Comparison of Children Learning in Science Model with Direct Instruction in Developing Critical Thinking Skills in Terms of Learning Motivation in Science Learning
Comparison of Children Learning in Science model with Direct Instruction in the development of critical thinking skills in learning science in elementary school. The purpose of this study was to determine the comparison of children Learning in Science with Direct Instruction in the development of critical thinking skills in terms of learning motivation in learning science in elementary school district Kedawung-Sragen, this study is a quasi-experimental research, using quantitative data analysis and sampling using cluster random sampling. Data collection is by test. The research Data were analyzed by stages: prerequisite analysis test, variance analysis test of two unequal cell paths, and further analysis of variance test. The results of the test calculation of variance analysis of two unequal cell paths obtained data that Fcount (75.61) > Ftable (3.89), and in further tests Anava, obtained data that the marginal mean of Children Learning in Science model is 89.78 greater than the Direct Instruction model which has an average of 77.66. The conclusion of the study is that the model of children Learning in Science is more effective than the model of Direct Instruction in the development of critical thinking skills.