Authors :
Ludiana Fitriyah; Siti Maghfirotun Amin; Tatag Yuli Eko Siswono
Volume/Issue :
Volume 5 - 2020, Issue 8 - August
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/2Y4sgGC
DOI :
10.38124/IJISRT20AUG229
Abstract :
The ability to think critically is an important
ability that elementary school students must have. The
ability to think critically helps students make the right
decisions about what to believe and what actions to take
in the present or in the future. The ability to think
critically can be developed by an open-ended approach
to learning mathematics. The open-ended approach uses
open-ended problems that have more than one correct
answer and various ways of solving. Open-ended
problem is expected to motivate students to find
solutions independently so that in the process students'
critical thinking ability will increase. This study aims to
describe the process of developing mathematics learning
tools using an open-ended approach for fourth-grade
elementary school students to improve critical thinking
ability. The learning tools development model consists
of 3 phases, namely preliminary research (needs and
context analysis, review of literature, development of a
conceptual or theoretical framework for the study),
prototyping phase (syllabus design, lesson plans,
worksheets and expert validation) and assessment phase
(limited trials). The trial in this study used a one-group
pretest-posttest design with the research subjects of 19
fourth-grade students at Kedungdoro I/306 elementary
school. The data collection technique used a device
validation sheet, an observation sheet for the
implementation of lesson plans and student activities, a
student response questionnaire and a critical thinking
ability test. The data obtained were analyzed using the
average score which was converted according to the
defined categories.
The results show that the learning tools developed
are valid based on the assessment of the two validators,
practical based on the implementation of the lesson plan
and student activities in the "very good" category, and
effective based on the responses of students who are in
the "strong" category and student's critical thinking
ability that significantly increased with medium
category based on paired sample t-test and N-Gain
analysis.
Keywords :
Development of Learning Tools, Open-Ended, Critical Thinking
The ability to think critically is an important
ability that elementary school students must have. The
ability to think critically helps students make the right
decisions about what to believe and what actions to take
in the present or in the future. The ability to think
critically can be developed by an open-ended approach
to learning mathematics. The open-ended approach uses
open-ended problems that have more than one correct
answer and various ways of solving. Open-ended
problem is expected to motivate students to find
solutions independently so that in the process students'
critical thinking ability will increase. This study aims to
describe the process of developing mathematics learning
tools using an open-ended approach for fourth-grade
elementary school students to improve critical thinking
ability. The learning tools development model consists
of 3 phases, namely preliminary research (needs and
context analysis, review of literature, development of a
conceptual or theoretical framework for the study),
prototyping phase (syllabus design, lesson plans,
worksheets and expert validation) and assessment phase
(limited trials). The trial in this study used a one-group
pretest-posttest design with the research subjects of 19
fourth-grade students at Kedungdoro I/306 elementary
school. The data collection technique used a device
validation sheet, an observation sheet for the
implementation of lesson plans and student activities, a
student response questionnaire and a critical thinking
ability test. The data obtained were analyzed using the
average score which was converted according to the
defined categories.
The results show that the learning tools developed
are valid based on the assessment of the two validators,
practical based on the implementation of the lesson plan
and student activities in the "very good" category, and
effective based on the responses of students who are in
the "strong" category and student's critical thinking
ability that significantly increased with medium
category based on paired sample t-test and N-Gain
analysis.
Keywords :
Development of Learning Tools, Open-Ended, Critical Thinking
