The Use of Think-Read-Group-Share-Reflect (TRGSR) Strategy On Reproductive System Material Towards Improving Student’s Critical Thinking
Abstract
Students tend to be unconfident in asking questions about a problem, unable to understand and express the meaning of data, unable to assess the credibility of a source, unable to justify a reason with strong evidence, and unable to overcome thoughts that is only based on prejudice. This research aims to see the effect of the TRGSR strategy on improving critical thinking skills on reproductive system material. The research method used was quasi-experimental with a non-equivalent control group design. The results of research in classes using the TRGSR strategy show that the implementation of teacher and student activities is 82.5% (good). Improving critical thinking skills is high with an N-Gain value of 0.71 or 71%, while in the control class it is 0.57 or 57% (medium). The instrument used to measure the improvement of critical thinking skills using teacher and student activity observation sheets, learning response questionnaires, and multiple-choice questions based on Facione (2011) critical thinking indicators. The population of this study was all class XI MIPA of the 2023/2024 academic year with a total of 177 students in five classes. The sample used was two classes, experimental class and the control class of 71 students. Results of the hypothesis test obtained a Sig. value. (2-tailed) 0.046 (< 0.05) which means is rejected and is accepted, so the TRGSR strategy has a positive and significant effect on improving student's critical thinking skills on reproductive system material. The student's response to the reproductive system in the class with the TRGSR strategy was 74.06% (good).
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DOI: http://dx.doi.org/10.21043/jobe.v7i2.29291
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