Abstract
The purpose of this study was to determine the effectiveness of using a scientific based physics module to improve high school students' critical thinking skills. This study is a quasi experimental study which uses two classes taken at random experiment consists of one class and the control class. Class experiments using the scientific study using scientific-based modules and classroom experiments using books that have been owned by students. Experimental class numbered 25 students and control class numbered 28 students. The research was conducted in the first half (one) Academic Year 2016/2017. The method used is the test method with a pretest-posttest design. Data were analyzed with quantitative and qualitative methods. Data were analyzed using a pretest form of the homogeneity test to find out that the experimental class and controls used homogeneous. Posttest results were analyzed using normality test to determine the normally distributed data, N-gain to determine the increase critical thinking skills, as well as test two parties not bound to determine whether or not there is a difference in the increase in critical thinking skills. Conclusions and recommendations are the use of scientifically-based modules effectively improve the ability to think critically and use physics-based scientific modules should be adjusted to the prevailing syllabus and curriculum so that learning can take place properly.
Highlights
Physics is a branch of science that is critical studied in primary and secondary school
Formulation of the problem in this research is how the effectiveness of the use of scientifically-based physics module to improve high school students' critical thinking skills? The purpose of this study was to determine the effectiveness of the use of scientific-based physics module to improve students' critical thinking skills
Group A by using a scientific-based physics module in the learning consisted of 25 students, whereas group B using a handbook which is owned by the students consisted of 28 students
Summary
Physics is a branch of science that is critical studied in primary and secondary school. Learning good physics will train the various components on the students both in terms of knowledge, attitudes, and skills. It fits the purpose of learning physics as a means to train students master the knowledge, concepts, principles of physics, skills, and scientific attitudes Various aspects are very important in the learning process so that students can improve thinking skills to solve problems in everyday life. Packaging materials for teaching physics is still linear, ie teaching materials are only present concepts and principles, example problems and workmanship, and exercises (Sujanem, 2012: 105). The learning material and the rotational dynamics of rigid body equilibrium is almost never done with an experimental method (Zulirfan et al, 2011)
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