Abstract
The lack of active involvement of students in learning is caused by the lack of students' skills in critical thinking, for example, by asking questions, expressing opinions, and solving problems so that students only memorize existing concepts, theories, and formulas without wanting to dig further to be understood in depth. This study aims to determine the increase in independence and critical thinking skills on momentum and impulse material at SMAN 9 Banda Aceh. The method in this study was quasi-experimental, then the instruments used were questionnaire sheets, observation sheets, and questions. The results of the study indicate that the application of the Self Direct Learning learning model can increase student learning independence. The results of the t-test analysis (independent sample t-test) obtained a significance value of 0.000 <0.05, meaning that there is a significant difference in the average learning independence of students in the experimental class and the control class. The application of the self-directed learning model can improve students' critical thinking skills. The results of the analysis of students' Critical Thinking Skills obtained a significance value of 0.000 <0.05, meaning that there was a significant average difference between students' critical thinking skills in the experimental class and the control class. The conclusion in this study proves that the Self Direct Learning model can increase students' learning independence and Critical Thinking Skills on momentum and impulse materials
Highlights
The 21st century is referred to as the age of knowledge, the age of knowledge-based economy, the century of information technology, the century of openness or globalization, the industrial revolution 4.0, and so on
One of the lessons that must be improved in the process of thinking skills and independent learning of students is in the form of learning physics
Increasing students' learning independence in each indicator of the experimental class and control class can be seen in Tables 2 and 3
Summary
The 21st century is referred to as the age of knowledge, the age of knowledge-based economy, the century of information technology, the century of openness or globalization, the industrial revolution 4.0, and so on In this century, human life undergoes fundamental changes that are different from the order of life in the previous century. 21st-century learning is able to keep pace with current curriculum developments, requiring students to be able to improve skills in learning to be more active, think critically, and be independent in learning. Physics learning is directed to a goal Students can develop their intellectual abilities, think critically, logically, and scientifically, understand concepts, and solve problems, especially those related to everyday life (Nurmayani et al, 2018)
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