Search

Clarity Learning Model (CLM) is an innovative model developed based on the excellence of IBL that is tailored to the needs of advanced clarification critical thinking ability through the implementation of distance learning due to the COVID-19 pandemic. This study aims to test the effectiveness of CLM that has qualified valid. The type of research used is a pre -test and post-test group design. The sample in the study consisted of two classes. Class 1 consisted of 24 students, while class 2 consisted of 18 students. Effectiveness is obtained through pre-test and post-test results whose N-gain calculations and N-Gain Average Test difference are then analyzed using Mann Whitney Test. The results in the study showed that CLM is effective in improving the critical ability of advanced clarification in physics courses. These research suggestions are to conduct trials on a broader scale and optimize LMS as a provision for students' initial skills.

Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha 0.05, the average n-gain is 0.38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category