Abstract
Abstract The aim of this study is determine the effect of search, solve, create, and share (SSCS) learning model on critical thinking skills of hydrocarbons and petroleum material. The method used in this study was quasi experimental design, with research design nonequivalent control group design. The sample was taken by purposive sampling and divided into two groups consist of control group and experimental group. The data gathering techniques in this study was through 8 items of essay test instrument which is analyzed by using t-test. The results of t-test data showed that t count t table or 16.36 1.980 at significance level 5%, value t count lies in the region reject H 0 and accept H a . The result shows that there are significant search, solve, create, and share (SSCS) learning model on student’s critical thinking skills. Keywords: Search, Solve, Create, and Share (SSCS) Learning Model, Critical Thinking Skills; Hydrocarbons and Petroleum.
Highlights
The growth and development of technology today has shown remarkable progress
It can be said that search, solve, create, and share (SSCS) learning model influence critical thinking skill students on the matter of hydrocarbon and petroleum compounds
Based on the result of posttest hypothesis test which shows the rejection of H0 and Ha acceptance with 5% significance level, it can be interpreted that the average of students' critical thinking skill in the experimental class with Search, Solve, Create, and Share (SSCS) learning model is higher than control class with conventional learning model
Summary
The growth and development of technology today has shown remarkable progress. Its presence has had a major impact on the lives of human beings from various aspects and dimensions. The results of survey reports conducted by the Program for International Student Assessment (PISA) in 2012 show that Indonesia is at level 64 out of 65 participating countries, with average math score of Indonesian children 37M5, average reading score of 396, and the average score for science 382, whereas the mean overall scores of 494, 496, and 501 (494, 496, and 501, respectively) of the overall scores of science (PISA, 2012). This is because the ability of Indonesian children's science is still low compared with other children in the world. The competencies taught in Indonesian schools have not been referring to the competencies tested in PISA, resulting in a lack of understanding of the concepts that students have that result in the low critical thinking skills that students have viewed from the PISA 2012 results
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