan matematika. Jurnal Karya Pendidikan Matematika, 5(2), pp. 9 – 10.
Putri, F., M., Darmawijoyo, Susanti, E. (2018). Kemampuan berpikir kritis matematis siswa dalam pembelajaran matematika menggunakan teori APOS. Histogram: Jurnal Pendidikan Matematika, 2(1), pp. 1 – 11.
Sudjana, N. (2001). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Syah, M. (2006). Psikologi Belajar. Jakarta: PT Raja Grafindo Persada.
Syathariah, S. (2011). Estafet Writing (Menulis Berantai) “Solusi dalam Menulis Cerpen bagi Siswa SMA/MA. Yogyakarta: Letikaprio.
Copyright (c) 2020 heri herwanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
