PROFILE OF STUDENTS^ CRITICAL THINKING SKILLS ON THE CONCEPT OF PRESSURE ORIENTED NOS (NATURE OF SCIENCE) THROUGH COLLABORATIVE SHARING AND JUMPING TASK Yuyu Rahayu, Asep Supriatna, Riandi, Sumar Hendayana
UPI
Abstract
This study aims to reveal the profile students^ critical thinking skills through collaborative learning sharing and jumping tasks on the concept of pressure-based NoS. reveal the profile of students^ critical thinking skills during the collaborative learning sharing and jumping task of the pressure concept based on NOS. the descriptive qualitative research method was used in this study. The collected data was analyzed by TBLA. The research was carried out referring to DDR, It consist of three stages, namely prospective analysis , metapedadidactic analysis and retrospective analysis. The lesson design that was developed then implemented in class VIII at one the junior high schools in Sumedang Regency. The implementation was carried out in two meetings, on the sub-concept of pressure, namely hydrostatic pressure and Pascal^s law. The lesson design sharing & jumping task consists of three learning stages: opening activity, core activity (sharing task 1, sharing task 2, and jumping task), and closing activity. Data collection and analysis were carried out based on learning observations, and recordings audio). The profile of students^ critical thinking skills that were revealed based Ennis indicator in the opening activity of the first meeting were 2 indicators with the highest frequency of 33.3%, while at the second meeting there were 2 indicators with the highest frequency of 37.5%. In the activity of sharing task 1, the first meeting identified as many as 4 indicators of students^ critical thinking skills which were revealed with the highest frequency of 100%. While at the second meeting as many as 4 indicators with the highest frequency of 100%. In sharing task
Keywords: Lesson design, collaborative learning sharing and jumping tasks, critical thinking skills, Pressure, Nature of Science, Transcript Based Lesson Analysis (TBLA)
