Hasil Similarity-Critical Thinking Ability and Students’ Learning Achievement of Sociology Education in the Industrial Sociology Courses

Abdullah Muzakar, Muzakar and Nurdin Ibrahim, Ibrahim and Priyono Priyono, Priyono Hasil Similarity-Critical Thinking Ability and Students’ Learning Achievement of Sociology Education in the Industrial Sociology Courses. In: 1st International Conference on Educational Sciences and Teacher Profession (ICETeP 2018).

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Abstract

This study aims to showed that the students’ learning achievements of Sociology Education were influenced by the critical thinking ability of students themselves; both were taught using Group Investigation (GI) and Direct Instruction Learning strategies. The participants of this study were Sociology Education students at one of the private universities in Indonesia. This research design used a treatment by level 2 x 2 design. In this design, the independent variable consisted of Group Investigation Learning strategy and Direct Instruction Learning strategy (A). The independent variable attribute was classified into 2, namely high critical thinking and low critical thinking (B). The research hypothesis was tested using analysis of variance (ANAVA) of two-way 2 x 2 and continued with the Dunnet t test. The results showed that the students’ learning achievement who had high critical thinking ability was better taught using Group Investigation (GI) learning strategy compared with Direct Instruction (DI) learning strategy. Therefore, the students’ learning achievement who had low critical thinking ability was better taught using Direct Instruction (DI) Learning strategy than taught using Group Investigation (GI) learning strategy. sociology lectures is to use a group investigation (GI) learning strategy. GI is one of the cooperative learning strategies that emphasize the participation and activities of students to find their own material (information) lessons to be learned so as to make students actively in gaining knowledge. By using Group Instruction learning strategy, students were required to have the ability to think critically so that students will be accustomed to find a problem and to analyze various solutions to solve the problem based on rational theories. The aims of this research was to show the differences in learning achievement of industrial sociology between groups of students who had high critical thinking ability taught using Group Investigation (GI) learning strategy than using direct instruction (DI) learning strategies. In addition, the aim is to show differences in learning outcomes of industrial sociology between groups of students who have low critical thinking skills, who are taught using group investigation (GI) learning strategies compared to using direct instruction (DI) learning strategies.

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