The Increasing Students’ Critical Thinking Skills through Learning

Cycle “5E” using Dice in Learning Probability

Zainal Abidin and Nurlisna

Department of Mathematics Education, Ar-Raniry State Islamic University, Banda Aceh, Indonesia

Keywords: Learning Cycle”5E” Model, Critical Thinking, Probability.

Abstract: To improve a good critical thinking skill of students, a teacher needs to innovate in choosing an appropriate

model using in classroom learning. A learning cycle “5E“ model is one of models that can be used to enhance

students' critical thinking skills. The purpose of this study is to determine the increasing of students 'critical

thinking skills in learning probabilities by using a learning cycle "5E" model, and to determine the differences

of students' critical thinking skills that are taught by applying the learning cycle "5E" model than students

who are taught without applying the learning cycle "5E" model. The data was analyzed by using t-test. The

data analyzing indicates that there is the enhancing of students' critical thinking skills by using the learning

cycle "5E" model and found that 29.17 % of students are highly critical and 58.33 % of students are critical.

The results showed that the students' critical thinking skills that are taught by applying the learning cycle "5E"

model using a medium dice is better than students’ critical thinking skills of students who are taught without

applying the learning cycle "5E" model.

1 INTRODUCTION

Mathematics learning process in school should pay

attention on the need of improving and developing

students’ critical thinking ability for the use of it in

student’s real world (Filsaime, 2008; Samsudin,

2009; Karim, 2015) as the competency on curriculum

2013 (Permendikbud, 2013). However, in fact, by

based the TIMSS and PISA result showed that the

Indonesian education is poor quality (Nur, 2013;

Wasis, 2015; Karim, 2015).

The survey of Programme for International

Student Assessment (PISA) in 2015 showed that the

mathematical abilities of Indonesian students in the

63rd ranking of 72 countries (Gewati, 2018). As well

as PISA survey, Trends in the International

Mathematics and Science Study (TIMSS) survey in

2015 show that Indonesia is still at a lower level,

Indonesia occupied 45th out of 50 countries with a

score of 397 (kompas.com, 2016). These indicate that

an effort to increase students' mathematical abilities

through increasing critical thinking skills is needed.

On the other hand, the critical thinking ability is

not an ability that could not develop by itself, but, it

needs a learning model or a learning strategy for

developing it (Zubaidah, 2010). The critical thinking

could be learnt, predicted improved and taught to

other (Facione, 2013). The critical thinking ability

relate to the abilities to identify, solve problem

creatively and thinking logic for making a good

decision.

The improving of critical thinking skills should be

conducted by teachers in each areas of instruction,

especially, mathematics instruction. To increase

students’ critical thinking skills, the teachers should

innovate the learning models in classroom learning.

One of teaching and learning model that focused

on student-centered is learning cycle “5E” model. In

this model there are 5 activities namely engagement,

exploration, explanation, expansion and evaluation

(Sastradi, 2016). Fajaroh and Dasna (2007),

furthermore, stated that learning cycle is applying of

social constructivism by Vigostkyand meaningful

learning.

Based on the introduction above, there are some

research questions:

1. Is the applying learning cycle 5E model with

using dice could enhance students’ critical

thinking skills in students grade XI SMAN 11

Banda Aceh?

2. Is students’ critical thinking skills that taught by

learning cycle “5E” is better than students’

242

Abidin, Z. and Nurlisna, .

The Increasing Students’ Critical Thinking Skills through Learning Cycle “5E” using Dice in Learning Probability.

DOI: 10.5220/0008520102420245

In Proceedings of the International Conference on Mathematics and Islam (ICMIs 2018), pages 242-245

ISBN: 978-989-758-407-7

critical thinking skills that taught without

learning cycle “5E”.

The study is expected to have some benefits:

1. Teachers: Teachers will use this type of teaching

for improving students’ critical thinking.

2. Students: It is expected that students’ critical

thinking ability would improve after applying the

model learning

2 METHOD

A Quasi Experimental Design with control group

pretest-posttest design was used in study. The

population is all students of grade XI IA SMAN 11

Banda Aceh year 2017/2018. The samples were two

classes which each class has 25 students in the

experimental class and 24 in the control class. Both

of these classes have the same level of mathematical

ability. The data was collected by using technique test

of students’ critical thinking.

The type of question in this test is an essay that

must be solved by students in 90 minutes. The test

was given to students after they learned the subject

with the learning cycle "5E" model. Through these

tests, the data obtained from students' critical thinking

skills in accordance with indicators of critical

thinking. To measure and analyze students' critical

thinking skills in this study is as follows:

2.1 Data Analysis of the Increasing of

Critical Thinking Ability

There are indicators of the instrument used to assess

critical thinking ability:

1) Score 1 not able to solve problem correctly,

2) Score 2 able to problems but no reasons given,

3) Score 3 able to solve but the reason given is not

correct,

4) Score 4 able to solve the problem correctly and

with correct reasons.

The collecting score will be converted to 100 scale by

divided the number of students took by the number of

maximum scores multiply by 100 (Sudijono, 2001).

Table 1: The Critical Thinking Ability Criteria.

Score

Classification

81 – 100

66 - 80

56 - 65

41 - 55

0 – 40

Highly critical

critical

Enough

Less critical

Not critical

2.2 The Analysis of Comparison of

Students’ Critical Thinking

The collecting data was analyzed by using t-test of 5

% significant. Hypothesis:



:



: Students’ critical thinking ability taught by

using learning cycle “5E” model is the same to

students’ critical thinking ability taught without

using learning cycle “5E” model.

: Students’ critical thinking ability taught by

using learning cycle “5E” model is better than

students’ critical thinking ability taught without

using learning cycle “5E” model.

3 RESULT

3.1 The Analysis of Critical Thinking

Improvement

Table 2: The Percentages of Critical Thinking Ability

Increasing.

Criteria

Pra-

Treatment

Post-

Treatment

Highly critical

0 %

29.17 %

Critical

0 %

58.33 %

Enough

4.17 %

8.33 %

Less critical

37.5 %

4.17 %

Not critical

58.33 %

0 %

Based on table 2, it is showed that percentages of

students’ critical thinking after treatment increase

compare to before treatment. After the treatment, the

number of highly critical students increase from 7

students or 29.17% to 14 students or 58.33%. The

result showed that there is an increasing of students’

critical thinking ability by using learning cycle “5E”

model.

3.2 The Analysis of Comparison of

Students’ Critical Thinking

Based on significant  = 0,05 dan degree o freedom

47, from table t-distribution found that 











, as the result 



 



or   

and H

is accepted. It showed that Students’ critical

thinking ability taught by using learning cycle “5E”

The Increasing Students’ Critical Thinking Skills through Learning Cycle “5E” using Dice in Learning Probability

243

model is better than students’ critical thinking ability

taught without using learning cycle “5E” model.

4 DISCUSSION

By using analysis data, it is found that there is an

increasing of students’ critical thinking ability by

comparing pretest and posttest achievement. From

the test, it is found that learning cycle “5E” model

enable to increase students’ critical thinking ability:

29.17% highly critical students and 58.33% critical

students. The results are the same with the previous

studies that conducted by Khairuna (2017).

By using statistic t-test using significant  = 0,05

and df = 47 found that 



  and 





 as the result 



 







or   

because 



 







thus H

is rejected and H

accepted. In addition, based on the learning

conducted by learning cycle “5E” model showed that

students’ activity is more dominant than teacher’s

activity.

The results are the same with the previous studies

that conducted by Noer (2009), Ismaimuza (2010),

Fachrurazi (2011), and Somakim (2011) which

concluded that critical thinking skills can be

improved by using innovative learning models and

demanding students more active and skilled in

learning.

The study result is relevant with theory by Eggen

and Kauchak (2001) stated that the instructional

learning was effective if students’ active during the

learning. On the other word, students are not only

passive but trying to explore the knowledge by

teacher helping.

5 CONCLUSIONS

Based on data analysis and discussion, it can be

concluded that:

1. There is an increase in students' critical thinking

skills before applying the learning cycle "5E"

model that is compared to after applying the

learning cycle "5E" model. After conducting

learning, it is obtained that 29.17% of students are

very critical, 58.33% of students are critical.

Whereas before the applying of the learning cycle

"5E" models the level of critical thinking of very

critical and critical was 0%. It is showed that there

is an increase from 4.17% to 8.33%, less critically

reduced from 37.5% to 4.17% and not critical

from 58.33% becomes 0% after learning.

2. The results of hypothesis testing at significance

level at = 0.05 obtained t

(count)

> t

(table)

or 3.32>

1.67. Thus, the null hypothesis 



is rejected and

the alternative hypothesis 



is accepted. It is

concluded that the critical thinking skills of

students taught by applying the learning cycle

learning "5E" model using dice media are higher

than the critical thinking skills of students taught

without applying the learning cycle learning "5E"

model using dice media in grade XI of probability

concepts in SMAN 11 Banda Aceh.

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