The Effect of Integrating Self-Assessment into the Discovery Learning Model on Students' Critical Thinking Skills in Linear Motion
DOI:
10.29303/jpft.v12i2.12835Published:
2026-10-28Downloads
Abstract
This study aimed to examine the effect of integrating self-assessment into the Discovery Learning (DL) model on students' critical thinking skills in linear motion at a public senior high school in Malang Regency. This study employed a quantitative approach with a quasi-experimental design involving 68 students. The research instrument was a critical thinking skills test that had been subjected to validity and reliability testing. The collected data were analyzed using normality and homogeneity tests, an independent-samples t-test, and normalized gain (N-gain) analysis. The results showed that the mean posttest score of the experimental class (Class X-6) was 11.00, while that of the control class (Class X-8) was 8.41. The independent-samples t-test yielded a significance value of 0.00 (p < 0.05), indicating a statistically significant difference between the two classes. Furthermore, the experimental class achieved an average N-gain score of 0.58, which was categorized as moderate, whereas the control class obtained an average N-gain score of 0.27, which was categorized as low. These findings indicate that integrating self-assessment into the Discovery Learning model has a positive effect on students' critical thinking skills in linear motion.
Keywords:
Critical Thinking Skill Discovery Learning Linear Motion Self-AssessmentReferences
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