Developing 'I Can Adapt' Science Module Using RIAS Learning for Enhanced Critical Thinking
DOI:
https://doi.org/10.31958/jt.v27i1.10392Keywords:
Modul, RIAS-Based Learning, Critical Thinking SkillsAbstract
In the context of Natural Science lessons, students often lack critical thinking skills. To address this challenge, the researchers developed the ÔÇ£I Can AdaptÔÇØ scientific module for students at SMP Negeri 10 Magelang. This study evaluates the moduleÔÇÖs viability, efficacy, and practicality using a research and development (R&D) approach based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The expert validation process confirmed the moduleÔÇÖs validity, with material experts rating it at 4.0 and teaching materials experts at 4.2. To assess efficacy, the researchers employed a one-group pretest-posttest design with paired sample t-test analysis. The results revealed a significant increase in critical thinking skills (p < 0.05), as indicated by a significance value of 0.00. The average N-Gain score of 0.83 falls within the high category. Furthermore, student questionnaires related to the RIAS-based science modules demonstrated a practicality level of 84.6%. Overall, the findings support the use of the ÔÇ£I Can AdaptÔÇØ RIAS-based science module as an effective tool for enhancing critical thinking abilities. ┬áReferences
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Facione, P. A. (2015). Critical Thinking : What It Is and Why It Counts.
Fitriani*, W., Suwarjo, S., & Wangid, M. N. (2021). Berpikir Kritis dan Komputasi: Analisis Kebutuhan Media Pembelajaran di Sekolah Dasar. Jurnal Pendidikan Sains Indonesia, 9(2), 234–242. https://doi.org/10.24815/jpsi.v9i2.19040
Ibrahim, R., Dan, & Nana, S. (2003). Perencanaan Pengajaran. Rineka Cipta.
Kemendikbud. (2013). Materi Pelatihan Implementasi Kurikulum 2013 Mata Pelajaran Matematika.
Kementeri Pendidikan Nasional Republik Indonesia. (2008). Permendikbud Nomor 2 Tahun 2008. 106–114.
Kosasih, E. (2014). Strategi Belajar dan Pembelajaran Implementasi Kurikulum 2013. Yrama Widya.
Kurniyasari, H., Hidayat, S., & Harfian, B. A. A. (2019). Analisis Keterampilan Berpikir Kritis Siswa SMA di Kecamatan Sako dan Alang-Alang Lebar [Analysis of Critical Thinking Skills for High School Students in Sako and Alang-Alang Lebar Districts]. Bioma : Jurnal Biologi Dan Pembelajaran Biologi, 4(1), 1–15. http://dx.doi.org/10.32528/bioma.v4i1.2646
Muhlisin, A., Sarwanti, S., Jalunggono, G., Yusliwidaka, A., Mazid, S., & Nufus, A. B. (2021). RIAS Learning Model : a Character Education Innovation. 13(1).
Muhlisin, A., Singgih, S., Dewantari, N., Ellany, L., Education, N. S., & Tidar, U. (2020). Biosfer : Jurnal Pendidikan Biologi Integration PBL with RMS : Improving problem solving skills on. 13(2), 155–166.
Mulia Rasyidi. (2020). Pengembangan modul ipa terpadu saintifik learning terhadap peningkatkan kemampuan berpikir kritis dan hasil belajar siswa kelas vii mts sabilurrosyad barabali. 01(12), 223–235.
Nasution. (2003). Metode Penelitian Naturalistik Kualitatif. Tarsito.
Novita, S., Santosa, S., & Rinanto, Y. (2016). Perbandingan Kemampuan Analisis Siswa melalui Penerapan Model Cooperative Learning dengan Guided Discovery Learning The Comparison of Student Analitycal Thinking Between the Implementation of Cooperative Learning and Guided Discovery Learning Model. 13(1), 359–367.
Rahmadhani, P., Novita, D., & Yonata, B. (2018). Implementation of Guided Inquiry Learning Models With Nested Method To Increase Critical Thinking Skill for Eleven-Grade Student At Sma Negeri 1 Manyar Gresik in Reaction Rate Matter. UNESA Journal of Chemical Education, 7(1), 39–45. https://ejournal.unesa.ac.id/index.php/journal-of-chemical-education/article/view/22972
Rasiman, R. (2013). Proses Berpikir Kritis Siswa Sma Dalam Menyelesaikan Masalah Matematika Bagi Siswa. 978–979.
Rokhim, A. R., & Prayitno, B. A. (2018). Pengembangan Modul Ipa Berbasis Problem Based Learning. 7(1).
Sianturi, A., Sipayung, T. N., & Simorangkir, F. M. . (2018). Pengaruh model pembelajaran problem based learning terhadap kemampuan berpikir kritis matematis siswa ditinjau dari adversity quotient 1,2,3). 145–154.
Snyder, L. G., & Snyder, M. J. (n.d.). Teaching Critical Thinking and Problem Solving Skills How Critical Thinking Relates to Instructional Design. 90–100.
Sudjana, N., & Rivai, A. (2003). Teknologi Pengajaran. CV Sinar Baru.
Sugiyono. (2019). Statistika untuk Penelitian. CV Alfabeta.
Sundayana, R. (2014). Satatistika Penelitian Pendidikan (Alfabeta (ed.)).
Susilowati dkk. (2017). Analisis keterampilan berpikir kritis siswa madrasah Aliyah negeri di kabupaten magetan. Prosiding seminar nasional pendidikan sains. 4(Sandika IV), 223–229.
Wardani, E. K., & Sholikhak, N. (2020). Analisis Hubungan antara Kemampuan Berpikir Kritis dengan Self Confidence Mahapeserta didik pada Pokok Bahasan Kinematika. Jurnal Kependidikan Betara (JKB), 1(1), 1–7.
Warningsih, I. (2022). . “Pengembangan Modul IPA Tema Pencemaran Lingkungan Berbasis Model Pembelajaran RIAS untuk meningkatkan Kemampuan Berpikir Kritis di SMP Negeri 5 Magelang”. Universitas Tidar.
Widyoko, E., & P. (2016). Teknik Penyusunan Instrumen Penelitian. Pustaka Pelajar.
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2024-06-22
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Rahayu, D., & Muhlisin, A. (2024). Developing ’I Can Adapt’ Science Module Using RIAS Learning for Enhanced Critical Thinking. Ta’dib, 27(1), 233–246. https://doi.org/10.31958/jt.v27i1.10392
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