Pengaruh Strategi DRTA terhadap Kemampuan Berpikir Kritis Siswa Jenjang SD, SMP, dan SMA
Abstract
This article aims to describe the influence of DRTA strategies on critical thinking skills of elementary, junior and senior high school students. The method used is a quantitative method with a quasi-experimental research design. The results of the analysis show that (1) the DRTA strategy has significant but insignificant effect on students 'critical thinking skills at elementary level, (2) the DRTA strategy significantly influences the students' critical thinking skills at the junior secondary level, (3) the DRTA strategy significantly influences Significantly to students' critical thinking skills at high school level.
Artikel ini bertujuan untuk menegatahui pengaruh strategi DRTA terhadap kemampuan berpikir kritis siswa SD, SMP, dan SMA dalam (1) menganalisis bacaan secara kritis, (2) mengevaluasi bacaan secara kritis, dan (3) mencipta. Metode yang digunakan adalah metode kuantitatif dengan rancangan penelitian eksperimen semu. Hasil dari analisis menunjukkan bahwa (1) strategi DRTA berpengaruh tetapi tidak signifikan terhadap kemampuan berpikir kritis siswa pada jenjang SD, (2) strategi DRTA berpengaruh secara signifikan secara signifikan terhadap kemampuan berpikir kritis siswa pada jenjang SMP, dan (3) strategi DRTA berpengaruh secara signifikan secara signifikan terhadap kemampuan berpikir kritis siswa pada jenjang SMA.
Keywords
Full Text:
PDFReferences
Alexander. J. E., dkk. (1988). Teaching Reading. United Stated of America: Scott, Foresman and Company.
Anderson, L. W. & Krathwohl, D. R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar.
Butterworth, J. & Thwaits, G. (2013). Thinking Skills Critical Thinking and Problem Solving. New York: Cambridge University Press.
Daines, D. (1982). Reading in the Content Areas Strategies to Teachers. United Stated of America: Scott, Foresman, and Company.
Glass., & Coe Z. (2006). Directed Reading Thingking Activity. Retrieved from https://www.ocps.net/cs/services /cs/currareas/read/IR/bestpractices/AF/D rected%20Reading%20Activity.pdf.
Moon, J. (2008). Critical Thinking an Exploration. New York: Routledge.
Odwan, T. A. (2012). The Effect of the Directed Reading Thinking Activity through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in Jordan. International Journal of Humanities and Social Science, 2(16), 138—151. Retrieved from http://www. ijhssnet.com/journals/Vol_2_No_16_Special_Issue_August_2012/15. pdf.
Paul & Elder. (2007). Critical Thinking Competency Standards. Retrieved from http://www.criticalthinking.org /files/SAM_Comp%20Stand_07opt.pdf.
Rostand, E. (2009). DR-TA Strategy. Retrieved from http://novelinks.org/up-loads/Novels/CyranoDeBergerac/DR-TA.pdf.
Ruddel, M. R. (1993). Teaching Content Reading and Writing. United Stated: A Division of Simon & Schuster, Inc.
Tankersley, K. (2005). Literacy strategies for grades 4—12. Alexandria, VA: Association for Supervision and Curriculum Development.
DOI: http://dx.doi.org/10.17977/jptpp.v3i2.10527
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Nur Aisyah Sefrianah, Suyono Suyono, Kusubakti Andajani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License |