Abstract


The purpose of this study is to know the effect of learning models and critical thinking skills on understanding physical science in group B aged 5-6 years. This research method is an experiment with 2x2 treatment by level design. The study sample consisted of 56 children. Collecting samples use the stratified multistage cluster random sampling technique. The data analysis technique was the analysis of two-way variance (ANAVA) and the Tukey test at a significant level α = 0.05. To test the normality of the data using the liliefors test and homogeneity test using the barlett test. The results of this study indicate that 1) Understanding of children's physical science taught by quantum learning models is higher than the learning model of contextual teaching and learning. 2) There is an influence of the interaction between learning models and critical thinking skills on understanding physical science. 3) Understanding of children's physical science taught by quantum learning models which have high critical thinking skills is higher than children taught with contextual teaching and learning models and those who have high critical thinking skills. 4) Understanding of children's physical science taught by quantum learning models who have low critical thinking skills is lower than children taught with contextual teaching and learning models and those who have low critical thinking skills.


Keywords


learning model; critical thinking; understanding of physical science