Influence of science digital storytelling against motivation of learning and critical thinking ability learners

Abstract

The purpose of this study was to analyze the influence of science digital storytelling against the motivation of learning and critical thinking ability learners. The research design used a nonequivalent control group design because it uses two different treatment when implementing learning. The selection of the samples was done randomly (cluster random sampling). The sample in this research is grade VII D (control class) and VII C (experimental class). Data collection methods used are observation methods, methods of test and method question form. The observation method is measured using an observation sheet consisting of five aspects of critical thinking ability. Every aspect of critical thinking ability analyzed is descriptive. The test method is measured using a multiple choice question in the form of reasoned cognitive taxonomy levels based on Bloom. The influence of science digital storytelling against motivation learning seen from biserial correlation analysis results (rb = 0.87). This means science digital storytelling has a very strong influence on the motivation of learning. While critical thinking ability is also seen in biserial correlation analysis (rb = 0.80). Based on the results of the study it can be concluded that the application of science digital storytelling gives a positive effect against motivation of learning and critical thinking ability.