THE IMPLEMENTATION OF MULTIDIMENSIONAL LEARNING MODELS IN ENGLISH LEARNING TO IMPROVE STUDENTS’ CRITICAL THINKING SKILLS

Abstract

Based on the description of the background, the following problems are formulated in this study : (1) How is the implementation of the multidimensional learning model in English language learning; (2) How does the implementation of a multidimensional learning model improve students' English language learning; and (3) How do students respond to the implementation of multidimensional models in English language learning. Research subject in this study is all grade X students of SMA Negeri 1 Wiradesa for the 2022/2023 semester 1 school year as many as 32 students. The background of the population is not based on student rank and achievement so there is no superior class. (1) The results of observations on the implementation test of the multidimensional learning model showed that the application of the multidimensional learning model in learning the subject of pressure physics in solids and liquids which was carried out for 3 consecutive meetings was carried out very well with an average score from meetings 1 to 3 of 3.8; 3.7 and 3.65 of the highest score of 4; (2) There was an increase in students' science process skills after the application of a multidimensional learning model in physics learning, the subject of pressure in liquids and gases with a gain value of 0.7 was included in the criteria for high improvement. There is a significant difference between students' PPP pretest and posttest scores with t-test results obtained tcount value = 76.497 > ttable = 1.696 at a significance level of 5%; (3) Student response to the application of multidimensional learning models in physics learning on the subject of pressure in solids and liquids is high with an average percentage of student responses obtained of 78.05% including in the high category