Learning Tools on Literacy and Numeracy to Enhance Students' Critical Thinking Skills

Abstract

This study seeks to describe the validity and practicality of learning tools, as well as to assess the effectiveness of literacy and numeracy-based learning tools. The study was conducted in an IX-grade class at SMP State 1 Kabila Junior High School, Bone Bolango Regency, involving 30 students. This development research utilized the Borg and Gall development model, modified by Sugiono, and focused on learning tools that include lesson plans, student worksheets, learning media, and test instruments. Data were collected using validation sheets, learning implementation sheets, student activity sheets, critical thinking tests, and student response questionnaires. The data obtained were analyzed by calculating the percentage of each score. The results showed that the teacher activity score averaged 89.75, while student activity was categorized as very good, with an average score of 94.5. Student responses were categorized as very good, with 49% of students strongly agreeing and 51% agreeing. Students' critical thinking abilities, measured through n-gain, were categorized as moderate to high. The analysis of the critical thinking test results also indicated improvements in every critical thinking indicator. Keywords: Literacy, Numeracy, Critical Thinking