Elementary Clarification Analysis (Critical Thinking Skill) Elementary School Students Based on Grade and Learning Method

Farida Nur Kumala; Arnelia Dwi Yasa; Rio Dandy Samudra

doi:10.23887/jisd.v6i3.47366

Authors

Farida Nur Kumala Universitas Kanjuruhan Malang, Malang, Indonesia
Arnelia Dwi Yasa Universitas PGRI Kanjuruhan Malang, Malang, Indonesia
Rio Dandy Samudra Universitas PGRI Kanjuruhan Malang, Malang, Indonesia

DOI:

https://doi.org/10.23887/jisd.v6i3.47366

Keywords:

Elementary Clarification, Critical Thinking, SAINS

Abstract

It is important for students to have critical thinking skills, but data regarding the critical thinking skills of elementary school students are still lacking. The purpose of the study was to analyze elementary clarification skills on critical thinking skills of elementary school students in learning science. This research is based on grade level and teaching method. This research is a survey research on 226 fourth to sixth grade students from seven elementary schools. The research instrument used a questionnaire. The data analysis technique used descriptive quantitative analysis and multiple linear regression test. The results showed that elementary school students were able to apply elementary clarification critical thinking skills in science learning, but students' ability to focus on a problem still needed to be improved. Based on the grade of the students, it is known that the critical thinking skills of elementary clarification students in higher grades get better grades. The conclusion that the learning model had an effect on critical thinking skills in elementary clarification. The learning method to train critical thinking (problem-based) is able to improve students' critical thinking skills.

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