ANALISIS MODEL PEMBELAJARAN TEACHING GAME FOR UNDERSTANDING (TGFU) DAN DIRECT INSTRUCTION TERHADAP KEMAMPUAN BERPIKIR KRITIS

Rinaldo, - (2021) ANALISIS MODEL PEMBELAJARAN TEACHING GAME FOR UNDERSTANDING (TGFU) DAN DIRECT INSTRUCTION TERHADAP KEMAMPUAN BERPIKIR KRITIS. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

ABSTRAK Tujuan literature review ini adalah mengetahui efektifitas penerapan model Teaching Game for Understanding (TGFU) dan Direct Instruction (pembelajaran langsung) terhadap kemampuan berpikir kritis. Desain penulisan adalah systematic literature review, referensi yang digunakan yaitu jurnal internasional dan nasional yang dipublikasi diantaranya di Google Scholar, Science Direct, Elsevier, Taylorandfrancis, Pubmed dan Springerlink. Proses seleksi artikel menggunakan pedoman bagan alir pencarian, dengan kriteria inklusi 1) Tahun publikasi 2010-2020; 2) Full access text ; 3) Terindex nasional (SINTA) atau internasional (Schimagojr); 4) Artikel ditulis dengan bahasa Inggris atau bahasa Indonesia. Hasil penelusuran didapatkan 9 artikel berjenis original research dengan mixed-methods quasi-experimental pre-test and post-test (1), qualitative: discource analysis (1), quantitative (3), Esksperimen: factorial design (2) mixed: quantitative (1) quasi-eksperimen (1). Berdasarkan analisis artikel menunjukkan model pembelajaran TGFU dan direct instruction memberikan perbedaan pengaruh dalam prioritas domain hasil belajar kognitif. Hasil belajar pada kinerja kognitif berupa kemampuan berpikir kritis dengan menggunakan model TGFU lebih besar pengaruhnya daripada model pembelajaran langsung. Kesimpulan: model pembelajaran TGFU dan model pembelajaran langsung dalam pendidikan jasmani memberikan peluang pengembangan kemampuan kognitif siswa. Model pembelajaran TGFU lebih efektif daripada model pembelajaran langsung dalam mengembangkan kemampuan kognitif pada aspek berpikir kritis. Kata Kunci: Pendidikan Jasmani, Teaching Game For Understanding (TGFU), Direct Instruction, Berpikir Kritis. ABSTRACT The aims of this literature review are to determine the effectiveness of the application of the Teaching Game for Understanding (TGFU) and Direct Instruction models to critical thinking skills. The design of this is a systematic literature review, references used are international and national journals, were derived from several databases, including Google Scholar, Science Direct, Elsevier, Taylor and Francis, Pubmed, and Springerlink. The article selection process uses the search flow chart guidelines, with inclusion criteria 1) Publication year 2010-2020; 2) Full-text access; 3) National indexed (SINTA) or international (Schimagojr); 4) Articles written in English or Indonesian. The search results obtained 9 articles of original research type with a mixed method of quasi-experimental pre-test and post-test (1), qualitative: discourse analysis (1), quantitative (3), experimental: factorial design (2) mixed: quantitative (1) ) quasi-experiment (1). Based on the analysis of the article, showed that the TGFU learning model and direct learning have different effects on the priority domain of cognitive learning outcomes. Learning outcomes on cognitive performance in the form of critical thinking skills using the TGFU model are greater than the effect of direct learning models. Conclusion: TGFU learning model and direct learning model in physical education provide opportunities for developing students' cognitive abilities. The TGFU learning model is more effective than the direct learning model in developing cognitive abilities in the critical thinking aspect. Keywords: Physical education, Teaching Game For Understanding (TGFU), Direct Instruction, critical thinking.

Item Type: Thesis (S2)
Uncontrolled Keywords: Physical education, Teaching Game For Understanding (TGFU), Direct Instruction, Critical Thinking
Subjects: L Education > L Education (General)
S Agriculture > SK Hunting sports
Divisions: Sekolah Pasca Sarjana > Pendidikan Olahraga S-2
Depositing User: Rinaldo
Date Deposited: 02 Mar 2021 04:43
Last Modified: 02 Mar 2021 04:43
URI: http://repository.upi.edu/id/eprint/59587

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