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Abstract
The purpose of this study was to determine the effect of pocket books on critical thinking skills related to the ecosystem theme among seventh-grade junior high school students. The study was conducted at SMPN 17 City of Serang using a quasi-experimental method with a nonequivalent control group design. Research instruments included critical thinking tests and student response questionnaires. Results showed an increase in critical thinking skills in the experimental class that used the pocket book, with an average posttest score of 79.5, compared to 72 in the control class. A Mann-Whitney test revealed a significance value of 0.001 (less than 0.05), indicating a significant effect. The effect size value of 0.957 indicates a large effect. Based on these results, it can be concluded that using pocketbooks on the theme of ecosystems effectively improves students' critical thinking skills.
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Copyright (c) 2025 M. Abriyanto, Siti Romlah Noer Hodijah, Mudmainah Vitasari
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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- Devi, I., & Bayu, A. (2020). Penerapan model PBL dalam pembelajaran IPA. Jurnal Ilmiah Pendidikan IPA, 13(2), 97–105.
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References
Abraham, L. et al. (2022). Designing Quasi-Experimental Studies. Educational Review, 32(1), 1–10.
Devi, I., & Bayu, A. (2020). Penerapan model PBL dalam pembelajaran IPA. Jurnal Ilmiah Pendidikan IPA, 13(2), 97–105.
Firdaus, M. et al. (2015). Critical thinking skills in science learning. Analytical Sciences, 33(7), 831-837.
Laraphaty, H. (2021). Pengembangan bahan ajar inovatif dan dampaknya terhadap berpikir kritis siswa. Jurnal Pendidikan IPA, 12(3), 151-159.
Nugroho, D. (2018). Penerapan buku saku berbasis mobile learning untuk meningkatkan keterampilan berpikir kritis. Jurnal Teknologi Pendidikan, 20(1), 55–64.
Putra, R. (2015). Berpikir Kritis dalam Pembelajaran Sains. Bandung: Remaja Rosdakarya.
Qomariyah, S. (2021). Hubungan metode pembelajaran dan kemampuan berpikir kritis. Jurnal Pendidikan, 16(2), 44-52.
Rahma, N. et al. (2023). Efektivitas modul berdiferensiasi dalam meningkatkan keterampilan berpikir kritis. Jurnal Inovasi Pembelajaran, 7(1), 23-31.
Sari, D. (2022). Variasi pembelajaran dan pengaruhnya terhadap kemampuan analisis siswa. Edukasi Sains, 10(4), 211–218.
Sulistyowarni, T. (2019). Critical Thinking for Problem Solving. Jurnal Pendidikan Sains, 8(2), 99–106.