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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 11 (Jun., 2018) |
This research used quasi-experimental research The Pre-test and Post-test Nonequivalent Control Group Design (Beaumont, 2009), to investigate the Remap-TmPS on students' critical thinking skills. This study was conducted on September until November 2015 in public Senior High Schools at Batu, East Java, Indonesia. Schools were chosen based on Minimum Passing Level of National Exam (MPL NE) while the student's academic ability level was determined by using equality test with multiple choice system consisting of 20 questions about Biology in general.
The participants of this research were all students with an average age of 16 years old from science class X in Senior High Schools in Batu, Indonesia. The research participants were the students from science class X 3 and X 4 of SMAN 1 Batu, and the students from science class X 2 and X 3 in SMAN 2 Batu with the total number of 116 students. To categorize the students into high and low groups, a multiple-choice test was administered. The scores were analyzed using a single ANAVA and SPSS. Random sampling technique was used to select the samples. The election of four classes in this research, consisting of two classes of students who have the low academic ability and two classes of students who have the high academic ability. Two classes were with the same ability. Each of them was divided into two learning models, one class as experimental group taught using Remap-TmPS and one class as a control group taught using a conventional learning. The experimental classes were given a reading task before they studied at class, constructing the concept map, and at the face to face learning, the teacher implemented a Remap-TmPS learning model with the steps as mentioned in the introduction. The control classes taught by using a conventional learning model, namely, lecture method and students' presentation and discussion. Before and after the learning process, all the class either experimental classes or control classes were given pre-test and post-test. The learning process was conducted in twelve meetings. One of the writers was as a teacher, either in experimental or control class.
Research Instrument and Data Analysis
The research instrument consisted of 10 essay items developed on the topic of bacteria and Protista. The results of the test were evaluated using the critical thinking skills' scoring rubric developed by Zubaidah (2014) which is based on Finken and Ennis (1993) which had been published by Zubaidah, Corebima, Mahanal & Mistianah (2018). Before testing the hypothesis data using ANACOVA, the first thing done was completing the requirements which are normality test (Kolmogorov-Smirnov test) and homogeneity test (Levene's test) with p >0.05 (Keselman et al., 1998). Normality test of students' critical thinking skills was 0.166, and the homogeneity test of students' critical thinking skills was 0.059. The collected data were analyzed to know the effect of Remap-TmPS learning model towards students' critical thinking skills in different academic ability.
