Role of Integrated Sciences Teaching Materials on Pressure Topic to Improve Student’s Critical Thinking Skills in Junior

Abstract

This study was aimed to identify student’s critical thinking skills through the use of integrated sciences teaching materials on pressure topic. This study was conducted at one of SMP in Cimahi, West Java, Indonesia for the 2015/2016 academic year. It used experimental method with nonequivalent pretest-posttest control group design. There were two classes involved, the experiment class where the students using the integrated sciences teaching materials, while the control class using conventional teaching materials provided at school. Data was respectively collected and analyzed by using student’s critical thinking skills test and data analysis tools SPSS version 21. The result shows that there is a significant difference in student’s critical thinking in student taught using integrated sciences teaching materials those taught with conventional teaching materials. It can be concluded that there is improvement in critical thinking skills of students in the experiment class compared to the control class. In addition, this study provided of positive impacts on student’s active learning and independent learning.