DEVELOPMENT OF THE CRITICAL THINKING CATEGORICAL SYLLOGISM LEARNING MODEL IN ELEMENTARY STUDENTS
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Abstract
In dealing with the development of society as a technology user, categorical syllogism critical thinking is a skill needed by students starting from primary school. This study aims to find learning methods that develop categorical syllogism critical thinking, as well as developing measuring instruments used to measure these abilities. The research method is quasi-experimentation. The study involved fourth-grade students in two elementary schools in Salatiga totaling 24 students and Yogyakarta totaling 34 students divided into 6 groups. In addition, the research also involved 6 MBKM students who functioned as mentors of each learning group. The activity was designed and conducted based on previous research. The first task includes finding the most appropriate shutter to produce the best photo quality ten times. As for the second task, they were instructed to take 3-5 photos that describe a category. The result of measurement of Categorical Syllogism Critical Thinking showed that categorical syllogism critical thinking learning could increase student engagement in the learning process of critical thinking. Engagement is an important part of the learning process. In addition, based on worksheet data, it was found that the average group managed to find the right answer after 9 tries, and students can assign the right categories for the objects they found. Meanwhile, the measuring device for categorical syllogism critical thinking must be refined to be able to measure changes in critical thinking skill before and after treatment more precisely. Based on this research, this Categorical Syllogism Critical Thinking Learning Model can be a reference for teachers to develop critical thinking learning methods in accordance with the situation and conditions of each school.
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