Abstract
This study aims to determine the implementation of cooperative learning models using type Student Facilitator and Explaining (SFAE) and the improvement of students' critical-thinking skills in momentum and impulses topic. We use pre-experiment design, with the one-group pretest-posttest. The population of this study was class X MIA YAS Bandung with the sample of class X MIA 2 amounted to 30 students selected by random technique. We use the observation sheet as the instrument to observe the implementation of teacher and student activities during the cooperative learning model type SFAE. The essay tests are used to measure the improvement of students' critical-thinking skills. The results of the study showed that the implementation of teacher activities was 81% and student activities by 77% in the good category. Increasing students' critical-thinking skills is the medium category with an average normalized gain value of 0.63. Based on the results of hypothesis testing using the paired sample t-test, it was obtained t-count (34.08) > t-table (2.052) which means that Ho was rejected and Ha was accepted. It was concluded that there was an increase in students' critical-thinking skills after applying the SFAE type cooperative learning model to the material of momentum and impulse. Thus, this learning model of type SFAE can be used to improve students' higher-order thinking skills.
Highlights
The development of the 21st century requires students to compete with other students, without being confined to the geographical boundaries of the country
The challenge for 21st-century education is to educate students who live and work in environments that are rich in technology and information. Many universities prepare their students to fulfill competencies according to workplace demands (Malik et al 2018a)
The Student Facilitator and Explaining (SFAE) learning model consists of five stages in which each stage allows students to think skillfully to be trained and developed
Summary
The development of the 21st century requires students to compete with other students, without being confined to the geographical boundaries of the country. According to Rotherham & Williangham (2009) states that a student's success depends on fulfilling 21st-century skills, so students must learn to have it. The challenge for 21st-century education is to educate students who live and work in environments that are rich in technology and information. Many universities prepare their students to fulfill competencies according to workplace demands (Malik et al 2018a). The quality of human resources must have various abilities, including the skills of working together, thinking critically-creatively, understanding various cultures, mastering information technology, and being able to learn independently so that they can compete in filling the job market.
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