Developing Undergraduate Critical Thinking Skills in Mechanics through the Use of Case Method-Based Teaching Materials with QR Code Videos

Aprina Defianti; Sutarno Sutarno; Henny Johan

doi:10.21009/1.11101

Authors

Aprina Defianti Science Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Jl. WR. Supratman, Kandang Limun, Kec. Muara Bangka Hulu, Sumatera, Bengkulu 38371, Indonesia
Sutarno Sutarno Science Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Jl. WR. Supratman, Kandang Limun, Kec. Muara Bangka Hulu, Sumatera, Bengkulu 38371, Indonesia
Henny Johan Science Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Jl. WR. Supratman, Kandang Limun, Kec. Muara Bangka Hulu, Sumatera, Bengkulu 38371, Indonesia

DOI:

https://doi.org/10.21009/1.11101

Keywords:

Teaching Materials, Mechanics, Case Method, Videos in QR Codes, Critical Thinking Skills

Abstract

This research aims to evaluate the effectiveness of using case method-based teaching materials with QR code videos on undergraduate students' critical thinking skills in mechanics. This research used a quasi-experimental method with a post-test-only control group design. A sample of 2 classes was taken using a purposive sampling technique. The experimental class used case method-based mechanics teaching materials and videos in QR codes, while the control class used print-outs of material summaries. Data collection was carried out through observation and critical thinking skills tests. Critical thinking skills test results data were analyzed using descriptive and inferential statistics. The t-test of two independent non-homogeneous samples is used to test the hypothesis of differences in means. The t-test results showed a difference in the average critical thinking skills scores of experimental and control class students with , greater than at (rounded up to 43). Based on these results, using case method-based mechanics teaching materials and videos in QR codes effectively develops students' critical thinking skills with an effectiveness level of 0.82, which means highly influential.

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