Analysis of Critical Thinking Skills Improvement Through App Inventor-based Learning Media on Sound Wave Topic
Abstract
This study aims to analyze the improvement of critical thinking skills using learning media development based on App Inventor on sound wave topics. The research was quasi-experimental with a non-equivalent control group design. The research population were students of class XI MIPA in one of the senior high schools in West Java Province. The sampling technique used was random sampling. Class XI MIPA 5 as the experimental class, used App Inventor-based media, and class XI MIPA 2 as the control class used Google Classroom media. The number of students in both categories were 35 each. The research instrument used a critical thinking skill test. The analysis technique uses n-gain and t-independent sample tests. The results showed an increase in students’ critical thinking skills in the experimental class by 0.67 in the moderate category and the control class by 0.46 in the medium type. The results of the t-independent sample test shows the value of tcount?? > ttable ??. Thus, there is a difference in improving students’ critical thinking skills between learning using App Inventor-based media and using Google Classroom media on sound wave topics.
Keywords: critical thinking skills, app inventor-based learning, sound wave.
References
[1] Makarim NA. Regulation of the Education Number 4 of 2020 concerning the application of learning during the covid-19 pandemic 2020. In. Ministry of Education and Culture of the Republic of Indonesia; 2020. pp. 1–3.
[2] Sarjono S. Implementation of academic supervision of supervisors to improve teacher skills in implementig the BDR (Learning From Home) program during the covid-19 panddemic in dabin 1 korwilcam education sector, sumowono district. Journal of Educational Develipment Insight. 2020;8(2):53–60.
[3] Lubis M, Yusri D, Gusman M. Pembelajaran pendidikan agama islam berbasis elearning (studi inovasi pendidikan MTS. PAI Medan di tengah wabah covid-19. Fitrah: Journal of Islamic Education. 2020;1(1):1–18.
[4] Hartini S, Misbah M, Dewantara D, Oktovian RA, Aisyah N. Developing learning media using online prezi into materials about optical equipments. Jurnal Pendidikan IPA Indonesia. 2017;6(2):313–7.
[5] Nata A. Islamic education in the milennium era. Journal Islamic Education. 2018;18(1):10–28.
[6] Dewantara D, Misbah M, Mahtari S, Azhari A, Sasmita FD, Melisa, et al. Digital electronic practicum with logisim application using google meet. J Phys Conf Ser. 2021;1760(1):012006.
[7] Syaputrizal N, Jannah R. Mobile learning-based physics learning media on the android platform using the app inventor application to increase student learning independence. Nature Science Journal. 2019;5(1):800–9.
[8] Rahayu YS, Astra I, Sugihartono I. Development of sound wave and light wave e-book physics based on scientific approach to improve science process skills for secondary school students. AIP Conf Proc. 2019;2169:1.
[9] Puspitasari D, Swistoro E, Risdianto E. “The effect of using guided inquiry model with scientific approach against science process skill and learning outcomes on the material of wave vibrations and sound in SMPN 08 Bengkulu city.,” Journal of science and physics learning. vol. 1, no. 1, pp. 38–46, 2017.
[10] Astuti IA, Dasmo D, Nurullaeli N, Rangka IB. The impact of pocket mobile learning to improve critical thinking skills in physics learning. J Phys Conf Ser. 2018;1114(1):12030.
[11] Saputra M, Kuswanto H. The effectiveness of Physics Mobile Learning (PML) with hombobatu theme to improve the ability of diagram representation and critical thinking of senior high school students. Int J Instr. 2019;12(2):471–90.
[12] Fahrudin A. “Development of physics summary book as a smartphone-based application and its effect on elasticity learning achievement.,” Kasuari: Physics Education Journal (KPEJ. vol. 1, no. 1, pp. 22–33, 2018. https://doi.org/10.30862/kpej.v1i1.779.
[13] Dewi SS, Ruhiat Y, Guntara Y, Adi PN. Integrasi problem based learning (pbl) in the development of physics mobile apps (mafis) on spectral temperature and heat materials. Journal of Science Education Studies. 2019;5(2):173–7.
[14] Darmaji KD, Nasih RN. Student perceptions on mobile learning-based basic physics II practicum guide. J Educ. 2019;4(4):516–23.
[15] Cahyarini A, Rahayu S, Yahmin Y. The effect of 5e learning cycle instructional model using socioscientific issues (ssi) learning context on students’critical thinking. Jurnal Pendidikan IPA Indonesia. 2016;5(2):222–9.
[16] Rasyid A, Iswari RI, Marwoto P, Rinto. The effectiveness of mobile learning Role Play Game (RPG) maker mv in improving students’ critical thinking ability. J Phys Conf Ser. 2020;1567(4):42088.
[17] Sönmez A, Göçmez L, Uygun D, Ataizi M. A review of current studies of mobile learning. Journal of Educational Technology and Online Learning. 2018;1(1):12–27.
[18] L. Zakiah and I. Lestari, “Berpikir kritis dalam konteks pembelajaran,” (2019).
[19] Fithtiyah I, Sa’dijah C, Sisworo S. Analisis kemampuan berpikir kritis kelas IX-di Smpn 17 Malang, munas penelitian dan pembelajaran matematika. Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya. KNPMP; 2016. pp. 580–90.
[20] Fithriani S, Halim A, Khaldun I. “Penggunaan media simulasi phet dengan pendekatan inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis siswa pada pokok bahasan kalor di SMA Negeri 12 Banda Aceh.,” Jurnal Pendidikan Sains Indonesia. p. 2016.
[21] Misbah M, Hamidah I, Sriyati S, Samsudin A. A bibliometric analysis: research trend of critical thinking in science education. Journal of Engineering Science and Technology. 2022;17:118–26.
[22] Pahrudin A, Misbah G, Alisia G, Saregar A, Asyhari A, Anugrah A, et al. The effectiveness of science, technology, engineering, and mathematics-inquiry learning for 15-16 years old students based on K-13 Indonesian curriculum: the impact on the critical thinking skills. European Journal of Educational Research. 2021;10(2):681–92.
[23] Facione PA. Critical thinking: What it is and why it count. Measured Reasons and The California Academic; 2013.
[24] Zainudin Z, Pambudi B. “Efektifitas penerapan perangkat pembelajaran fisika dasar berbasis keterampilan berpikir kritis menggunakan aplikasi edmodo berplatform android.,” Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram. vol. 7, no. 1, pp. 17–26, 2019. https://doi.org/10.33394/j-ps.v0i0.1039.
[25] Martin F, Michalka S, Zhu H, Boudelle J. “Using AppVis to build data-rich apps with MIT App Inventor.,” In: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. pp. 740–740 (2017).
[26] Kong SC, Patton EW, Tissnbau M, Harumani F. MIT app inventor: objectives, design and development. Compuational Thinking Education. 2019;1(3):31–49.
[27] Hew KF, Huang B, Chu KW, Chiu DK. Engaging Asian students through game mechanics: findings from two experiment studies. Comput Educ. 2016;92:221–36.
[28] P.A. Tipler and G. Mosca, “Physics for Scientists and Engineers Extended Version,” (2020).
[29] Campbell DT. “Experimental and quasi-experimental designs for research on teaching.,” Handbook of research on teaching. vol. 5, pp. 171–246, 1963.
[30] Ariani T. “Analysis of students’ critical thinking skills in physics problems,” Kasuari: Physics Education Journal (KPEJ. vol. 3, no. 1, pp. 1–17, 2020. https://doi.org/10.37891/kpej.v3i1.119.
[31] Arini W, Juliadi F. Analisis kemampuan berpikir kritis pada mata pelajaran fisika untuk pokok bahasan Vektor siswa kelas X SMA Negeri 4 Lubuklinggau, Sumatera Selatan. Berkala Fisika Indonesia. 2018;10(1):1–11.
[32] Hayudiyani M, Arif M, Risnasari M. Identificational of critical thinking skills of students class x computer network engineering in terms of intial abilities and gender of students at SMKN 1 Kamal. Journal Ilmiah Educational. 2017;4(1):20–7.
[33] Dharmawati I, Prayogi S, Hidayat S. Pengaruh model pembelajaran aktif berbasis inkuiri (abi) terhadap kemampuan berpikir kritis siswa. Lensa: Jurnal Kependidikan Fisika. 2018;6(1):8–17.
[34] L. Marlina, G.P. Paramitha, and I. Sriyanti, “Development of electronic modules based on critical thinking skills on vibration, waves, and sound materials for junior high school students.,” Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education. vol. 10, no. 2, pp. 342–354, 2022. https://doi.org/10.24815/jpsi.v10i2.23844.
[35] R.H. Ennis, “Goals for a critical thinking curriculum, Developing minds a resource book for teaching thinking,” (1985).
[36] Deng X. Group collaboration with app inventor, Master Thesis. Massachusetts Institute of Technology, 2017.
[37] Wilatika RA, Yonata B. Implementation of guided inquiry learning model to exercise students critical thinking skills on reaction rate material. Jurnal Pijar Mipa. 2022;17(1):34–40.
[38] Mulatsih B. “Application of google classroom, google form and quizizz in chemical learning during the covid-19 pandemic.,” Ide guru. Jurnal Karya Ilmiah Guru. 2020;5(1):16–26.
[39] Gheytasi M, Azizifar A, Gowhary H. Reading comprehension proficiency of iranian efl learners. The Effect of Smartphone on the Jurnal Educational Sciences. 2017;5(2):1– 12.
[40] Hakim AB. Efektifitas penggunaan e-learning moodle, google classroom dan edmodo. I-STATEMENT: Information System and Technology Management. 2015;2(1):1–4.
[41] Chen P, Huang R. “Design thinking in App inventor game design and development: A case study.,” In: 2017 IEEE 17th international conference on advanced learning technologies (ICALT. pp. 139–141. IEEE (2017). https://doi.org/10.1109/ICALT.2017.161.
[42] Awad N, Barak M. Pre-service science teachers learn a Science, Technology, Engineering and Mathematics (STEM)-oriented program: the case of sound, waves and communication systems. Eurasia J Math Sci Technol Educ. 2018;14(4):1431–51.
[43] Jauhari T, Hikmawati H, Wahyudi W. “Pengaruh model pembelajaran berbasis masalah berbantuan media phet terhadap hasil belajar fisika siswa kelas X SMAN 1 Gunungsari tahun pelajaran 2015/2016.,” Jurnal Pendidikan Fisika dan Teknologi. vol. 2, no. 1, pp. 7–12, 2016.
[44] J.F. Wycoff, S. Dillavou, M. Stern, A.J. Liu, and D.J. Durian, “Desynchronous learning in a physics-driven learning network.,” The Journal of Chemical Physics. vol. 156, no. 14, p. 2022. https://doi.org/10.1063/5.0084631.
[45] Pinkard N, Erete S, Martin CK, Royston M. Digital youth divas: exploring narrativedriven curriculum to spark middle school girls’ interest in computational activities. J Learn Sci. 2017;26(3):477–516.
[46] Mariskha C, Sari IM, Tedja I, Novia H. E-modules based on multi-representations on Newton’s law materials. Journal of Teaching and Learning Physics. 2022;7(1):1–10.
[47] Zakwandi R, Ariswan A, Nurfalah S, et al. “Do it yourself: Air drag force experiment using paper and scraper sheet.,” JIPF ( Jurnal Ilmu Pendidikan Fisika. vol. 6, no. 3, pp. 198–207, 2021.