Abstract
Learning in principle is building one's reasoning process. Textbooks used as learning media for students are often helpless in training their thinking skills. One way to help students' reasoning process is critical thinking activities through reasoning tasks, aiming to achieve the learning objectives. The purpose of this study is to determine the cognitive achievement based on KKM (Minimum Completeness Criteria), and the classical completeness of critical thinking through reasoning tasks in physics learning. This research is quantitative, with an ex post facto design method. The research was conducted at Islamic Senior High School (MAN) 1 Bangkalan from a population of 125 students, and then 33 of students were selected as samples. The research instruments used were questionnaire and cognitive achievement test. The result of the questionnaire about understanding the material concept with a percentage level of 80 % means that students have a very good understanding. The learning achievements of students' cognitive achievement are able to exceed the minimum completeness criteria, but unable to achieve classical completeness.
Highlights
Physics is a subject that deals with facts and events around us [1]
The textbooks had by students still have lack contribution to the students' thinking skills
The data collected in the study include: students’ understanding questionnaire responses data and cognitive learning achievement tests
Summary
Physics is a subject that deals with facts and events around us [1]. The objective of learning physics at high school level is that students are able to develop skills, attitude, scientific values, and master scientific concepts [2]. Based on the Focus Group Discussion of the Education Working Group of Trunojoyo Madura University, there are some problems experienced by teachers in Madura, such as 1) textbooks are the main learning resource for teachers in delivering subject matter; 2) the teachers do not train students to solve problems contextually because they only adapt the materials from the textbook. Learning resource such as textbook is included in the category of weak in instilling a concept and analyzing problems [5]. Students are asked to sort them from the lightest to the heaviest
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