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The Use of Critical Thinking Aspects on Module to Enhance Students' Academic Achievement.

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Title: The Use of Critical Thinking Aspects on Module to Enhance Students' Academic Achievement.
Authors: Wicaksana, Yoga Dwija1 dwijayoga@gmail.com, Widoretno, Sri2 widoretnosri@gmail.com, Dwiastuti, Sri3 dwiastuti54@gmail.com
Source: International Journal of Instruction. Apr2020, Vol. 13 Issue 2, p303-314. 12p. 8 Charts.
Subject Terms: *Academic achievement, *Critical thinking, *Junior high school students, *Achievement gap, Analysis of covariance
Abstract: This study aimed to determine the effectiveness of critical thinking aspects on the module to enhance students' academic achievement of human circulatory system. Research participants were 8th grade of junior high school students, which assigned into experimental and control groups (each group consists of 27 students) based on One-Way ANOVA result (0.255; p-value > 0.05). This quasiexperimental study applied a pre-test and post-test non-equivalent control group design. An analysis of covariance (ANCOVA) was used to analyse pre-test and post-test data, with pre-test as a covariate. Analysis result showed that: 1) students' academic achievement in the experimental group is significantly different with the control group (F=90.562; p-value < 0.05); 2) students' academic achievement gap in the experimental group is lower than the control group; and 3) applying critical thinking aspects on the module have an effective contribution of 64% in students' academic achievement enhancement of the experimental group. Therefore, the use of critical thinking aspects on the module has a good impact on students' academic achievement. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study aimed to determine the effectiveness of critical thinking aspects on the module to enhance students' academic achievement of human circulatory system. Research participants were 8th grade of junior high school students, which assigned into experimental and control groups (each group consists of 27 students) based on One-Way ANOVA result (0.255; p-value > 0.05). This quasiexperimental study applied a pre-test and post-test non-equivalent control group design. An analysis of covariance (ANCOVA) was used to analyse pre-test and post-test data, with pre-test as a covariate. Analysis result showed that: 1) students' academic achievement in the experimental group is significantly different with the control group (F=90.562; p-value < 0.05); 2) students' academic achievement gap in the experimental group is lower than the control group; and 3) applying critical thinking aspects on the module have an effective contribution of 64% in students' academic achievement enhancement of the experimental group. Therefore, the use of critical thinking aspects on the module has a good impact on students' academic achievement. [ABSTRACT FROM AUTHOR]
ISSN:1694609X
DOI:10.29333/iji.2020.13221a