Enhancing Students’ Critical Thinking Skills through Physics Education Technology Simulation Assisted of Scaffolding Approach

Abstract

This study aims to improve students critical thinking skills through Physics Education Technology Simulation assisted of Scaffolding approach. The study used the single pretest posttest group model (One Group Pretest Posttest) in one study class. Statistical test using paired sample t- test. The results of increased critical thinking skills were obtained based on percentage pretest and posttest results with descriptive analysis through criteria of critical thinking skills. Based on the result of t-test, the value of significance is 0.00, which is less than α (0.05) which means there is improvement of critical thinking skills through Physics Education Technology Simulation assisted of Scaffolding approach. The percentage of pretest value of 71% with good category and the percentage of Post-test score of 82% with very good category.