Open AccessThe effect of problem-based video animation instructions to improve students’ critical thinking skills
Author(s) -
Soleh Ritonga,
S Safrida,
Ismul Huda,
. Supriatno,
M. Ali Sarong
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1460/1/012107
Subject(s) - critical thinking , animation , mathematics education , test (biology) , psychology , style (visual arts) , computer science , paleontology , history , computer graphics (images) , archaeology , biology
In the 21st century, people must have soft skills so that they can enter the workplace. One of the skills which must be acquired by students is critical thinking skills. Students’ low level of critical thinking skills is caused by the use of learning style that does not promote their thinking skills so that the students are not able to identify a problem, observe, and consider an observation result. Besides, the students are not able to make consideration, draw a conclusion, identify and consider a term. The purpose of this study is to analyse the effect of problem-based video animation instructions to improve students’ critical thinking skills. A quasi-experimental with one group pretest-posttest design was used in this study. The data were analysed using N-gain and analysed using the Wilcoxon test at a significant level of 0.05. The result of the study is p < α, which is 0.001 < 0.05. The conclusion of this study is about students’ critical thinking skills in terms of basic clarification, giving reasons for a decision, concluding and further clarification. This criterion indicates that the problem-based video animation instruction model is effective to improve students’ critical thinking skills.