Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kriti...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Immawati Nur Aisyah Rivai [verfasserIn] Taat Wulandari [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Indonesisch |
| Erschienen: |
2018 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Harmoni Sosial: Jurnal Pendidikan IPS ; 5(2018), 1, Seite 11 volume:5 ; year:2018 ; number:1 ; pages:11 |
|---|
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.21831/hsjpi.v5i1.11181 |
|---|
| Katalog-ID: |
DOAJ009037268 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ009037268 | ||
| 003 | DE-627 | ||
| 005 | 20230501174407.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230225s2018 xx |||||o 00| ||ind c | ||
| 024 | 7 | |a 10.21831/hsjpi.v5i1.11181 |2 doi | |
| 035 | |a (DE-627)DOAJ009037268 | ||
| 035 | |a (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a ind | ||
| 050 | 0 | |a H1-99 | |
| 100 | 0 | |a Immawati Nur Aisyah Rivai |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa |
| 264 | 1 | |c 2018 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social | ||
| 650 | 4 | |a debate method | |
| 650 | 4 | |a lecture method | |
| 650 | 4 | |a critical thinking | |
| 650 | 4 | |a concepts mastery social studies | |
| 653 | 0 | |a Social Sciences | |
| 653 | 0 | |a H | |
| 653 | 0 | |a Social sciences (General) | |
| 700 | 0 | |a Taat Wulandari |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Harmoni Sosial: Jurnal Pendidikan IPS |g 5(2018), 1, Seite 11 |
| 773 | 1 | 8 | |g volume:5 |g year:2018 |g number:1 |g pages:11 |
| 856 | 4 | 0 | |u https://doi.org/10.21831/hsjpi.v5i1.11181 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 |z kostenfrei |
| 856 | 4 | 0 | |u https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2356-1807 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2460-7916 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a SSG-OLC-PHA | ||
| 951 | |a AR | ||
| 952 | |d 5 |j 2018 |e 1 |h 11 | ||
| author_variant |
i n a r inar t w tw |
|---|---|
| matchkey_str |
immawatinuraisyahrivaitaatwulandari:2018----:ebdamtddbtacrmhehdpegaanosppdtnad |
| hierarchy_sort_str |
2018 |
| callnumber-subject-code |
H |
| publishDate |
2018 |
| allfields |
10.21831/hsjpi.v5i1.11181 doi (DE-627)DOAJ009037268 (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 DE-627 ger DE-627 rakwb ind H1-99 Immawati Nur Aisyah Rivai verfasserin aut Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social debate method lecture method critical thinking concepts mastery social studies Social Sciences H Social sciences (General) Taat Wulandari verfasserin aut In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 https://doi.org/10.21831/hsjpi.v5i1.11181 kostenfrei https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 kostenfrei https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 kostenfrei https://doaj.org/toc/2356-1807 Journal toc kostenfrei https://doaj.org/toc/2460-7916 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 5 2018 1 11 |
| spelling |
10.21831/hsjpi.v5i1.11181 doi (DE-627)DOAJ009037268 (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 DE-627 ger DE-627 rakwb ind H1-99 Immawati Nur Aisyah Rivai verfasserin aut Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social debate method lecture method critical thinking concepts mastery social studies Social Sciences H Social sciences (General) Taat Wulandari verfasserin aut In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 https://doi.org/10.21831/hsjpi.v5i1.11181 kostenfrei https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 kostenfrei https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 kostenfrei https://doaj.org/toc/2356-1807 Journal toc kostenfrei https://doaj.org/toc/2460-7916 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 5 2018 1 11 |
| allfields_unstemmed |
10.21831/hsjpi.v5i1.11181 doi (DE-627)DOAJ009037268 (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 DE-627 ger DE-627 rakwb ind H1-99 Immawati Nur Aisyah Rivai verfasserin aut Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social debate method lecture method critical thinking concepts mastery social studies Social Sciences H Social sciences (General) Taat Wulandari verfasserin aut In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 https://doi.org/10.21831/hsjpi.v5i1.11181 kostenfrei https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 kostenfrei https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 kostenfrei https://doaj.org/toc/2356-1807 Journal toc kostenfrei https://doaj.org/toc/2460-7916 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 5 2018 1 11 |
| allfieldsGer |
10.21831/hsjpi.v5i1.11181 doi (DE-627)DOAJ009037268 (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 DE-627 ger DE-627 rakwb ind H1-99 Immawati Nur Aisyah Rivai verfasserin aut Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social debate method lecture method critical thinking concepts mastery social studies Social Sciences H Social sciences (General) Taat Wulandari verfasserin aut In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 https://doi.org/10.21831/hsjpi.v5i1.11181 kostenfrei https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 kostenfrei https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 kostenfrei https://doaj.org/toc/2356-1807 Journal toc kostenfrei https://doaj.org/toc/2460-7916 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 5 2018 1 11 |
| allfieldsSound |
10.21831/hsjpi.v5i1.11181 doi (DE-627)DOAJ009037268 (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 DE-627 ger DE-627 rakwb ind H1-99 Immawati Nur Aisyah Rivai verfasserin aut Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social debate method lecture method critical thinking concepts mastery social studies Social Sciences H Social sciences (General) Taat Wulandari verfasserin aut In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 https://doi.org/10.21831/hsjpi.v5i1.11181 kostenfrei https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 kostenfrei https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 kostenfrei https://doaj.org/toc/2356-1807 Journal toc kostenfrei https://doaj.org/toc/2460-7916 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA AR 5 2018 1 11 |
| language |
Indonesian |
| source |
In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 |
| sourceStr |
In Harmoni Sosial: Jurnal Pendidikan IPS 5(2018), 1, Seite 11 volume:5 year:2018 number:1 pages:11 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
debate method lecture method critical thinking concepts mastery social studies Social Sciences H Social sciences (General) |
| isfreeaccess_bool |
true |
| container_title |
Harmoni Sosial: Jurnal Pendidikan IPS |
| authorswithroles_txt_mv |
Immawati Nur Aisyah Rivai @@aut@@ Taat Wulandari @@aut@@ |
| publishDateDaySort_date |
2018-01-01T00:00:00Z |
| id |
DOAJ009037268 |
| language_de |
Sangiang |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ009037268</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230501174407.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230225s2018 xx |||||o 00| ||ind c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.21831/hsjpi.v5i1.11181</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ009037268</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJae625a4ceea6420ba3653ae924a19d70</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ind</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">H1-99</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Immawati Nur Aisyah Rivai</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2018</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">debate method</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">lecture method</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">critical thinking</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">concepts mastery social studies</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Social Sciences</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">H</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Social sciences (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Taat Wulandari</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Harmoni Sosial: Jurnal Pendidikan IPS</subfield><subfield code="g">5(2018), 1, Seite 11</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:5</subfield><subfield code="g">year:2018</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:11</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.21831/hsjpi.v5i1.11181</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://journal.uny.ac.id/index.php/hsjpi/article/view/11181</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2356-1807</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2460-7916</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">5</subfield><subfield code="j">2018</subfield><subfield code="e">1</subfield><subfield code="h">11</subfield></datafield></record></collection>
|
| callnumber-first |
H - Social Science |
| author |
Immawati Nur Aisyah Rivai |
| spellingShingle |
Immawati Nur Aisyah Rivai misc H1-99 misc debate method misc lecture method misc critical thinking misc concepts mastery social studies misc Social Sciences misc H misc Social sciences (General) Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa |
| authorStr |
Immawati Nur Aisyah Rivai |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
DOAJ |
| remote_str |
true |
| callnumber-label |
H1-99 |
| illustrated |
Not Illustrated |
| topic_title |
H1-99 Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa debate method lecture method critical thinking concepts mastery social studies |
| topic |
misc H1-99 misc debate method misc lecture method misc critical thinking misc concepts mastery social studies misc Social Sciences misc H misc Social sciences (General) |
| topic_unstemmed |
misc H1-99 misc debate method misc lecture method misc critical thinking misc concepts mastery social studies misc Social Sciences misc H misc Social sciences (General) |
| topic_browse |
misc H1-99 misc debate method misc lecture method misc critical thinking misc concepts mastery social studies misc Social Sciences misc H misc Social sciences (General) |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Harmoni Sosial: Jurnal Pendidikan IPS |
| hierarchy_top_title |
Harmoni Sosial: Jurnal Pendidikan IPS |
| isfreeaccess_txt |
true |
| title |
Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa |
| ctrlnum |
(DE-627)DOAJ009037268 (DE-599)DOAJae625a4ceea6420ba3653ae924a19d70 |
| title_full |
Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa |
| author_sort |
Immawati Nur Aisyah Rivai |
| journal |
Harmoni Sosial: Jurnal Pendidikan IPS |
| journalStr |
Harmoni Sosial: Jurnal Pendidikan IPS |
| callnumber-first-code |
H |
| lang_code |
ind |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2018 |
| contenttype_str_mv |
txt |
| container_start_page |
11 |
| author_browse |
Immawati Nur Aisyah Rivai Taat Wulandari |
| container_volume |
5 |
| class |
H1-99 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Immawati Nur Aisyah Rivai |
| doi_str_mv |
10.21831/hsjpi.v5i1.11181 |
| author2-role |
verfasserin |
| title_sort |
perbedaan metode debat dan ceramah terhadap penguasaan konsep ips ditinjau dari berpikir kritis siswa |
| callnumber |
H1-99 |
| title_auth |
Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa |
| abstract |
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social |
| abstractGer |
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social |
| abstract_unstemmed |
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA |
| container_issue |
1 |
| title_short |
Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa |
| url |
https://doi.org/10.21831/hsjpi.v5i1.11181 https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70 https://journal.uny.ac.id/index.php/hsjpi/article/view/11181 https://doaj.org/toc/2356-1807 https://doaj.org/toc/2460-7916 |
| remote_bool |
true |
| author2 |
Taat Wulandari |
| author2Str |
Taat Wulandari |
| callnumber-subject |
H - Social Science |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.21831/hsjpi.v5i1.11181 |
| callnumber-a |
H1-99 |
| up_date |
2024-07-03T21:37:40.934Z |
| _version_ |
1803595453234675712 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ009037268</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230501174407.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230225s2018 xx |||||o 00| ||ind c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.21831/hsjpi.v5i1.11181</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ009037268</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJae625a4ceea6420ba3653ae924a19d70</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ind</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">H1-99</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Immawati Nur Aisyah Rivai</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Perbedaan metode debat dan ceramah terhadap penguasaan konsep IPS ditinjau dari berpikir kritis siswa</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2018</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan: (1) penguasaan konsep IPS yang dihasilkan oleh metode debat dan metode ceramah; (2) penguasaan konsep pada kemampuan berpikir kritis tinggi antara metode debat dan metode ceramah; (3) penguasaan konsep pada kemampuan berpikir kritis rendah antara metode debat dan metode ceramah; dan (4) interaksi pengaruh metode pembelajaran dan kemampuan berpikir kritis terhadap penguasaan konsep IPS. Penelitian ini merupakan penelitian quasi experiment dengan desain faktorial 2x2. Populasi penelitian ini yaitu seluruh siswa. Pengambilan sampel menggunakan teknik purposive random sampling dan terpilih kelas VIII 1 dan VIII 2. Validitas instrumen tes penguasaan konsep diukur dengan expert judgement dan reliabilitasnya diukur dengan metode iteman. Validitas angket diukur dengan analisis faktor dan reliabilitasnya diukur dengan Cronbach 's Alpha. Normalitas data diuji dengan Kolmogorov-Smirnov. Homogenitas data diukur dengan Levene test. Uji hipotesis penelitian menggunakan teknik Analisis Varian 2x2 pada signifikansi 0,05.Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep yang dihasilkan oleh metode debat dan ceramah dalam pembelajaran IPS; (2) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis tinggi antara metode debat dan ceramah; (3) terdapat perbedaan yang signifikan penguasaan konsep IPS pada kemampuan berpikir kritis rendah antara metode debat dan ceramah; dan (4) terdapat interaksi yang signifikan antara metode pembelajaran dan berpikir kritis siswa terhadap penguasaan konsep IPS. Kata kunci: Metode Debat, metode ceramah, berpikir kritis, penguasaan Konsep IPS THE DIFFERENCE DEBATE AND LECTURE METHODS IN THE MATERY OF CONCEPT OF SOCIAL STUDIES AND CRITICAL THINKING OF THE STUDENT Abstract This research aims to determine significant differences: (1) mastery of the concepts social studies produced by debate method and a lecture method; (2) mastery of the concept of critical thinking skills high on the methods of debate and a lecture; (3) mastery of concepts at lower critical thinking skills among the methods of debate and a lecture; and (4) the interaction effect of teaching methods and critical thinking skills to mastery of concepts social studies. This research was quasi experiment using the 2x2 factorial design. This study population is all students of SMP Negeri 23 Makassar. Sampling using purposive random sampling and elected VIII grade 1 and VIII 2 that use the lecture method. The validity of the assessment instruments mastery of concepts measured by expert judgment and reliabiJity was measured by using the iteman method. The validity of the questionnaire was measured by Cronbach's Alpha. The data normality was tested by Kolmogorov-Smimov. The data homogeneity was tested by Levene test. The hypothesis testing using was perprmed using the analysis of variance 2x2 at significantly 0.05. The results showed that: (1) there is a significant difference mastery of concepts generated by the methods of debate and lectures .in teaching social studies; (2) there are significant differences in the social studies concept mastery higher critical thinking skills among the methods of debate and lectures; (3) there are significant differences in the social studies concept mastery poor critical thinking skills among the methods of debate and lectures; and (4) there is a significant interaction between method of learning and critical thinking of students towards mastery of concepts social studies. Keywords:debate method, lecture method, critical thinking, concepts mastery social</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">debate method</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">lecture method</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">critical thinking</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">concepts mastery social studies</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Social Sciences</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">H</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Social sciences (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Taat Wulandari</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Harmoni Sosial: Jurnal Pendidikan IPS</subfield><subfield code="g">5(2018), 1, Seite 11</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:5</subfield><subfield code="g">year:2018</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:11</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.21831/hsjpi.v5i1.11181</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/ae625a4ceea6420ba3653ae924a19d70</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://journal.uny.ac.id/index.php/hsjpi/article/view/11181</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2356-1807</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2460-7916</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHA</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">5</subfield><subfield code="j">2018</subfield><subfield code="e">1</subfield><subfield code="h">11</subfield></datafield></record></collection>
|
| score |
7.4009514 |