文章基本信息

标题：Implementasi Strategi Writing to Learn untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berpikir Kritis Siswa SMA pada Materi Hukum Newton
本地全文：下载
作者：Hilda Nurul Melida ; Parlindungan Sinaga ; Selly Feranie 等
期刊名称：JPPPF: Jurnal Penelitian & Pengembangan Pendidikan Fisika
印刷版ISSN：2461-0933
电子版ISSN：2461-1433
出版年度：2016
卷号：2
期号：2
页码：31-38
DOI：10.21009/1.02205
出版社：Universitas Negeri Jakarta
摘要：The result of former study showed that students’ cognitive ability and critical thinking skills were still low. The ‘writing to learn’ strategy is predicted to be able to enhance students’ cognitive ability and critical thinking skills. The aims of this research are (1) investigate the comparison of cognitive ability and critical thinking skills enhancement between the classes that apply the use of ‘writing to learn’ strategy and the classes that administer conventional learning, (2) examine the effectiveness of ‘writing to learn’ strategy in improving cognitive ability and critical thinking skills, and (3) examine the relationship between the quality of writing and cognitive ability and critical thinking skills. This research used nonequivalent control group design in high school one of Bandung. The result showed the implementation of ‘writing to learn’ strategy increased students’ cognitive ability and critical thinking skills of newtons’ laws of motion in experiment class, i.e. with each value of n-gain was 0.58 and 0.67 that the increase was higher than the control class, i.e. with each value of n-gain was 0.36 and 0.50. ‘Writing to learn’ strategy gave an impact towards the enhancement of students’ cognitive ability and critical thinking skills with each value of the effect size was 0.80 and 1.1. The quality of writing gave enough contribution in improving cognitive ability and critical thinking skills with each coefficient of correlation 0.24 and 0.63.
其他摘要：The result of former study showed that students’ cognitive ability and critical thinking skills were still low. The ‘writing to learn’ strategy is predicted to be able to enhance students’ cognitive ability and critical thinking skills. The aims of this research are (1) investigate the comparison of cognitive ability and critical thinking skills enhancement between the classes that apply the use of ‘writing to learn’ strategy and the classes that administer conventional learning, (2) examine the effectiveness of ‘writing to learn’ strategy in improving cognitive ability and critical thinking skills, and (3) examine the relationship between the quality of writing and cognitive ability and critical thinking skills. This research used nonequivalent control group design in high school one of Bandung. The result showed the implementation of ‘writing to learn’ strategy increased students’ cognitive ability and critical thinking skills of newtons’ laws of motion in experiment class, i.e. with each value of n-gain was 0.58 and 0.67 that the increase was higher than the control class, i.e. with each value of n-gain was 0.36 and 0.50. ‘Writing to learn’ strategy gave an impact towards the enhancement of students’ cognitive ability and critical thinking skills with each value of the effect size was 0.80 and 1.1. The quality of writing gave enough contribution in improving cognitive ability and critical thinking skills with each coefficient of correlation 0.24 and 0.63.
关键词：Strategi writing to learn; kemampuan kognitif; keterampilan berpikir kritis .
其他关键词：: Writing to learn strategy; cognitive ability; critical thinking skills.