A Coral Reef as an Analogical Model to Promote Collaborative Learning on Cultural & Ethnic Diversity in Science

Correlation Between the Open Approach Teaching in Mathematics and the Critical Thinking of First Year Students of St. Theresa International College, Thailand

The aim of this research is to determine the relationship of student critical and creative thinking skill towards skill competencies of local area network installation in private vocational students computer engineering and network in Malang City. Type and data analysis of this research are using a quantitative approach. The samples used are as many as 232 students. Data collection for critical and creative thinking skill is using questionnaire, while data collection for skill competencies of local area network installation is using value documentation. Data analysis included descriptive and regression. The results showed that: (1) the relationship of student critical thinking skill towards skill competencies of local area network installation by 27,9%; (2) the relationship of student creative thinking skill towards skill competencies of local area network installation by 24,4%; and (3) the relationship of student critical and creative thinking skill simultaneously towards skill competencies of local area network installation by 36,5%.

Following those educational policies without entrance examination and twelve-year compulsory education, this study rethinks the meaning of the history teaching,and believes that it should be integrated with the Grade 1-9 Curriculum theory. The history teaching is not just the accumulation of knowledge, but to teach students ways of thinking. Learning of History can make students thinkingful. Historical data collation, interpretation, understanding, analysis used to thinking in favor of critical thinking ability that is convergent thinking. Therefore, This study tries to integrate critical thinking into the history of language teaching, and looks forward to enhancing students' historical thinking and critical thinking. Students in the class learned the critical thinking, transfer it to real world, and enrich their learning and lives. The subjects are 7-grade students. The method is an action research. There are four conclusions: First, how to design an appropriate teaching activity for social studies of history with infusion critical thinking strategies. This study adapts infusion critical thinking strategies of Swartz (2003) in the classroom. According to three principles, and four elements, the study gets six steps. This study showed that novice teachers can lead students to produce thinking maps based on six steps . After practicing, instructors can chang the sequence of six steps. Second, what problems may the infusion critical thinking teaching strategies in social studies teaching in History encounter? How to solve them? When using and restructuring teaching materials, teathers should use the material which are based on students' life experiences. At the same time,instructors shoud act in concert with history learning. Various forms of material using such as music, pictures, mvies, texts etc. will be re-formed as the new core issues of historical knowledge. The researcher applys three thinking maps (data analysis thinking map, event correlation thinking maps, making decisions thinking maps) to develop students’ critical thinking. Fragments of historical knowledge will be organized into a continuous whole context, and transferred these thinking maps to life. Third, after infusing critical thinking teaching strategies in social studies teaching History, students' history achievements are improved. For example, on quantitative analysis, the three-stage tests prove the history of academic achievement are accelated. Futhermore, on qualitative analysis, the motivation of history learning maintains at high point. Additionally, for the passive students, they become more active. Fourth, after infusing critical thinking teaching strategies in social studies teaching History, students' critical thinking skills are improved. By CTT-Ιtest, students’ critical thinking especially in the induction, deduction and interpretation is improved the most significantlly.

This was guided by the lack of critical thinking of SDN padarek III student at subject material tribes and cultures diversity of Indonesia. It was caused by teacher-centered learning method that make students less actively in achieving advance level of thinking. To oslve such problems, we used problem posing learning method then hopely will increase critical thinking of the students. This research used classroom action research model from Kemmis&Taggart wich there were some circles, in every circle has plan, action, observation, and reflection. With conducting problem posing learning method which have proven success in increasing critical thinking of students. At cycle I critical thinking of students achieve 24% while at cycle II achieve 83%. Therefore, when teacher used problem posing learning method at material subject tribes and culture diversity significantly increased critical thinking of students of SDN Padarek III.

The teaching and learning process is faced with the challenge of low student learning outcomes. Contributing factors include misconceptions, difficulties in understanding science material, and a lack of learning models that actively involve students. Other factors such as time constraints, a lack of problem-solving stimulation, and other internal factors also affect students' critical thinking abilities and learning outcomes. The purpose of this study, to know: (1) critical thinking of students taught using the Predict-Observe-Explain (POE) learning model on excretory system material class VIII SMPN 23 Makassar, (2) learning outcomes of student taught using the Predict-Observe-Explain (POE) learning model on excretory system material class VIII SMPN 23 Makassar, (3) critical thinking taught without using the Predict-Observe-Explain (POE) learning model on exretory system material class VIII SMPN 23 Makassar, (4) learning outcomes of students thaught without using the predict-observe-explain (POE) learning model on excretory system material class VIII SMPN 23 Makassar,(5) the effect of Predict-Observe-Explain (POE) learning model on critical thinking of students on excretory system material class VIII SMPN 23 Makassar, (6) the effect of Predict-Observe-Explain (POE) learning model on student learning outcomes on excretory system material class VIII SMPN 23 Makassar.This study used a quasi-experiment with a non-equivalent control group design research design. The population in the study was two hundred and ninety-one students of class VIII of SMP Negeri 23 Makassar. There were a total of 86 people surveyed: 44 participated in the control group and 42 in the experimental class group. Sample determination was done by purposive sampling. The tools used as data collection are in the form of observation sheets, critical thinking ability tests and learning outcomes tests. Data analysis uses descriptive analysis and inferential analysis which includes homogeneity test, hypothesis testing and normality. The results showed that in critical thinking and student learning outcomes with a Sign value a 0.001. So that in this study there is a significant difference between critical thinking and learning outcomes of students taught without using the predict-observe-explain (POE) learning model and using the Predict-Observe-Explain (POE) learning model on excretory system material class VIII SMP Negeri 23 Makassar.

The quality education depends on quality of learning process. So, it was needed to know how the student initial ability. This research aimed to describe the physics students critical thinking skill and creative thinking skill about physics concept. The method was descriptive research. The research respondents were physics students of 37 person at Class A, it consists of 5 male students and of 32 female students and physics student of 35 person at Class B, it consists of 5 male students and of 30 female students which have been take thermodynamics and modern physics on odd semester, academic year 2018/2019. The research data which was collected by using test, observation and documentation. The research data was analysed by using indicator percentage and descriptive. The result showed that average of critical thinking skill was 78,65. Interpretating around 6,8 Analysing around 8,17, evaluating around 8,97, Inferensi around 8,41 and explanation ability around 6,94. The average of creative thinking skill was 78,92. Creative thinking skill was fluency was 8,09, flexibility 8,4, originality 7,58 and elaboration 7,45. Therefore, an effort needed to improve physics student critical and creative thinking skill. It can be done by using some interactive model, media and teaching material in physics learning. Beside that needed alternative solution for development learning resource on learning physics in Higher Education with another local potential context.

Mastery of concepts and critical thinking of elementary school students need to devole in order to understand the phenomena that often occur in the surrounding environment. Mastery of good concepts can encourage students to think critically. But currently the ability to master concepts and critical thinking of elementary school students is still low. The research aims to find out how the implementation of google meet-assisted POE learning on light properties, as well as how to master concepts and critical thinking of students after carrying out google meet-assisted POE learning. The researchers used qualitative descriptive methods. The population in this study is the entire elementary school grade IV in South Sumedang sub-district. The sample used is one of the elementary school located in South Sumedang, namely SDN Pakuwon I in IVA class through Purposive Sampling technique. Instrument used in the form of observation sheets of teacher performance and student activity, student evaluation results, and interviews. From the results of the research obtained that the implementation of POE learning in the class of IVA SDN Pakuwon I is in the category of very good, it can be seen from the cooperation between teachers and students when carrying out POE learning assisted by google meet . Then the mastery of concepts and critical thinking of IVA grade students are in the good category because it has reached the minimum threshold.

Assessment is a part of the learning assessment phase of the teaching and learning process. It is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. However, many teachers need assistance in developing a suitable assessment system and instrument. Then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. This study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of X IPS 3 at SMAN 12 Semarang during the academic year 2018/2019. To construct project-based reading assessments, the researcher and the teacher collaborated. The module was revised based on expert advice until the main field testing was completed. The data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. The study discovered that when students were given project-based reading assessments, their scores increased. According to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. Students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. In conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity.

The research was conducted since there were many problems in reading ability which were correlated with students critical thinking. Some students who had critical thinking but their reading ability was low. It can be proved by the teacher given as test reading some students with critical thinking are able to understand a reading text well, but some students who do not think critically do not understand the reading text. Some students had good reading ability but critical thinking was low. It can be proved when students are given a reading test, there are some students who are able to read the reading text well, but their critical thinking is low so they can not do the exercises well. The design of this research was correlational research. The researcher was use the quantitative approach. The population of this research was all at the tenth grade of PPTQ Muallimin Pakan Sinayan which consist of 113. The sample was 23 students taken by class X IPA Pi. The research was carried out in May 2022. The instruments of this research were questionnaire and test for measuring students critical thinking and students reading ability at the tenth grade. To find out that the students critical thinking and students reading ability correlate or not, the researcher used the Pearson Product Moment Correlation Coefficient. There were two finding of this research. The first finding was a positive and significant correlation between students critical thinking and students reading ability at the tenth grade in PPTQ Muallimin Pakan Sinayan. It means that Ha was accepted and Ho was rejected. Second finding was a enough direction correlation between students’ critical thinking and students’ reading ability at the tenth grade of PPTQ Muallimin Pakan Sinayan. The researcher found that the coefficient of correlation between students critical thinking and students reading ability at the tenth grade of PPTQ Muallimin Pakan Sinayan was 0.603. In conclusion, this research was done for finding the correlation between students critical thinking and students reading ability at the tenth grade in PPTQ Muallimin Pakan Sinayan.

21st century education tends to train comprehensive human with a range of capacities and working skills in a collaborative environment and towards global citizens, with a particular emphasis on developing critical thinking for learners. People with high level of critical thinking can develop skills, abilities and core values that help them succeed in life. In education, however, critical thinking is not the only goal separate from other important components and it is seen as one of the most important competencies of learner to develop. There has been various ways, methods and techniques to develop critical thinking for students so far. One of those is the flipped classroom model which is used successfully in universities in US, Australia.... This paper aims to introduce such flipped classroom model and its use in the thematic teaching to develop critical thinking for students as well as provide an example for the use of this model in teaching the topic The use of cosmetics in school - Risks to be learned for grade 11 students.

This research focused on the factors that affect the instruction of creative and critical thinking at the upper elementary level, using the Lesson Study professional development approach as a tool in preparing teachers to create and foster a learning environment that promotes creative thinking, and critical thinking and problem solving skills in students. This research identified and analyzed emerging instructional practices that promote creative and critical thinking in students. This research was a case study that used qualitative and quantitative methods. Eighteen elementary teachers in fourth, fifth, and sixth grade in one rural/suburban school district were divided into a control group and an experimental lesson study group, each with three teachers from each grade level. All participants took part in semi-structured interviews, which provided qualitative data about how teachers definitions of and experiences with creativity relate to their teaching of creative and critical thinking skills, and the strategies and interactions teachers employ to foster students creative and critical thinking. All participants completed a Teacher Checklist for Creative and Critical Thinking Instruction (TC-C2TI), which provided quantitative data about how frequently teachers engage in practices that foster students creative and critical thinking. All participants attended an introductory training lecture on the topic of teaching for creative and critical thinking. The experimental Lesson Study group designed an exemplary lesson to promote creative and critical thinking, observed each other teach the lesson, and collaborated to revise and re-teach the lesson. Teacher feedback and observations provided further qualitative and quantitative information about the effectiveness of the Lesson Study approach. All participants completed the TC-C2TI and took part in an interview again at the end of the study. Findings showed no quantitative difference in frequency of practices between teachers in the control group and the lesson study group either before or after the Lesson Study. Lesson Study Observation Checklists indicated an impact of the lesson study discussion process on instruction within the Lesson Study group. Interviews revealed homogeneity in the methods, strategies, and climates teachers employ to foster creative and critical thinking. Findings revealed climates that promote creative and critical thinking are supportive of collaboration, trusting, and valuing of creativity. This study concluded that the instruction of creative and critical thinking is primarily influenced by four factors: the use of research-proven strategies that foster students creative and critical thinking, teachers own definitions of and experiences with creativity, participation in professional development activities that include dialogue and reflection such as the Lesson Study approach, and a school atmosphere that values, supports, and encourages collaboration and teacher-designed, student-centered instructional methods. This research recommends that educational practice includes building teachers background knowledge about creative and critical thinking, giving teachers practical, proven ideas that are easily implemented within the existing curriculum, and employing the Lesson Study approach as a professional development tool. This study also recommends further investigation of the stages of development of creative thinking for students, the stages of development in teaching for creativity and critical thinking, and differences between how creativity can be used by individual teachers and teams of teachers

Introduction. In the context of the availability of information containing misleading arguments, the prevalence of electronic devices and the Internet, there is the increasing demand for the ability to effectively navigate the information field, to establish cause-and-effect relationships, to formulate one’s own conclusions and to make informed decisions. Consequently, one of a modern university graduate’s key competencies is critical thinking, which influences students’ adaptation in society and their professional realisation. Critical thinking development is an urgent task in the process of mathematical education of students, who plan to work in areas directly related to the well-being of future generations.Aim. The current research aims to identify and test the methodological conditions that ensure the development of critical thinking of students – future biotechnologists in the process of teaching mathematics at the university. An additional task was the development of diagnostic tools aimed at assessing critical thinking skills.Methodology and research methods. The research involved 81 students of the Vyatka State University majoring in 19.03.01 Biotechnology training programme. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and the Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account the specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test.Results and scientific novelty. For the first time, on the basis of modern research, the features of the formation and evaluation of critical thinking of students – future biotechnologists in the process of teaching mathematics are presented. A number of methodological conditions, which ensure the development of this type of thinking, are formulated. The conditions clarify and expand the ideas about the system of mathematical training of bachelors-biotechnologists. Diagnostic tools were developed and tested. Its key feature is that the student does not work in a simulated environment, but on real problems. The intervention effectiveness based on the described conditions was confirmed by significant differences (Uemp.= 128 < Ucr.= 142; p < 0,01).Practical significance. The identified methodological conditions and the proposed diagnostic tools can be used to improve the mathematical training of future biotechnologists, as well as to optimise the process of teaching mathematics in order to develop the main components of critical thinking.

The purpose of this study was to investigate the effect of the P4C content approach on the meta-cognitive beliefs and critical thinking of students and experimental method with pre-test, post-test design. The statistical population consisted of all sixth grade elementary school students in Torbat-e Heidariye city who studied in the academic year of 2016-2017, of whom through cluster sampling and after screening, 50 students randomly divided into two experimental and control groups. Measurement tools included the Children's meta-cognition questionnaire (MCQ_C) (Bekaw et al., 2009, Modified by Qaderi et al., 2012) and the Sasu critical thinking Scale (2013). At first, both groups were tested. Then, for the experimental group, 10 sessions of 1 hour content approach of P4C was provided, and the control group did not receive any special training during this period. At the end, again from both groups received a post-test, Data were analyzed by SPSS software using multivariate covariance test and variance analysis, and the results showed that using content approach of P4C with 95% probability with metacognitive and critical thinking of students has a significant relationship, So that the average scores of meta cognitive beliefs in the experimental group after the practice of teaching philosophy have been significantly decreased, so average scores of critical thinking increased, if there is no significant change in the control group. Finally, the research hypothesis that the content approach of P4C has a significant effect on the meta-cognitive and critical thinking of male students in the sixth grade of elementary school students has been confirmed.

The article provides the author’s definition of the concept of «teacher critical thinking.» The potential of the academic discipline «Pedagogy» is revealed in the formation of critical thinking of students – future teachers. The possibilities of lectures and seminars in the development of critical thinking of students at a pedagogical university are outlined. Lectures allow you to demonstrate manifestations of critical thinking in the professional activities of a teacher: mechanisms for choosing methods, techniques, means of teaching and education, ways of constructing lessons and extracurricular activities. Seminar classes contribute to the development of students’ ability to detect the supra-situational problematic nature of a pedagogical situation, the formation of intellectual and personal qualities necessary for making pedagogical decisions. The logic of how students solve pedagogical situations is proposed, which contributes to the formation of critical thinking of future teachers: 1) orientation of students in the situation (analytical process), which becomes the starting point for determining the pedagogical task (constructive process); 2) obtaining information about the teenager (analytical process), on the basis of which the process of interaction with the teenager is organized (constructive process); 3) analysis of the achieved results (analytical process), leading to the determination of directions for further activities (constructive process). Examples are given of the formation of critical thinking of students – future teachers at lectures and seminars in the academic discipline «Pedagogy».

Indicators of the quality, competitiveness of general education are the educational results of students recognized in the world, corresponding to functional literacy, which includes, among other things, critical thinking of students. The purpose of the paper is to develop a technique for the development of students' critical thinking Critical analysis of the text and its rationale, a description of its practical application in the educational practice of a general education institution. Research methods include methods of theoretical and empirical research. The paper proposes the technique Critical analysis of the text, represented by a new list of questions, the rationale for which is carried out on the basis of 4 laws of logic, the criteria for selecting the content of education, which provide the possibility to develop techniques for the development of critical thinking of students. An example of using the technique "Critical analysis of the text" at the lesson of Conversations about the important issues is also given. An analysis of the achievements of experimental work related to the use of techniques for the development of critical thinking of students in the educational process made it possible to establish an increment in the experience of critical thinking of students, which gave reason to consider the developed techniques effective. The scientific novelty of the study includes the method of "critical analysis of the text", represented by a new list of questions developed on the basis of the theories of critical thinking and logic. The theoretical significance of the study is related to the substantiation of the list of questions for the "Critical analysis of the text" technique, carried out on the basis of the argumentation theory, with the development of criteria for selecting the content of education, on the basis of which it is possible to design multi-level tasks for the development of students' critical thinking. The practical significance of the results of the study is shown in the given example of using the method "Critical analysis of the text" in educational practice, in particular at the lesson of "Sport and Politics" ("Talk about the important"). The Critical Analysis of the Text method developed in the study, which determines the development of critical thinking of students, enriches the theory of pedagogical design and opens up new opportunities for its further development.