The differences of students’ critical thinking and science process skills using discovery learning model integrated with video animation media

Abstract

Critical thinking as one of the competencies in education in the 21st century requires students to be curious about information to gain a deep understanding. Problem-solving in addition to training critical thinking also trains science process skills. This study aims to analyze whether or not there are differences in students' critical thinking using discovery learning models combined with animated videos and analyze whether or not there are differences in students' science process skills using discovery learning models combined with animated videos. This study used a quasi-experimental method with a nonequivalent post-test control group design. The population of this study is students of class XI MIPA SMA N 1 Surakarta. The sampling technique used is purposive sampling, with XI MIPA 5 as the experimental class and XI MIPA 3 as the control class. Data were collected through documentation, observation, and written tests on critical thinking and science process skills. Hypothesis testing using a T-test to investigate the difference between critical thinking and science process skills of students who are taught using the discovery learning model combined with animated video media and classes that only use the discovery learning model. The results showed differences in students' critical thinking using the discovery learning combined with animated video, and there were differences in students' science process skills using the discovery learning combined with animated video.