The Implementation Of Self-Organized Learning Environment Model And Self-Directed Learning Model To Improve Students' Critical Thinking Skills: An Experimental Study

Abstract

This study aimed to investigate significant differences of student’s Critical Thinking Skills who were taught using a Self Organized Learning Environments model and a self-directed learning model based on digital literacy in history subjects. This research was a quasi-experimental design with a sample of 62 senior high school students. Data collection used questionnaires and multiple choice tests. The data analysis technique was the t-test or independent sample T-test. The results of the t-test on the questionnaire shows the value of Sig. (2 tailed) 0.004 <0.05 smaller than the 5% significance level. Then, the t-test on the post-test shows a significance value (2-tailed) of 0.041 < 0.05 so that based on the t-test on the questionnaire and post-test, it shows a significant difference in the Critical Thinking Skills of students who were taught by using the Self Organized Learning Environments model and the self-directed learning model based on digital literacy. The average value difference between experimental class 1 and class 2 for the Critical Thinking Skills questionnaire shows a positive number of 4.194. Meanwhile, the average difference in the post-test values shows a positive number of 8.452. Based on these results, it can be concluded that the Critical Thinking Skills of students who were taught using the Self Organized Learning Environments model are better than students who were taught using the self-directed learning model based on digital literacy. The two models in this study are integrated with digital literacy, it is not examined how digital literacy affects CTS, so further research is needed.