A Comparison Of The  Time Token And Take And Give Cooperative Learning Models On Critical Thinking Skills In Islamic Religious Education And Character Education Classes At SMPN 2 Lubuk Alung

Shancy Syahrani.P; Zainal Asril; Hidayati Hidayati

doi:10.58355/maqolat.v4i4.256

Authors

Shancy Syahrani.P Universitas Islam Negeri Imam Bonjol Padang
Zainal Asril Universitas Islam Negeri Imam Bonjol Padang
Hidayati Hidayati Universitas Islam Negeri Imam Bonjol Padang

DOI:

https://doi.org/10.58355/maqolat.v4i4.256

Keywords:

Time Token, Take and Give, Critical Thinking Skills, Islamic Religious Education , Character Education.

Abstract

Critical thinking skills are one of the key competencies in the study of Islamic Religious Education and Character Education; however, in practice, students’ abilities to analyze, evaluate, solve problems, and draw conclusions are still not optimal. This study aims to determine the improvement in students’ critical thinking skills through the Time Token and Take and Give learning models and to identify the differences between these two models in the teaching of Islamic Religious Education and Character Education. This study employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The sample consisted of 64 eighth-grade students at SMPN 2 Lubuk Alung, divided into two experimental classes. Data were collected through tests, observations, and documentation and analyzed using the Paired Sample t-Test, Independent Sample t-Test, and N-Gain. The results showed that critical thinking skills increased significantly in both the Time Token and Take and Give classes, with a significance value of 0.000 < 0.05. The N-Gain values were 0.5128 and 0.4636, respectively, which fall into the moderate category. The results of the Independent-Sample t-test showed a significance value of 0.425 > 0.05, indicating that there was no significant difference between the two models. Thus, both the Time Token and Take and Give models are equally effective in improving students’ critical thinking skills.

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