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'virtual laboratory' Search Results



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The ability to think critically is a basic competency that must be possessed by students. This study aims to determine the level of critical thinking skills of junior high school students in Bima Regency, West Nusa Tenggara, Indonesia. Various studies have been carried out that explain how important students' critical thinking skills are, but there have not been too many studies on efforts to develop and empower students' critical thinking skills in a practical way. In this thesis, we introduce the technique of empowering students' critical thinking skills by developing a virtual laboratory media based on problem based learning on the material of the human excretory system. In this development, use software construct2 to develop a device which is then integrated with a problem based learning model. It is proven that a virtual laboratory based on problem based learning can improve the critical thinking skills of junior high school students in Belo Kaputen Bima District. We hope that the development of PBL-based virtual laboratory media can improve dramatically, such as the use of 3-dimensional and 4-dimensional software to improve students' understanding of critical and constructive thinking without losing quality.

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10.12973/ejmse.3.1.35
Pages: 35-47
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In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.

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10.12973/ejmse.4.2.149
Pages: 149-159
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