THE LEARNING TOOLS BASED ON THE REMAP TMPS MODEL (READING CONCEPT MAP TIMED PAIR SHARE) AND THE EFFECTIVENESS OF STUDENTS CRITICAL THINKING SKILLS

This study aims to improve critical thinking skills through the application of science-based learning tools REMAP TMPS model ( Reading Concept Map Timed Pair Share ). The type of research was quasi experiment with One Group Pretest-Postest design . The population in this study were all students of class VII at SMPN 4 Pujut and SMPN 6 Pujut with sampling using purpusive sampling technique so that the samples taken are class VII-A at SMPN 4 Pujut and VII-B in SMPN 6 Pujut. instruments used to measure critical thinking skills in the form of answer-question as much as 10. The results showed the average N-gain class VII-A higher than class VII-B. This suggests that REMAP TMPS-based science learning tools has effective toword student critical thinking skills.


INTRODUCTION
Learning tool is one of supporting tools of success of learning.In learning tools there is a learning process plan, assessment, media, and model to be used in learning.Planning a good learning tool has impact on the implementation of successful learning.Khan (2012) Stated that science learning is done in order to develop students' knowledge, attitude, and scientific skills.Learning is done by involving students in active and innovative learning activities by integrating skills, knowledge, and attitudes to understand IPA concepts.It is stressed that the learning process must be optimized from planning to implementation.
The change of curriculum aims to improve the system and learning activities so that the learning activities are more interactive, inspirational, fun, challenging, motivate the students to participate actively and provide sufficient space for initiative, creativity, and independence according to students' talents, interests, and physical and psychological development.
Education in Indonesia is still running monotony, Gobert (2010) found learning process focused on fingering vocabulary, facts and formulas.Rahayu (2012) The process of learning is still done conventionally characterized by the domination by teachers and the less active learning process involving students.Besides reading and writing activities are not a top priority, consequently the ability to read and write Indonesian students is not good.Based on the results of PISA tests on reading scores was 2015 Indonesia is on the prewent to 62 of 70 countries that follow the test PISA.This can be seen in the following Table 1: related material that will be taught at home; concept map (create a maping concept), students are asked to make a mapping concept from the results of reading it and this activity is done at home; Timed, students were asked to pay attention to time arrangement at Pair and Share stage; Pair, students form pairs of groups, formulate problems based on reading outcomes, formulate hypotheses from formulation of problems that have been prepared, analyze data by doing problems or problems individually, explain answers to friends, listen to friends, write responses; Share students submit responses, ask or refute the theme answers and make conclusions.Nakagawa ( 2003) stated that TMPS is potential and provides opportunities for students to empower critical thinking skills.Additionally Hussein et al, (2015) suggested an increase critical thinking skills is very important because it affects the student's mastery of concepts.
Critical thinking skills are skills to filter with intelligent, meticulous, meticulous and responsible models of any kind of information that is not necessarily good and truthtested.The characteristic of Critical Thinking is always questioning an argument for obtaining the essential truth.This is because critical thinking people can clearly see the wide range of information received thoroughout understanding, thorough analysis, and judgment with a criterion model that can be accounted.
According to Marzano, et al. (1988) there are eight critical skills that need to be mastered by someone to do the reading activity.There are eight critical thinking skills, namely focusing skill, information gathering skill, recall skills, organizing skills, skill of analyzing, generalizing skill; integration skills and skills to evaluate.
The results of a survey conducted by Kurniawati, et al (2015) showed that 60% of students are still not developed critical thinking skills, so it still needs to be improved.Critical thinking skills can be empowered through cooperative learning (Lai, 2011).Zubaidah ( 2014 In addition to empowering critical thinking skills other TMPS advantages are able to make learners improve the ability to explain to others and improve the way word processing in opinion (Walters, 2000).TmPS also be used to build a positive relationship between the students of the other students in sharing information, improve critical thinking, enhance the ability of air communication (Nakagawa, 2003).
Based on the description above, the research development of learning tools based on science REMAP TMPS model and test their effectiveness to critical thinking skills on Integrated Science subjects in Senior High School 4 and Senior High School 6 Pujut needs to be done.

METHOD
In this was Quasi Experimental development this used one group pretest posttest testing design.The subjects of the study were students of Senior High School 4 Pujut and Senior High School 6 Pujut in class VII , And sample 50 people in the academic year 2017/2018.The test developed to measure the effectiveness of critical thinking skills is a description of 10 questions on the topic of climate change and its impact on the ecosystem.The test includes indicators ofcritical thinking skills: Provide simple explanations , Build basic skills , Summarize, Provide further explanations and Strategies and tactics .
The effectiveness of applying REMAP TMPS based learning apparatus to students' critical thinking skill is determined based on normalized gain scores, N-gain.N-gain is calculated by the equation developed by Meltzer (2002) where: with g is a normalized gain, max S is the ideal score of the initial and final tests, S post is the final test score, whereas S pre is the initial test score.The low N-gain can be classified as follows: g> 0.7 ( height ), 0.3 ≤ g ≤ 0.7 ( medium ), and g <0.3 ( low ) .

RESULTS AND DISCUSSION
Learning tools that have been developed in addition must be feasible, practical and effective.The level of effectiveness of the developed tools based on pretest and posttest results or from the N-gain score obtained after applying the learning tools.Intrumen critical thinking skills use the pretest and post t es test questions .The result of comparison test between Senior High School 4 Pujut and Senior High School 6 Pujut in class VII can be seen in Figure 1 below.Pujut.This is influenced by the initial ability and characteristics of different students from each school, when the learning process takes place the most active students to ask questions, answer questions, give input or suggestions, communicate, enthusiastically discuss the students of Senior High School 4 Pujut, while in Senior high school 6 Pujut is still not seen optimally and there are some people who look active in the learning process, in addition to the motivation to learn from students still not seen.the differences that occur in both schools are due to differences in student character , environment and their learning habits.
The result of N-gain test analysis on critical thinking skill based on each indicator is giving simple explanation, building basic skill, concluding, giving further explanation and strategy and tactics.The results can be seen in Figure 2.

Figure 1 .
Figure 1 .Comparison of Effectivity of Senior High School 4 Pujut and 6 Pujut

Figure
Figure 2. Effectiveness on Each KBK Indicator