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Sri Setiawaty
Faculty of Teacher Training and Education, Universitas Malikussaleh, Aceh Utara
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The Effect of the Reciprocal Teaching Model on Students’ Critical Thinking Skills in Science Education Henni Fitriani; Nuraini Fatmi; Sri Setiawaty; Fakhrah Fakhrah
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1429

Abstract

This study aims to determine the effect of the Reciprocal Teaching model on students’ critical thinking skills in the subject of Basic Chemistry Laws. The research was conducted at Sawang State High School 2 during the second semester of the 2025/2026 academic year. The research method used was a quasi-experimental study with a pretest-posttest control group design. The study population consisted of 39 10th-grade students. The sample comprised Class 10 Science 2 as the experimental class and Class 10 Science 1 as the control class, selected using purposive sampling. Data collection was conducted through essay tests in the form of pretests and posttests to measure students’ critical thinking skills. Data were analyzed using normality tests, homogeneity tests, and independent samples t-tests with the assistance of IBM SPSS Statistics 25. The results showed that the average pretest score for the experimental class was 30.95, increasing to 76.49 on the posttest, while the control class increased from 29.86 to 65.28. The hypothesis test results yielded a Sig. (2-tailed) value of 0.009 0.05, indicating that the Reciprocal Teaching learning model has a significant effect on students’ critical thinking skills. The application of the Reciprocal Teaching model was able to encourage students to be more active in discussing, analyzing, evaluating, and summarizing concepts, thereby improving students’ critical thinking skills regarding the material on the Basic Laws of Chemistry.
Co-Authors Fakhrah Fakhrah Henni Fitriani Nuraini Fatmi