The Effects of Active Learning Model Guided Note Taking on Students Critical Thinking Ability in High School
I Made Astra(a)*, Esmar Budi(b), and Cindy Evita(b)
Prodi Pendidikan Fisika, FMIPA, Universitas Negeri Jakarta, Jl. Rawamangun Muka No 1 RT 11 RW 14, Pulo Gadung, Kota Jakarta Timur 13220, Indonesia
*imadeastra[at]gmail.com
Prodi Pendidikan Fisika, FMIPA, Universitas Negeri Jakarta, Jl. Rawamangun Muka No 1 RT 11 RW 14, Pulo Gadung, Kota Jakarta Timur 13220, Indonesia
Abstract
This study aim to know the effect of active learning model Guided Note Taking (GNT) on student-s critical thinking ability for work and energy subject in senior high school. This study was held in Senior High School 77 on March 2019. This research used a quasi experimental method with a nonrandomized pretest-posttest design. The sample used purposive sampling, so the experimental class and control class were obtained. Before the research started, a pretest was given to know both classes have the same condition. The results showed that the pretest average value of experimental class was 43,25 while the control class was 42,75. This research instrument was posttest essay-s type with 10 questions. Prerequirement test used normality test by Chi-quadrate formula, because X2hitung≤X2table (4,58≤11,070) on experimental class, and X2hitung≤X2table (4,72≤11,070) on control class, so data was normally distributed. Homogenity test on α=5% and n=36 got that Fhitung≤Ftable (1,427≤1,757), so data was homogen. Based on hypothesis test by t-test with α=0,05 and dk=n1+n2-2, got that thitung>ttable (4,278>1,667), So, H0 is rejected and Ha is accepted. Then, the conclusion is student-s critical thinking ability who learn with Guided Note Taking model higher than direct instruction model and also Guided Note Taking has an effect on student-s critical thinking ability.
Keywords: Active Learning Model, Guided Note Taking, Critical Thinking Ability
Topic: Physics Education