The Effect of EDI Learning on Science Literacy Ability and Critical Thinking Skills of Physics Education Students
Sukarno

UIN Sulthan Thaha Saifuddin Jambi

Abstract

This study aims to determine the effect of EDI learning techniques (explain, discussed, and implementation) on scientific literacy and critical thinking skills of physics education students. The approach used in this research is quantitative with a quasi-experimental method. The quasi-experimental design used is one group, pretest, and posttest design. Therefore, data on scientific literacy skills and critical thinking skills were obtained through tests that were compiled based on the indicators of these two variables. The sample used in this study were students of physics education in semester 4, totaling 24 people. To test the hypothesis, a T-test and one-way ANOVA were used with the help of SPSS 25. Based on the data and analysis results, it is known that the EDI learning model has a significant effect on scientific literacy skills and critical thinking skills of physics education students. This is evidenced by the results of hypothesis testing for both variables is 0.00 < 0.05, which means it has a significant effect.

Keywords: Model EDI, Pedagogy Ability, Prospective Physics Teacher

Topic: Pedagogy