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Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
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Journal of Educational Sciences
Published by Universitas Riau
ISSN : 25811657     EISSN : 25812203     DOI : 10.31258/jes.
Core Subject : Religion, Humanities, Science, Education,
Religion Humanities Education Library & Information Science Other
JES publishes original articles on the latest issues and trends occurring regionally and internationally in the educational sciences with the aim to advance our knowledge both in term of theory and practice. Moreover, this journal also covers the issues concerned with the following special sections: Education Technology Mathematic and Natural Sciences Education Social and Humaniora Sciences Education Early Childhood Education Physical Health and Sport Education All the related educational research
Arjuna Subject : Umum - Umum
Articles 22 Documents
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Search results for , issue "Vol 4, No 2: April 2020" : 22 Documents clear
Improving Students Metacognitive Abilities Through Mind Mapping with Problem based Learning Learning Models on the Concept of Environmental Pollution at SMAN 7 Pekanbaru Rika Mulyani; Sri Wulandari; Imam Mahadi
Journal of Educational Sciences Vol 4, No 2: April 2020
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.723 KB) | DOI: 10.31258/jes.4.2.p.380-391

Abstract

The K13 Curriculum requires students thinking skills, especially in the regulation of cognition which consists of planning, information management strategies, monitoring, examination of actions, and evaluation. This study aims to look at the metacognitive abilities of class X students of SMAN 7 Pekanbaru on the concept of environmental pollution through mind mapping with problem based learning models. This type of research was a quasi experiment using two classes, one class as an experimental class and one class as a control class. The experimental class used mind mapping models of problem based learning and the control class used conventional learning. The research design used a pretest-posttest control group design. Data collection techniques used questionnaires metacognitive abilities and description test questions. The analysis technique used the Anova test analysis. The results of the pretest and posttest showed a significant increase in students metacognitive abilities through mind mapping with the problem based learning model of the concept of environmental pollution at SMAN 7 Pekanbaru with a significance value of 0,000. Sig. (0,000) < then H0 is rejected, so it can be concluded that the metacognitive abilities of students are increased through mind mapping with problem based learning models on the concept of environmental pollution.
Increasing Critical Thinking Ability of Students Through Guided Inquiry Model in Learning Photosynthetic Materials in SMA PGRI Pekanbaru Syarty Eka Masni; Firdaus LN; Sri Wulandari
Journal of Educational Sciences Vol 4, No 2: April 2020
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.813 KB) | DOI: 10.31258/jes.4.2.p.285-295

Abstract

The educational challenges of the 21st century require skills especially in Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration. The purpose of this research is to show the improving of students’ critical thinking ability of class XII High School PGRI on Photosynthetic material by using a model of Guided Inquiry. The type of this research is quasi experiment using two classes. Experiment class used model learning Guided Inquiry model and control class used conventional model. The design of research used pretest-posttest control group design. The techniques of collection the data was by using cognitive ability tests of critical thinking in pretest and posttest. From the 5 aspects on critical thinking skills: (1) elementary clarification has increased with N the gain; 0.49 (category medium), (2) basic support has increased with N gain 0.66 (moderate category ); (3) inferring has increased with N gain 0.58 (moderate category); (4) advanced clarification has N gain 0.39 (moderate category); (5) strategies and tactic are experiencing increased by 0.05 gain N (low category).  Generally, it can be concluded that the skill of students’ critical thinking in SMA PGRI has increased through photosynthesis learning with the Guided Inquiry model.

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