Implementation of asking and group competition learning strategies to improve critical thinking skill
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of students critical thinking skills improvement between the student who gain a physic learning strategy base of asking activities and group competition and student who received
conventional learning strategy?
2. Materials and methods
2.1 The Physics Learning Strategy Base of Asking Activities and Group Competition PLSAC
The physics learning strategy base of asking activities and group competition PLSAC, contains cooperative learning, reading, questioning and looking for possible answers, group
‘tournament’ competition and ends with reflections. Stages of learning undertaken by this strategy were as follows:
1. Reading phase. In the early stages before the learning process, students were given homework to find out various phenomena in everyday life that relate to the material that
will be discussed in class, then they have to make one questions related to the material. He also must strive to provide possible answers of the questions made. Students were
assigned to communicate the questions maximum shortly before the learning process begins.
2. The meeting begins with a preliminary class teaching, teachers collect students’ assignment.
3. Questioning Asking phase. Students in groups read the materials of MMI program provided by the teacher. Students task here were that everyone should make one
question and possible answers to these questions based on existing learning resources MMI with material specification set by the teacher. This specification was intended to
make the discussion not too broad and more focused.
4. ‘Tournament’ phase Competition. After the group discussion session, the class continued with tournament, quiz competitions between groups. Every person in every
group will get their turn to ask questions as well as a jury of their own questions. Teacher serves as a facilitator as well as an expert source of concepts and revise the content
constructs of question and answer made by the students.
5. After all the students had a turn, then the tournament was completed, and the class tournament scores were calculated. Teachers gave awards for student performances.
6. Reflection stage: teachers guided students to make summary. Then, the teacher asks the students to write the conclusion of the topics which has been discussed as well as
reconsidering the questions and issues raised on the preliminary task. The task was made as students’ homework.
2.2 Critical thinking skill
Critical thinking is part of the complex patterns of thinking high-level convergen way of thinking. Critical thinking used the basic process of thinking to analyze arguments and bring
the idea of each meaning and interpretation, to develop a cohesive pattern and logical reasoning, to understand the underlying assumptions and biases of each position, as well as
providing a model presentation that is reliable, succinct and convince Ennis, 1995. Facione 2002 stated that the core of critical thinking is the detailed description of a number of
related characteristics, which include analysis, inference, explanation, evaluation, self- regulation, and interpretation.
D.F. Wulandari, N.Y. Rustaman
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Indicators of critical thinking skills studied used Ennis critical thinking indicators. Critical thinking skills are translated into 5 indicator, namely: 1 elementary clarification; 2
the basics support; 3 inference; 4 advanced clarification; and 5 strategies and tactics. Each stage of thinking further elaborated in more specific indicators. Indicators of critical
thinking in Ennis are presented in Table 1.
Table 1. Critical thinking skills indicators according to Ennis. Critical Thinking
Sub Critical Thinking Explanation
Elementary clarification
Focusing questions Identifying formulate questions, formulate
answers criteria Analyze arguments
Identifying conclusion, the reason, the relevance, the similarities and differences
Ask and or answer questions of clarification and or challenge
Looking for structure arguments, and ask questions
The basics support
Consider the credibility of sources
Experts, there is no conflict of interest, reputation, know the risks
Investigating and or considering the observation
report. Inference
Create and or consider deduction
Group logical, logical conditions, interpretation of the statement
Create and or consider induction
Make generalizations, conclusions and hypothesis, investigation
Create and or consider the opinions of value.
Background facts, applying the principles, consequences, think of alternatives
Advanced clarification
Defining the term and or consider definitions
Shape, strategy definition and content Identifying assumptions.
The reasons stated and not stated Strategies and
tactics Determining a course of action
Identifying problems, selecting criteria, formulate alternatives, decide, reviewing and monitoring
Interact with others. Label, a logical strategy, rhetoric and
presentation strategies
2.3 Methods and research design
This study used a quasi-experimental method. Quasi experiments used to compare the increase in critical thinking skills of students using a physics learning strategy base of asking
activities and competition group. The study design used nonequivalent control group design Sugiyono, 2008. The instruments used were 1 a test of critical thinking skills in the form of
multiple choice questions, 2 a questionnaire to determine students’ and teachers’ responses. Data processing done by calculating the normalized gain scores and the two mean
difference test using SPSS, while the questionnaire data in qualitative scale was converted into a quantitative scale.
3. Results and discussion
