Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 11 (Dec., 2016) Susriyati MAHANAL, Siti ZUBAIDAH, Arsad BAHRI, and Maratusy SYAHADATUD DINNURRIYA Improving students’ critical thinking skills through Remap NHT in biology classroom Previous Contents Next

Results

Tabel 1 showed the summary of ANCOVA test of the effect oflearning models on the students 'critical thinking skills. The changes of pretest to posttest scores of students' critical thinking skills in Remap NHT and traditional learning are shown at Table 2.

Table1. The summary of analysis of covariance on students’ critical thinking skills

Source	Type III Sum of Squares	Degrees of Freedom	Mean Square	F Ratio	Sig.
Corrected Model	7667.618(a)	2	3833.809	76.309	<0.001
Intercept	5107.733	1	5107.733	101.666	<0.001
XCTS	841.536	1	841.536	16.750	<0.001
MODEL	5791.906	1	5791.906	115.284	<0.001
Error	2361.304	47	50.241
Total	125120.467	50
Corrected Total	10028.922	49

Table 2. The changes of pretest and posttest scores of students’ critical thinking skills

Model	Mean Scores of Pretest	Mean Scores of Posttest	Difference	Corrected Scores
Traditional	30.94	36.75	5.81	32.22
Remap NHT	14.95	60.14	45.19	65.05

ANCOVA test results at Table 1 indicates that there is the differences between students' critical thinking skills were taught using Remap NHT with traditional learning (p < 0.05). It means that Remap NHT has the positive effect on students' critical thinking skills. The corrected scores of students’ critical thinking at Table 2 shows that the corrected scores of critical thinking skills of the students in Remap NHT 50.47% higher than the traditional learning.