Application of Games-Based Memorization Models in Improving Students' Critical Thinking Skills in Learning Social Studies

. Tetep1, Alni Dahlena
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Abstract

The low interest of students in social studies subjects is possible because the teacher's efforts have not been optimal to increase the creative thinking of students' learning. Students' critical thinking skills are still low, seen during the current learning process, students are not encouraged to improve their thinking skills. The purpose of this study was to identify an increase in students' critical thinking skills after applying the games-based learning model of memorization. Study This using quantitative methods, this type of research uses quasy experiments, the sample in this study were class VII students at SMPN 1 Tarogong Kidul, the instrument Which used For ability critical thinking is pretest and posttest, observation and documentation study. Based on research results and data management using the Mann Whitney test obtained Sig.0.021 and α = 0.05 means Sig. <α, then the game-based memorization learning model can improve students' critical thinking skills. So that students have the skills and abilities to think critically in the social studies learning process.
基于游戏的记忆模式在提高学生学习社会学的批判性思维能力中的应用
学生对社会学科的兴趣不高,可能是因为教师在提高学生学习的创造性思维方面没有做到位。在目前的学习过程中,学生的批判性思维能力仍然较低,没有鼓励学生提高自己的思维能力。本研究的目的是确定在应用基于游戏的记忆学习模式后,学生批判性思维能力的提高情况。本研究使用定量方法,这种研究类型使用asy experiments,本研究的样本是 SMPN 1 Tarogong Kidul 七年级的学生,使用的工具是前测和后测、观察和文献研究。基于研究结果和数据管理,使用曼-惠特尼检验得出 Sig.0.021 和 α = 0.05 意味着 Sig.<α,则基于游戏的记忆学习模式可以提高学生的批判性思维能力。这样,学生在社会学学习过程中就具备了批判性思维的技能和能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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