Analysis the development of sprider learning models to improve student's critical thinking skills in natural science learning junior high school

This article dicussses how the SPRIDER learning model is used to improve student's critical thinking in natural science learning junior high school. Critical thinking skills are a person's ability to analyze ideas or ideas logically, reflectively, sistematically and productively to help making evaluation and decisions about what is believed or will be done so can solve the problem. The development model used in this study is the Thiagarajan 4-D development model. Result of the need analysis questionnaire, overall 100% of teachers support the development of learning models that are integrated with religious aspects with expectations that it will strengthen the student's religious character to produce an intelligent and religious generation. The first syntax model for SPRIDER is stimulation; provide a stimulus that student interested in the material to be studied with religious integration. The second stage is problem orientation; provide problems that can improve student's critical thinking skills. The third stage is reading; student read material related to the problem given. The fourth stage is investigation; students conduct investigations in groups to solve problems. The fifth stage is discussion; students dicuss in their groups to find solutions. The sixth stage is evaluation; the last stage where the teacher will evaluate the learning activities that have been implemented to determine the level of student's understanding about the material that has been learned.