Effectiveness of Demonstration Learning Model with Direct Instruction on The Development of Critical Thinking Skills in Elementary School Mathematics Learning

The development of critical thinking in elementary school mathematics learning requires carefulness in choosing and applying the learning model. The purpose of this study was to determine the effectiveness between demonstration learning model and Direct Instruction model in elementary school mathematics learning on the development of critical thinking skills. This research is a quasi - experimental research, using quantitative data analysis and sampling using cluster random sampling. Data collection is by test. The research data were analyzed by stages: prerequisite analysis test, two-way variance analysis test of unequal cells, and further analysis of variance test. The results of the calculation of the analysis of variance test of two-way unequal cells obtained data that Fcount (84.98) > Ftable (3.91), and in the Anava further test, obtained data that the marginal mean of the demonstration learning model is 89.57 greater than the Direct Instruction model which has an average of 79.69. The conclusion of the research is that the demonstration learning model is more effective than the Direct Instruction model in developing critical thinking.