Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances.
CRITICAL THINKING SKILLS PROFILE AND CHANGES OF STUDENTS’ IDEAS AT EACH PHASE OF THINK – PAIR – SHARE STRATEGY IN LEARNING
ADDICTIVE AND PSYCHOTROPIC SUBSTANCES RESEARCH PAPER
Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in
International Program on Science Education Study Program
By:
Mahri Charyyeva
1009127
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCES EDUCATION
INDONESIA UNIVERSITY OF EDUCATION BANDUNG
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CRITICAL THINKING SKILLS PROFILE AND CHANGES OF STUDENTS’ IDEAS AT EACH PHASE OF THINK – PAIR – SHARE STRATEGY IN LEARNING
ADDICTIVE AND PSYCHOTROPIC SUBSTANCES
Oleh
Mahri Charyyeva
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat Memperoleh gelar Sarjana Pendidikan di Fakultas Pendidikan
Matematika dan Ilmu Pengetahuan Alam
© Mahri Charyyeva 2014
Universitas Pendidikan Indonesia
Agustus 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,
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SHEET OF LEGITIMATION
CRITICAL THINKING SKILLS PROFILE AND CHANGES OF STUDENTS’ IDEAS AT EACH PHASE OF THINK – PAIR – SHARE STRATEGY IN LEARNING
ADDICTIVE AND PSYCHOTROPIC SUBSTANCES MAHRI CHARYYEVA
1009127
approved and authorized by: Supervisor I
Dr. Phil. Ari Widodo, M.Ed. NIP: 196705271992031001
Supervisor II
Lilit Rusyati, M.Pd. NIP: 198704202012122001
Head of Study Program of
International Program on Science Education
Dr. Diana Rochintaniawati, M.Ed. NIP: 1967091911991032001
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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TABLE OF CONTENTS
Page
DECLARATION………...…… i
ABSTRACT………. ii
PREFACE………...……. iii
TABLE OF CONTENTS………. v
LIST OF FIGURES……….. vii
LIST OF TABLES…... ……. viii
LIST OF APPENDICES………...……… ix
CHAPTER I INTRODUCTION………. 1
A. Background of Problem……….. 1
B. Research Problem……… 3
C. Research Question……….. 3
D. Research Objectives………..……….. 4
E. Limitation of Problem………...……….. 4
F. Research Benefit……….. 5
G. Operational Definitions………6
CHAPTER II THINK – PAIR – SHARE STRATEGY, CRITICAL THINKING SKILLS AND CHANGES OF STUDENTS’ IDEAS…….. 7
A. Cooperative Learning………... 7
B. Think – Pair –Share Strategy………... 8
C. Critical Thinking Skills………... 12
D. Changes of Students’ Ideas………... 16
E. Addictive and Psychotropic Substances……….. 19
F. Relevant Researches………... 23
CHAPTER III METHODOLOGY……… 25
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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B. Population and Sample……….. 25
C. Instructional Tools………. 26
D. Research Instruments………. 26
E. Research Procedures……….. 27
F. Data Collection………. 28
G. Data Analyze………. 28
CHAPTER IV RESULT AND DISCUSSION……….. 29
A. Students’ Critical Thinking Skills………... 29
B. Students’ Ideas Change………. 34
CHAPTER V CONCLUSION AND SUGGESTION………..… 43
A. Conclusion………... 43
B. Suggestion………... 43
REFERENCES……….. 45
APPENDICES………... 79
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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LIST OF FIGURES
Page Figure 1 Students during “Think” Phase ………. 48 Figure 2 Students during “Pair” Phase ……… 48 Figure 3 Students during “Share” Phase ………. 48
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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LIST OF TABLES
Page
Table 2.1 Classification of Drugs According to Their Main Effects………. 21
Table 4.1 Students’ Scores for Critical Thinking Indicator……… 29
Table 4.2 Summary of Students’ Ideas………. 33
Table 4.3 Conclusion in Each Think – Pair –Share Phases………. 35
Table 1 Recap of RR Student’s Ideas………. 49
Table 2 Recap of NA Student’s Ideas………. 52
Table 3 Recap of AE Student’s Ideas………. 55
Table 4 Recap of NM Student’s Ideas……… 59
Table 5 Recap of KA Student’s Ideas………. 62
Table 6 Recap of NE Student’s Ideas………. 65
Table 7 Recap of DA Student’s Ideas………. 69
Table 8 Recap of MN Student’s Ideas……… 71
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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LIST OF APPENDICES
Page
A. Lesson Plan……… 79
B. Power Point Presentation……….. 84 C. Student’sWorksheet………. 86 D. SPC’s Assessment of Critical Thinking (ARC) Scoring Template……. 91 E. Instrument Judgment Form of Research Paper
1. Instrument Judgment Form of Research Paper by Expert 1…….… 95 2. Instrument Judgment Form of Research Paper by Expert 2…….… 96
F. Validation Test……… 97
G. Observer’s Sheet………. 100 H. GEO#7 Critical Thinking Rubric……… 103
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CRITICAL THINKING SKILLS PROFILE AND CHANGES OF STUDENTS’ IDEAS AT EACH PHASE OF THINK – PAIR – SHARE STRATEGY IN LEARNING
ADDICTIVE AND PSYCHOTROPIC SUBSTANCES Mahri Charyyeva
International Program on Science Education
ABSTRACT
This study investigated to contribute students’ critical thinking skills and investigate students’ ideas changes those refers to conceptual change with implementation a type of cooperative learning Think – Pair – Share strategy in learning addictive and psychotropic substances concept. The method used in this study is descriptive method that does not apply analytical data. The sample was taken based on convenient situation (n=9) at 8th grade in one of Bilingual Junior School Bandung. The qualitative data was gained through worksheet during teaching learning process that includes Think – Pair – Share strategy. Based on the study result, it is shown that students obtain both in-depth and surface level of critical thinking by finding available solutions on a problem, defend chosen solution, finding out weaknesses, and strengthen chosen solution. One of the concepts was reflection where students should reflect on their own thinking process, the result wasn’t as suspected. At all, students are good in analyzing the available solutions regarding to a problem, students’ critical thinking skills involves in making conclusions supported by logical reasoning. Whereas changes of students’ ideas were present at each of Think – Pair – Share strategy phases, students ideas were not determinates as constant but changes regard to a concept.
Key words: Think – Pair – Share, critical thinking skills, students’ ideas change, addictive and psychotropic substances
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Mahri Charyyeva, 2014
Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION A. Background of Problem
Students alike preparing for the real world need to be educated in a way that will lead them to the path of life-long learning. In order to help students reach this path, educators are encouraged to give their students the skills necessary to become life-long learners. Teaching methodologies vary greatly from teacher to teacher, grade to grade, district to district, and even from classroom to classroom. There are countless strategies available for teachers to use in order to effectively teach a lesson. The choice is basically left in the hands of the educator as to which strategy is most appropriate to use and at what time to use it in order to develop proper skills.
Cooperative learning is one of successful teaching model in which small teams, each with students of different levels of ability use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
There are many types of cooperative learning strategies; one of them and the one that discussed in this paper is Think – Pair – Share strategy. The use of the Think – Pair – Share strategy has been observed across the spectrum of educational settings from primary to tertiary levels. This strategy, first developed by Lyman in 1978 ” (McTighe & Lyman in Adebola & Sunday 2013; Bookman, et al.2001;Carss, 2007; Goodman, 2010; Kothiyal et al. 2013; Rahvard, 2010;) is still valued after nearly 30 years as a teaching strategy which fosters cooperative learning.
Think – Pair – Share Instructional Strategy is a cooperative learning strategy that can be also belongs to the group of strategies called inquiry based learning strategies. It derived its name from the three stages of learners‟ actions while implementing the strategy, with emphasis on what learners are expected to do at each of the stages. Think – Pair – Share added the peer interaction element of collaborative learning, the idea of wait
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
or think time, which has been demonstrated to be a powerful factor in improving students‟ response to questions. The process commence with the teacher giving out a problem or asking an open ended question to which there may be variety of answers. The teacher then gives learners „think time‟ and directs them to think about the question and how to answer it. During the think time, learners turn to their learning partners and work together, sharing ideas, discussing, clarifying and challenging one another towards arriving at a reasonable answer. The Think – Pair – Share strategy implementation has recommended characteristics, such as; students working in small groups, expressing their reasoning and receiving prompt feedback, those show significant main impact on the students‟ achievement scores in science lessons. A major instructional implication of Think – Pair – Share is a suitable strategy to use for science teaching and learning that intend to incorporate critical thinking in active learning techniques in the courses.
Usually the lecture format of learning is a venerable and popular approach to content delivery in higher education; however, it frequently does not encourage active learning or critical thinking on the part of students. Those new to the teaching profession often adopt the lecture format because it is both teacher-centered and comes with a strong academic tradition. Unfortunately, it is very difficult to increase a student‟s critical thinking skills with the lecture format. Topics are discussed sequentially rather than critically, and students tend to memorize the material since the lecture method facilitates the delivery of large amounts of information. The student is placed in a passive rather than an active role since the teacher does the talking, the questioning, and, thus, most of the thinking stated Maiorana in Duron et al. (2006).
Active learning can make the course more enjoyable for both teachers and students, and, most importantly, it can cause students to think critically.Critical thinking requires the component interdependent competencies of evaluating the credibility of sources, analyzing the quality of arguments, making inferences using reasoning, and making decisions or solving problems (Rosen& Tager 2013). Critical thinking often appears in Program for International Student Assessment (PISA) and US National Assessment of Educational Progress (NAEP) in assessment of science, math and reading. Critical thinking was part of problem solving assessment in PISA (2012), with major
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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emphasis on evaluation of the available information, assumptions, and possible solutions, as well as looking for additional information or clarification (OECD, 2010).
Higher order critical thinking skills is increasingly necessary for success in students‟ educational learning process. Where critical thinking is exercising or involving carefuljudgment or evaluation, as an example; judging the feasibility of an idea or product.Critical thinking is a very important skill to develop. We may ask students to analyze and understandso many things in classroom activity. Students‟ ability to think critically will be a valuable tool to use it in the future.
It was mentioned by Indonesian Ministry of Health in 2007, accurate data on the number of drug injectors in Indonesia are difficult to obtain due to the clandestine and illegal nature of drug use. However, the Indonesian National Narcotics Board has estimated there are 1.3 to 2 million drug users, of whom 1 million inject drugs; this latter group now represents the biggest number of new HIV cases in highly affected populations (Sudirman &Doreen, 2009).
Specifically for this paper, research will be attempted to determine critical thinking skills and changes of students‟ ideas at each phase of Think – Pair – Share strategy in learning Addictive and Psychotropic substances.
B. Research Problem
The problem of this research paper as it almost explained in background of the problem is: “How do critical thinking skills and changes of students‟ ideas happen at each phase of Think – Pair – Share strategy in learning Addictive and Psychotropic substances?”
C. Research Questions
In order to gather more data this paper will address the following specific questions, such as:
1. How does Think – Pair – Share strategy contribute to students‟ critical thinking skills in learning Addictive and Psychotropic substances?
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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2. How students‟ ideas changes at each phase of Think – Pair – Share strategy in learning Addictive and Psychotropic substances?
D. Research Objectives
Based on research problem and questions above there are some objectives of this study above:
1. To describe students‟ critical thinking skillsin learning Addictive and Psychotropic substances by implementing Think – Pair – Share strategy.
2. To investigate changes of students‟ ideas at each phase of Think – Pair – Share strategy in learning Addictive and Psychotropic substances.
E. Limitation of Problem
To avoid misunderstandings and misconceptions about this study, research consists of following limitations:
1. Think – Pair – Share is one of cooperative learning strategies that implemented by teacher during teaching process in a classroom. This strategy consist of three stages, where teacher able to inform students in each of stage about its‟ changing. Students are able to think individually in “Think” stage, discuss together with partner in “Pair” stage and share their opinion in front of the class in “Share” stage.
2. Critical Thinking is learning to think independently and to develop own opinions supported by existing evidence. There are 6 performance elements or in other words criteria measured by critical thinking skill in this paper those are: Communication, Analysis, Problem Solving, Evaluation, Synthesis, and Reflection.
3. Change of students‟ ideas in this study formulate changes of students‟ ideas during implementation of Think – Pair – Share strategy. In each of Think – Pair – Share strategy phases student‟s ideas would be captured into worksheet to perform up each of student‟s idea changing.
4. Addictive and Psychotropic Substances topic should be learned by Junior High School students because Indonesia categorized as a country with high level activities of drug dealers. Besides narcotics, psychotropic and addictive substances, their
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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derivation, types and affect to human body concepts should be delivered to students during Junior School because this topic is part of National Curriculum of Indonesia.
F. Research Benefit
This research hopefully may help to each researcher, teachers and students by following benefits.
1. For teachers, it could improve teacher‟s teaching process by using Think – Pair – Share strategy or even other types of cooperative learning. Besides using certain strategy could help teacher to deliver topic easily and in such interesting way to students. In addition, by improving students‟ critical thinking, teacher help both students and him or herself with having well-developed students and good condition in the class.
2. For students, the implementation of cooperative learning in classroom may improve their communication skills, while implementation of certain strategy such as, Think – Pair – Share give positive effect not only for the one who always active in class but also for passive ones, the one who shy to answer teacher‟s question. Also this strategy increase students‟ acceptance and commitments besides, it utilized students‟ knowledge and experience. While critical thinking may give many positive effect, not only on student‟s thinking skills but also student become open-minded, flexible, and has a desire to be well-informed. Also student may understand diverse viewpoints, and willing to both suspend and to consider other perspectives.
3. For other researches, to enhance the continuous of this research, the implementation of Think – Pair – Share strategy within different topic, else than Addictive and Psychotropic Substances. However, it also could be as continuously of this research paper with same variables but in this case with experimental form of research method, that could give more information in have a difference of implementation certain strategy or either improving students‟ critical thinking skills. While variable such, critical thinking skills might be contribute with other criteria those used in this research.
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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G. Operational Definitions
Operational definitions in this research paper those are going to be describes are: the strategy that used in classroom or Think – Pair – Share and skills that is going to be measured that students‟ critical thinking skills.
1. Think – Pair – Share is one of the instructional strategies that foster cooperative learning and which allow students to work together to complete a task. It typically consist of three stages, those are: a silent thinking time following the posing of a question, sharing with a partner which allows for the sharing and refinement of ideas, and sharing back to larger group.There is an observational sheet used in order to measure did certain strategy applied or implemented during teaching process or not.
2. Critical Thinking skills could be defined as investigation whose purpose is to explore a situation, phenomenon, question, or problem to arrive at a hypothesis or conclusion about it that integrates all available information and that therefore can be convincingly justified. It will be measured by worksheet that was done based on The Assessment Rubric for Critical Thinking Skills (ARC).
3. Changes of students‟ ideas refer to students‟ conceptual change or rather to exchange of ideas; in other words, the process of a student exchanging one idea for another is conceptual change. It will be measured by worksheet test during teaching learning process.
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Mahri Charyyeva, 2014
Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY A. Research Method
Various methods might be applied to get the research data however, intend the objectives of this research paper are to contributestudents’ critical thinking skills and
to investigate changes of students’ ideas at each phase of Think – Pair – Share strategy in learning Addictive and Psychotropic substancesuse descriptivemethod. Descriptive method is to examine a phenomenon that is occurring at a specific place and time. A descriptive research seeks to provide an accurate description of observations of phenomena. The object of the collection of census data is to accurately describe basic information about a national population at a particular point in time (Harvard University, 2013).
B. Population and Sample
Population is a summation of all the organisms of the same group or species which live in the same area, and have the capability of interbreeding. The population in this research are 8th grade students atSMP X Bandung between 2013/2014 academic years. The only 8thgrade bilingual class taken as a sample for this research and given treatment by providing Think – Pair – Share strategy to determine critical thinking of the students and changes of their ideas in each of the phase.
Purposive sampling technique was selected as a sampling for this research because it is one of the non- probability sampling techniques. Purposive sampling technique is also known as judgmental, selective or subjective sampling, and it relies on the judgment of the researcher when it comes to selecting the units that are to be studied. In comparison purposive sampling with some probability sampling techniques usually, the sample being investigated is quite small. There are many types of purposive samplings the one that aims to achieve a homogenous sample is homogenous sampling. A homogenous sample is often chosen when the research question that is being address is specific to the characteristics of the particular group of interest, which is subsequently examined in detail.
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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C. Instructional Tools 1. Lesson Plan
Lesson plan is the design of instructional arrangement that used to conduct the teaching learning process. It is used as a teacher’s guidance during teaching learning session to achieve certain learning outcomes and objectives. The main outcome of implemented lesson plan was - “to know about addictive and psychotropic substances and their negative effect on human body”. Lesson plan was provided in A. Appendixof this paper.
2. Power Point Presentation
Microsoft Power Point is a presentation program in computer advices that developed by Microsoft in the Microsoft Office application package. This application widely used for presentation purpose, as well as presentation due to scientific activities. In this research teaching and learning process was implemented by the help of Microsoft Power Point Presentation as well. Power Point Presentation used in this study available in B. Appendix of this paper.
D. Research Instruments
1. Students’ Worksheet
The main research instrument used in this study is student’s worksheet paper, with the help of this worksheet researcher able to collect data during teaching learning process. Student’s worksheet includes in itself both of variable questions those are critical thinking skills and student’s ideas change is available in C. Appendix of this paper.
Students’ critical thinking skills questions were designed based on Assignment Rubric Scoring (ARC, 2010) assessment, it found in D. Appendix. There are six critical thinking skills indicators were presented by certain questions. Those
questions pass through experts’ judgment before giving to class for checking validation of certain questions, available in E. Appendices. The result of validation
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
test is all of the questions were accepted by ANATES program, available at F. Appendix.
2. Observation Sheet
In this research, observer’s sheet is one of the instruments to check whether certain strategy here as Think – Pair – Share strategy implemented right. For this research observer was a Chemistry teacher that always teach in this class. She observed the situation in class and write down notes whether specific instruction was evident or not. The observer’s sheet of this research is available at G. Appendix.
E. Research Procedures
In order to arrange research sequence systematically, there is research procedure arranged based on the Think – Pair – Share strategy implementation. There are three stages of research procedure that consist of preparation stage, implementation stage, and analysis and conclusion stage.
1. Preparation Stage
This stage consists of several steps of preparation those support research, those are: a. Formulate problem that will be investigated
b. Focus on the variables of research
c. Conduct literature review supporting variables of the research
d. Arrange the research proposal that will be presented in proposal seminar e. Revise the research proposal within advices of experts
f. Arrange the research instruments
g. Give research instruments for judging to two different experts h. Revise research instruments
i. Try out the research instruments on another population
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2. Implementation Stage
This stage consists of research implementation steps, those are: a. Determination of class where research will be conduct b. Conduct the research based on lesson plan sequences
c. Give an observational sheet to teacher that is going to observe situation in class during research
3. Analysis and Conclusion
This stage consist of research analysis and conclusion steps, those are: a. Analyze the result data
b. Discuss and make a conclusion for the research study c. Arrange the report of the research
F. Data Collection
Data collection in this study was obtained through two steps; firstly questions of worksheet were given to two different experts where the experts judged the questions. Experts did add suggestions and evaluate the questions. Second step was given to students those able to answer critical thinking skills questions.
G. Data Analyze
The analysis of data was made based on 6 indicators of critical thinking skills, D. Appendix. Those six indicators are: Communication, Analysis, Problem Solving, Evaluation, Synthesis, and Reflection. Based on these 6 indicators there is a rubric scoring that indicates at which level is the certain student’s critical thinking skill. Also determination of critical thinking levels are required from several other researches that determined by percentage of total and specifically each of the indicator.
However, analysis of data in changing of students’ ideas was manually, and from
the results of other researches. Analysis occur based on three phases of Think – Pair – Share strategy and recap of each students’ ideas, there is a conclusion for each of the concept regarding to each of the student, after all the discussion part based on the literature of conceptual change concept.
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS A. Conclusions
After conducting this study research the conclusion can be reached as follow:
1. The contribution of students’ critical thinking skills by implementing Think – Pair – Share strategy refers to 55% that exhibited were in-depth level of problem solving.Although the result may imply that students are good in analyzing the available solutions to a problem, it doesn’t indicate that students are good in solving other indicators’ questions.Making conclusions or judgments supported by justification and also shares the conclusions or judgments made by others and supporting them with relevant facts, proof, experience and examples as was mentioned by most of the students in this problem solving task.
2. By implementing Think – Pair – Share strategy students usually stay constant with their ideas and solutions found to a problem in “Share” phase. Several of pairs have got new ideas in a resulting of “Pair” phase discussion. Some pairs during “Pair” phase changed their ideas within having exactly the same answers, those pairs didn’t spend a lot of time to think and discuss their ideas and to find out new idea related to a problem. Most of students obtain really good ideas during “Think” phase that mean most students’ ideas are organized logically and coherently when they think individually.
B. Recommendations
There are several recommendations regarding for the further research studies in contribution students’ critical thinking skills and students’ changes of ideas, those are: 1. Find out more literature review and already implemented researches according to
your rubric scoring to have more relevant information related to study research. 2. Manage your time while implementing an active learning strategy, lack of the
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3. Try to use students’ changes of ideas variable by implementing another active learning strategy by help of other variable with little amount questions.
4. Contribute students’ critical thinking skills with certain indicators into another concept.
5. For critical thinking skills conduct the research in long-term learning activities rather than as this study was in short-term activities.
6. Whether the method is descriptive, use video recording and make analysis based on video.
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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AUTHOBIOGRAPHY
The author name is Mahri Charyyeva, she was born in Ashgabat, Turkmenistan on December 22nd 1992. The author is the only daughter from two siblings of Mayya Charyyeva and Murat Charyyev. She was graduated from 44th Elementary School Ashgabat in 2004, and continues to study in Ashgabat Turkmen – Turkish Girls’ High School in 2005. She graduated High School and move to Indonesia in 2009. Author study Bahasa Indonesia about 7 months in Jakarta and moved to Bandung. She started university in 2010 at Indonesia University of Education and finished her study in August of 2014.
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
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C. Instructional Tools 1. Lesson Plan
Lesson plan is the design of instructional arrangement that used to conduct the teaching learning process. It is used as a teacher’s guidance during teaching learning session to achieve certain learning outcomes and objectives. The main outcome of implemented lesson plan was - “to know about addictive and psychotropic substances and their negative effect on human body”. Lesson plan was provided in A. Appendixof this paper.
2. Power Point Presentation
Microsoft Power Point is a presentation program in computer advices that developed by Microsoft in the Microsoft Office application package. This application widely used for presentation purpose, as well as presentation due to scientific activities. In this research teaching and learning process was implemented by the help of Microsoft Power Point Presentation as well. Power Point Presentation used in this study available in B. Appendix of this paper.
D. Research Instruments
1. Students’ Worksheet
The main research instrument used in this study is student’s worksheet paper, with the help of this worksheet researcher able to collect data during teaching learning process. Student’s worksheet includes in itself both of variable questions those are critical thinking skills and student’s ideas change is available in C. Appendix of this paper.
Students’ critical thinking skills questions were designed based on Assignment Rubric Scoring (ARC, 2010) assessment, it found in D. Appendix. There are six critical thinking skills indicators were presented by certain questions. Those questions pass through experts’ judgment before giving to class for checking validation of certain questions, available in E. Appendices. The result of validation
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Mahri Charyyeva, 2014
Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
test is all of the questions were accepted by ANATES program, available at F. Appendix.
2. Observation Sheet
In this research, observer’s sheet is one of the instruments to check whether certain strategy here as Think – Pair – Share strategy implemented right. For this research observer was a Chemistry teacher that always teach in this class. She observed the situation in class and write down notes whether specific instruction was evident or not. The observer’s sheet of this research is available at G. Appendix.
E. Research Procedures
In order to arrange research sequence systematically, there is research procedure arranged based on the Think – Pair – Share strategy implementation. There are three stages of research procedure that consist of preparation stage, implementation stage, and analysis and conclusion stage.
1. Preparation Stage
This stage consists of several steps of preparation those support research, those are: a. Formulate problem that will be investigated
b. Focus on the variables of research
c. Conduct literature review supporting variables of the research
d. Arrange the research proposal that will be presented in proposal seminar e. Revise the research proposal within advices of experts
f. Arrange the research instruments
g. Give research instruments for judging to two different experts h. Revise research instruments
i. Try out the research instruments on another population
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Mahri Charyyeva, 2014
Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2. Implementation Stage
This stage consists of research implementation steps, those are: a. Determination of class where research will be conduct b. Conduct the research based on lesson plan sequences
c. Give an observational sheet to teacher that is going to observe situation in class during research
3. Analysis and Conclusion
This stage consist of research analysis and conclusion steps, those are: a. Analyze the result data
b. Discuss and make a conclusion for the research study c. Arrange the report of the research
F. Data Collection
Data collection in this study was obtained through two steps; firstly questions of worksheet were given to two different experts where the experts judged the questions. Experts did add suggestions and evaluate the questions. Second step was given to students those able to answer critical thinking skills questions.
G. Data Analyze
The analysis of data was made based on 6 indicators of critical thinking skills, D. Appendix. Those six indicators are: Communication, Analysis, Problem Solving, Evaluation, Synthesis, and Reflection. Based on these 6 indicators there is a rubric scoring that indicates at which level is the certain student’s critical thinking skill. Also determination of critical thinking levels are required from several other researches that determined by percentage of total and specifically each of the indicator.
However, analysis of data in changing of students’ ideas was manually, and from the results of other researches. Analysis occur based on three phases of Think – Pair – Share strategy and recap of each students’ ideas, there is a conclusion for each of the concept regarding to each of the student, after all the discussion part based on the literature of conceptual change concept.
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Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS A. Conclusions
After conducting this study research the conclusion can be reached as follow:
1. The contribution of students’ critical thinking skills by implementing Think – Pair
– Share strategy refers to 55% that exhibited were in-depth level of problem solving.Although the result may imply that students are good in analyzing the
available solutions to a problem, it doesn’t indicate that students are good in solving other indicators’ questions.Making conclusions or judgments supported by justification and also shares the conclusions or judgments made by others and supporting them with relevant facts, proof, experience and examples as was mentioned by most of the students in this problem solving task.
2. By implementing Think – Pair – Share strategy students usually stay constant
with their ideas and solutions found to a problem in “Share” phase. Several of
pairs have got new ideas in a resulting of “Pair” phase discussion. Some pairs
during “Pair” phase changed their ideas within having exactly the same answers, those pairs didn’t spend a lot of time to think and discuss their ideas and to find out new idea related to a problem. Most of students obtain really good ideas
during “Think” phase that mean most students’ ideas are organized logically and
coherently when they think individually.
B. Recommendations
There are several recommendations regarding for the further research studies in
contribution students’ critical thinking skills and students’ changes of ideas, those are: 1. Find out more literature review and already implemented researches according to
your rubric scoring to have more relevant information related to study research. 2. Manage your time while implementing an active learning strategy, lack of the
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Mahri Charyyeva, 2014
Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3. Try to use students’ changes of ideas variable by implementing another active learning strategy by help of other variable with little amount questions.
4. Contribute students’ critical thinking skills with certain indicators into another concept.
5. For critical thinking skills conduct the research in long-term learning activities rather than as this study was in short-term activities.
6. Whether the method is descriptive, use video recording and make analysis based on video.
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Mahri Charyyeva, 2014
Critical Thinking Skills Profile And Changes Of Students’ Ideas At Each Phase Of Think – Pair – Share Strategy In Learning Addictive And Psychotropic Substances
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
AUTHOBIOGRAPHY
The author name is Mahri Charyyeva, she was born in Ashgabat, Turkmenistan on December 22nd 1992. The author is the only daughter from two siblings of Mayya Charyyeva and Murat Charyyev. She was graduated from 44th Elementary School Ashgabat in 2004, and continues to study in Ashgabat Turkmen – Turkish Girls’ High School in 2005. She graduated High School and move to Indonesia in 2009. Author study Bahasa Indonesia about 7 months in Jakarta and moved to Bandung. She started university in 2010 at Indonesia University of Education and finished her study in August of 2014.