The Effect of Critical Thinking Ability and Learning Motivation on IPAS Learning Outcomes
DOI:
https://doi.org/10.26740/jrpd.v11n1.p12-22Keywords:
critical thinking skills, IPAS Learning Outcomes, Learning MotivationAbstract
This study aims to analyze the effect of critical thinking skills and student learning motivation on the learning outcomes of IPAS. The research was conducted at SD Negeri 2 Petobo using a survey method with a quantitative approach. Data collection involved administering critical thinking skills test questions and distributing learning motivation questionnaires, while IPAS learning outcomes were obtained from the mid-term test results of fifth-grade students. The sample consisted of 19 students, including 13 male and 6 female students. The collected data were analyzed using multiple regression analysis with SPSS. The normality test results confirmed that the data met the assumptions required for further statistical testing. The findings indicate that critical thinking skills and learning motivation significantly influence IPAS learning outcomes, as evidenced by an F-count value of 184.417 and an R-value of 0.967. Additionally, critical thinking skills were found to have a significant impact on student achievement in IPAS. Similarly, learning motivation was identified as a crucial factor affecting learning outcomes. These findings highlight the importance of fostering critical thinking and motivation to enhance students' academic performance. This study underscores the need for educators to integrate strategies that strengthen these aspects of the learning process.
References
Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2172929
Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. Sustainability, 15(5), 3978. https://doi.org/10.3390/su15053978
Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334
Chang, Y.-C., & Tsai, Y.-T. (2022). The Effect of University Students’ Emotional Intelligence, Learning Motivation and Self-Efficacy on Their Academic Achievement—Online English Courses. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.818929
David, K., & Irsyadunas, I. (2022). Hubungan Motivasi Belajar Terhadap Hasil Belajar Pada Mata Pelajaran Administrasi Infrastruktur Jaringan. Jurnal Pustaka Data (Pusat Akses Kajian Database, Analisa Teknologi, Dan Arsitektur Komputer), 2(2), 58–62. https://doi.org/10.55382/jurnalpustakadata.v2i2.257
Dehalwar, K., & Sharma, S. N. (2023). Fundamentals of research writing and uses of research methodologies. Edupedia Publications Pvt Ltd.
Fatullah, M. B., Sumaryoto, S., & Permana, R. (2023). Pengaruh Kemampuan Berpikir Kritis dan Kedisiplinan Terhadap Prestasi Belajar Ekonomi. Herodotus: Jurnal Pendidikan IPS, 6(1), 122. https://doi.org/10.30998/herodotus.v6i1.14426
Julyanti, E. (2021). Pengaruh Motivasi Terhadap Hasil Belajar Siswa Sekolah Menengah Pertama. JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS), 7(1), 7–11. https://doi.org/10.36987/jpms.v7i1.1942
Karunarathna, I., Gunasena, P., Hapuarachchi, T., & Gunathilake, S. (2024). The crucial role of data collection in research: Techniques, challenges, and best practices. Uva Clinical Research, 1–24.
Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059
List, A., & Sun, Y. (2023). To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts. Educational Psychology Review, 35(2), 40. https://doi.org/10.1007/s10648-023-09756-y
Marwah Sholihah, & Nurrohmatul Amaliyah. (2022). PERAN GURU DALAM MENERAPKAN METODE DISKUSI KELOMPOK UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS V SEKOLAH DASAR. Jurnal Cakrawala Pendas, 8(3), 898–905. https://doi.org/10.31949/jcp.v8i3.2826
Mukherjee, M., Le, N. T., Chow, Y.-W., & Susilo, W. (2024). Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes. Information, 15(2), 117. https://doi.org/10.3390/info15020117
Novandri, T. Y., Ahmad, S., & Putra, A. Y. (2021). Pengaruh Berpikir Kritis dan Kebiasan Belajar Terhadap Hasil Belajar. Jurnal Educatio FKIP UNMA, 7(3), 763–768.
Putra, I. K. D. agung S., & Widiari, P. R. (2023). ANALISIS IMPLEMENTASI KURIKULUM MERDEKA PADA PEMBELAJARAN ILMU PENGETAHUAN ALAM KELAS III DI SEKOLAH DASAR NEGERI 4 ABUAN. Jurnal Pendidikan Dasar Rare Pustaka, 5(2), 71–76. https://doi.org/10.59789/rarepustaka.v5i2.184
Safna, O. P., & Wulandari, S. S. (2022). Pengaruh Motivasi, Disiplin Belajar, dan Kemampuan Berpikir Kritis terhadap Hasil Belajar Siswa. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 4(2), 140–154. https://doi.org/10.37680/scaffolding.v4i2.1458
Shanta, S., & Wells, J. G. (2022). T/E Design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 32(1), 267–285. https://doi.org/10.1007/s10798-020-09608-8
Sukackė, V., Guerra, A. O. P. de C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., Blanch, S., Marbà-Tallada, A., & Brose, A. (2022). Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. https://doi.org/10.3390/su142113955
Tanantong, T., Moolngearn, P., Kraiwanit, T., Limna, P., & Rafiyya, A. (2024). People Skills in the 21st Century: A Perspective on the Smart City in an Emerging Economy. Human Behavior and Emerging Technologies, 2024(1). https://doi.org/10.1155/2024/5211958
Wilkesmann, Z. N. (2021). Influence of Motivation on Academic Performance of Students in Germany. Journal of Education, 4(6). https://doi.org/10.53819/810181025018
Yu, Z., Gao, M., & Wang, L. (2021). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3), 522–546. https://doi.org/10.1177/0735633120969214
Zhao, Y. (2024). The impact of EFL teachers’ emotioncy level on their motivation and academic engagement. Learning and Motivation, 87, 101990. https://doi.org/10.1016/j.lmot.2024.101990
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract views: 0
