Effect of Star, Acid River, and Blind Square Games in Outbound
Activity to Ability Critical Thinking
Yogi Akin
Universitas Pendidikan Indonesia, Sumedang Campus, Sumedang, Indonesia
Keywords: Star, Acid River, and Blind Square Games, Critical Thinking.
Abstract: Star, acid river, and blind square game is a form of game that put forward the cognitive aspect in it. The
problems studied in this research is whether there is significant difference of influence between star game
group, acid river, blind square and control group to critical thinking ability. The method used is with Quasi-
Experiment. The population in this study is all students of Junior High School 20 Bandung, while sampling
using purposive sampling technique and obtained the number of samples as many as 60 people. Measuring
tool that is used is scale test of critical thinking ability with research design that is Non-equivalent Control
Design. Based on the data analysis, the average pre-test result of critical thinking ability test for star game
group, acid river, blind square group and control group showed positive average on both variables. So the
results showed that there were differences in critical thinking skills among students involved in star game
groups, acid rivers, blind squares and groups of students who were not involved in the game group.
1 INTRODUCTION
Outbound activities are educational training so that
individuals can develop confidence in their own
abilities, social attitudes, leadership, problem-solving
skills, team cohesion and behavior and can develop
self-awareness even in the face of even great
challenges. (Cason and Gillis, 1994). Outbound
method is basically implemented by (experiential
learning) which is presented in various game form.
Participants of the activities will feel the direct
implementation, so they gain experience from
outbound activities. Learning trough experiences is
always happening dan will be a major, if it not we will
find a way to understand purr Universe (Kraft, 1999).
The learning environment is the social,
psychological and physical environment in which the
student is located. (Boud, Cohen and Walker 1993).
The key factor is' reflection on action ', which
involves re-evaluating learners' experiences
(Andresen, Boud and Cohen 1995).
In connection with the purpose of outbound
activities Ancok (2003: 1) states that the purpose of
outbound to raise awareness among young people that
their actions bring consequences and foster a sense of
togetherness and affection to others. “Outward
Bound emphasizes the value of transformative
experience of physical challenge and service”
(Gonzalez, 2001). Then given a unique set of
problem-solving tasks to create an adaptive
dissonance state that requires learners to adapt to its
mastery, which reorganizes the meaning and direction
of the learners' experience ". (Walsh and Golins,
1976, p.16)
The appearance of Experiential Learning model,
gives us inspirations of the application of outside
learning with the natural environment (outbound
activities). This model can relatively enter the above
three domains and can function in developing
students' cognitive potential, besides that this learning
model is considered better than the previous
approach. (Danuminarto and Santosa, 2007: 18). The
idea makes many people realize that social and
cognitive development is not really separable.
(Bjorklund and Brown 1998).
Thus the cognitive ability possessed is not limited
to the understanding of information alone, but
stretched far to understand, compare, even analyze, to
evaluate. This is the basis of how important the ability
to think critically, because in critical thinking there
are several skills, one of the skills in evaluating.
Critical Thinking is the main subject at the moment,
166
Akin, Y.
Effect of Star, Acid River, and Blind Square Games in Outbound Activity to Ability Critical Thinking.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 166-170
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

either from the side of theoretical or pedagogy.
(Bailin et al., 1999). Critical thinking comes in many
forms, but all possess a single core feature. (Browne
and Freeman, 2000). Critical thinking is purposeful,
reasoned, and goal-directed. Critical thinking also
involves evaluating the thinking process--the
reasoning that went into the conclusion one arrived at
or the kinds of factors considered in making a
decision. (Halpern, 1998).
With such exposure it is very clear that critical
thinking is essential as a learning effort so that people
can continue to learn and develop in a better direction,
especially through star, acid river, and blind square
games.
2 METHODS
The research method used in this research is
experiment. The type of experimental research used
by the authors in this study is Quasi Experiment. The
population in this study is all students Junior High
School of 20 Bandung class 8, which amounted to
400 people. Sampling was done by purposive
sampling, with the number of 60 students. Namely 30
students as the experimental group and 30 students as
a control group.
The experimental group was given a treatment
with the game in outbound activities including Star,
Acid River and Blind Square games. Treat these three
games given to a sample of 16 meetings.
The research instrument used in this research is
using questionnaire of critical thinking which the
author quotes from the questionnaire Bambang
Abduljabar (Dissertation, 2009 With Likert usage.
Processing data analysis using t test as effort to
know correlation. To simplify the calculation of
researchers Statistical Product and Service Solution
(SPSS) Series 17.
3 RESULTS AND DISCUSSION
3.1 Results
Given the mean and standard deviation of critical
thinking skills for game groups and control groups as
shown in Table 1.
Table 1: Data description pre-test critical thinking ability.
Group
Sample
N
Average
Std.
Deviation
Varians
Lowes
t Score
Highest
Score
Games
30
137.30
11.84
140.15
114
159
Control
30
137.97
10.92
119.27
115
158
Table 1 above, explains that for a sample group of
30 people taken at random. The mean of
questionnaire test of critical thinking ability before
the (pre-test) for the game group obtained the mean
score of 137.30 and the standard deviation of 11.84
and the variance of 140.15. While the lowest score
obtained was 114 and the highest score was 159. In
the control group, the result of questionnaire test of
critical thinking ability (pre-test) obtained the mean
score of 137.97 and the standard deviation of 10.92
and the variance of 119.27. While the lowest score
obtained is 115 and the highest 158.
Table 2: Description of post-test data critical thinking
ability.
Group
Sample
N
Average
Std.
Deviation
Varians
Lowes
t Score
Highest
Score
Games
30
149.97
11.09
123.06
125
167
Control
30
138.23
10.30
106.18
120
157
The average post-test result in Table 2 states that
the critical thinking ability for the game group is
149.97 with the standard deviation of 11.09 and the
variance of 123.06. The lowest score of the game
group was 125, and the highest score was 167.
While the mean post-test score of critical thinking
ability for the control group was 138.23 with the
standard deviation of 10.30 and the variance of
106.18. For the lowest score is 120 and the highest
score is 157.
Table 3: Normality test results pre-test critical thinking
ability.
Pre-Test
Critical
Thinking
Group
Kolmogorov-Smirnov
a
Remark
Statistic
Dk
Sig.
Games
0,084
30
0,200*
Normal
Control
0,101
30
0,200*
Normal
The data states that the normality test is based on
the probability value compared with the degrees of
freedom of α = 0.05. From the data table 3 it states the
probability value (Sig) of game group and control
group data with Kolmogrov-Smirnova test is 0,200 *.
Asterisk (*) at Sig value. Kolmogorov-Smirnova
expressed a limit on the value of significance that can
be presented, in other words the distribution of data
normality is very significant. Based on table 3 above
obtained normality test scores for game sample
groups and normal distribution control samples.
Effect of Star, Acid River, and Blind Square Games in Outbound Activity to Ability Critical Thinking
167

Table 4: Post-test normality test result thinking ability.
Post-Test
Critical
Thinking
Group
Kolmogorov-Smirnova
Remark
Statistik
Dk
Sig.
Game
0,104
30
0,200*
Normal
Control
0,114
30
0,200*
Normal
The data states that the normality test is based on
the probability value compared with the degrees of
freedom of α = 0.05. From the data table 4 it states the
probability value (Sig) of the game group data and the
control group with the Kolmogrov-Smirnova test is
0.200 *. Asterisk (*) at Sig value. Kolmogorov-
Smirnov expressed a limit on the value of
significance that can be presented, in other words the
distribution of data normality is very significant.
Based on table 4 above obtained the normality test
value of the group of game samples and group
samples control of normal distribution.
Table 5: Homogeneity test results pre-test critical thinking
ability between group games and control groups.
Lavene
Statistic
Dk
1
Dk
2
Sig.
Pre-Test
Critical
Thinking
Based
on
average
0,456
1
58
0,502
Based
on
middle
score
0,452
1
58
0,504
Data from the homogeneity test of pre-test in
Table 5 can be seen that the result of statistical Lavene
based on the average value is 0,456 with probability
value (Sig.) 0,502. While based on the middle value
obtained Lavene Statistics 0.452 with probability
value (Sig.) 0.504.
It is known that the probability value (Sig) based
on the average value is greater than 0.05. Similarly,
when referring to the mean value, the probability
value (Sig.) is greater than 0.05. Thus it can be
concluded that the pre-test data critical thinking
ability comes from populations that have the same
variance. This means that the research data is
homogeneous.
Table 6: Post-test homogeneity test the ability of critical
thinking between group games and control groups.
Lavene
Statistic
Dk
1
Dk
2
Sig.
Post-Test
Critical
Thinking
Based
on
avarage
0,140
1
58
0,710
Based
on
middle
score
0,097
1
58
0,757
Data from the result of post-test homogeneity test
in table 6 can be seen that the result of statistical
Lavene based on the average value is 0,140 with
probability value (Sig.) 0,710. While based on the
middle value obtained Lavene Statistics 0.097 with
probability value (Sig.) 0.757. It is known that the
probability value (Sig) based on the average value is
greater than 0.05. Similarly, when referring to the
mean value, the probability value (Sig.) is greater
than 0.05. Thus it can be concluded that the post-test
data of critical thinking ability comes from a
population having the same variance. This means that
the research data is homogeneous.
Table 7: Results of t-sample samples paired between pre-
test and post-test results the critical thinking skill of the
game group.
Average
Std.
Devia
tion
T
Dk
Sig.
(2-
tailed)
Partner
1
Pre-test
Critical
Thinkingand
Post-test
Critical
Thinking
-12,6667
17,67
6
-3,925
29
0,000
It is known that the tcount is -3.925 with
probability (Sig.) 0,000. The tcount value is at the
acceptance limit of H0 that is -2.045 and 2.045 with
the probability value (Sig.) 0.000 <0.025 then H0 is
rejected. Thus it can be concluded that the pre-test
and post-test ability of critical thinking for the sample
game group there is a significant difference.
Table 8: Results of t-sample samples paired between pre-
test and post-test results critical thinking ability control
group.
Average
Std.
Devia
tion
T
Dk
Sig. (2-
tailed)
Partn
er 1
Pre-test
Critical
Thingking
and Post-
test
Critical
Thinking
-
0,26667
1,659
-
0,8
80
29
0,386
It is known that the value of t-arithmetic is -0.880
with probability (Sig.) 0.386. The value of t-count is
at the acceptance limit H0 is -2.045 and 2.045 with
probability value (Sig.) 0.193> 0.025 then H0 is
accepted.
Thus it can be concluded that the pre-test and
post-test ability of critical thinking for the control
sample group did not differ significantly.
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
168

3.2 Discussion
Based on the research that has been done, the results
obtained that states that there is a significant
difference in influence between students who do the
game with who did not play the game. This can be
interpreted that the game star, acid river, and blind
square effect on students' critical thinking skills. In
the game star, acid river, and blind square students are
faced with a problem that is a simulation of real life.
This means that in the activities of the game is not
only his play activities are obtained, but the values of
learning and education were participated, in addition
to changes in self-students with increased confidence,
increased thinking skills, more mature, more
responsive to others, and greater sociability skills.
The opinion confirms that the research that has been
done by the researcher has a high influence for the
critical thinking ability of children in which the
critical thinking ability included in the cognitive
abilities of children, so that the cognitive abilities of
children will be trained if the child is given a game
solve a problem.
This is in accordance with the results of other
studies conducted by Janneke Verhaegh (2004).
Describes research on Camelot design, which deals
with outdoor games for small groups in children aged
13-15 years. The game is designed with the aim of
improving the cognitive and psychomotor aspects of
the child. Furthermore (C. K. John Wang and Woon-
Chia Liu and Abdul Kahli 2006). Affirming that
outdoor adventure programs generate positive
changes to participants by exposing them to
adventure activities designed to encourage discovery
and character building. Previous research has focused
on the impact of rehabilitative adventure therapy
programs and adventure education programs for men
or environmental students, but little is known about
the girls' motivation to participate in adventure
education programs. A total of 149 female students
aged 13-16 years from a group took part in the study.
In addition, in this study found a study that states that
female students are more serious in the game
compared with male students. Particularly in
performing motion assignments and games provided.
This is due to the fact that women experience faster
maturity of personality or faster mature than men. In
the development of children's literature, it has been
mentioned that children's cognitive abilities are an
important factor in child development.
From the results of the research above are all
relevant and support the research that the author has
done so that the opinion or research can be a strong
support for the results of research that the authors do.
Can the authors conclude the results of this study that
the game star, acid river, and blind square in outbound
activities can affect students' critical thinking skills
and affect the three areas of learning process
development, namely: psychomotor areas, cognitive
areas, and affective areas.
4 CONCLUSIONS
Based on the results of processing and analysis of data
that have been described, can be formulated
conclusions from the results of research undertaken.
The conclusions obtained are as follows: There is a
difference of critical thinking ability, among junior
high school students who perform star game, acid
river, and blind square with those who do not play the
game.
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