Development of Scientific Teaching Materials Oriented by Saintificial Approaches to Improve Critical Thinking of Elementary School Students

Tjandra Kirana

doi:10.7176/jep/10-16-01

Abstract

This study aims to produce science teaching materials products and related devices such as Learning Implementation Plans (RPP), Student Activity Sheets (LKS), and Test Sheets that are valid, practical, and effective to improve critical thinking of elementary school students. This research was carried out using the 4-D model of Thiagarajan et al., Namely the stage of defining, designing, developing, disseminating and testing in the fifth grade of Dukuhtunggal State Elementary School, Duduklor State Elementary School, Margoanyar Lamongan State Elementary School year 2018/2019 teaching with One-Group Pretest-Posttest Design. The data analysis technique uses quantitative and qualitative descriptive analysis techniques. The results showed: 1) valid, according to the assessment of the three validators with valid categories, 2) practical, according to the assessment of the two observers seen from the activity of students increasing at each meeting and the implementation of RPP, 3) effective, seen from the significant differences between the results of the pretest and posttest tests were students 'critical thinking and the students' positive responses. Based on the results of data analysis, it can be concluded that the development of science-oriented teaching materials scientific approach is valid, practical, and effective to improve critical thinking of elementary school students. Keywords: Development of Teaching Materials, Scientific Approach, Critical Thinking. DOI : 10.7176/JEP/10-16-01 Publication date :June 30 th 2019

Highlights

Science in terms can be interpreted as knowledge that includes a variety of natural knowledge
According to Rofiah (2013), it shows the importance of thinking learning, namely: (1) thinking is needed as a way to develop perceptions and attitudes that support the creation of a class condition that is good for learning activities; (2) the thought process is needed as a way to acquire and integrate knowledge; (3) the thought process is needed to broaden knowledge; (4) actualize the meaningfulness of knowledge; (5) needed as a way to develop useful thinking behavior
The first meeting was used pretest to find out the initial ability of critical thinking of students before learning activities using science-oriented teaching materials scientific approach, the second to fourth meetings were used for learning activities using science-oriented science teaching materials, and the fifth meeting was used posttest to determine students' final critical thinking www.iiste.org after following the learning activities

Summary

Introduction

Science in terms can be interpreted as knowledge that includes a variety of natural knowledge. This means that science has an objective and rational nature. In line with the opinion of Djojosoediro (2010: 11) in general, the nature of science has three components, including scientific processes, scientific results, and scientific attitudes. Scientific processes include principles, concepts, laws, and theories. In this activity a high thinking process is needed in order to get new knowledge and experiences that are interesting for students. With science education students will be guided to think critically, solve problems, and make decisions that can improve the quality of their lives towards a scientifically learned society

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Conclusion