Penerapan model pembelajaran reading, mind mapping, sharing (RMS) berbantuan desmos untuk meningkatkan kemampuan berpikir kritis dan self concept siswa

Abstract

This study emerged due to the significant need to improve students' critical thinking skills and self-concept. The purpose of this study was to analyze the effectiveness of the Reading, Mind Mapping, and Sharing (RMS) learning model assisted by Desmos in improving critical thinking skills and self-concept. The research method used a quasi-experiment with a non-equivalent control group design. The research sample consisted of two classes randomly selected from a public junior high school in Purwakarta. The main instruments were a valid and reliable critical thinking skills test and a questionnaire to measure self-concept. The results showed that students who participated in Desmos-assisted RMS learning obtained an average posttest score of 45.6 for critical thinking skills, which was higher than the conventional class score of 13.3. The N-Gain value of the Desmos-assisted RMS class was 0.21 (moderate category), while the conventional class was 0.14. The t-test showed a value of  (2.741) ≥  (1.692), indicating a significant increase in critical thinking skills, with better results than conventional learning. In addition, the self-concept of students in the RMS class was in the moderate category with a range of 2.79 ≤ X < 3.03 and showed a positive response. Based on these findings, the Desmos-assisted RMS model can be one option for creating more active learning and supporting the development of students' critical thinking.