Analytical Thinking Research Articles

Analisis Hasil Belajar Siswa Kelas V SD Pada Mata Pelajaran IPAS Dalam Metode Pembelajaran Small Group Discussion

This study aims to determine how the learning method of small group discussion on the learning outcomes of grade V students on IPAS learning materials. Seeing the many kinds of learning methods that have been used in this learning process, the focus of study in this study is to answer whether the small group discussion learning method can improve student learning outcomes in IPAS lessons. This research is a qualitative method where the author uses a phenomenological approach. The subjects in this study are teachers and children in elementary schools. The subject is a teacher who teaches IPAS subjects in grade 5. As for the subject of elementary school children, they are high school students who are grade 5 students. The Small Group Discussion method in IPAS learning at SD 4 Gondangmanis has been positively proven. Students showed high interest, increased understanding of the material and were able to work well together. This method helps students receive and understand complex material, as well as develop critical and analytical thinking skills. Strategies used include fair division of groups and the use of roles within groups. The positive impacts seen were the development of collaborative skills, increased student engagement, improved critical thinking, and better understanding of concepts. Teachers' motivating factors in applying this method were reducing students' selfishness, encouraging their courage in expressing opinions, and improving students' ability to discuss and teach their peers. The challenges faced were students who did not want to make friends with other students and differences of opinion within the group. Teachers overcame these challenges by providing an understanding of the importance of friendship and teaching how to manage differences of opinion.

Peer feedback and learning: a case study with 8th-grade Portuguese students

ABSTRACT This research explores the contributions of peer feedback to student learning, in the context of peer assessment. The study involved a class of 20 Portuguese middle school pupils and used document analysis, interviews, and a questionnaire to collect data. Peer feedback was identified as the key factor driving improvements in pupil performance, due mainly to its key role in identifying improvement points, but also because it is viewed as more open and understandable. Lower performance pupils seemed to benefit more from peer feedback, while high-achieving pupils demonstrated a more autonomous improvement through independent work and feedback exchange, fostering analytical skills, critical thinking, and autonomy. All pupils, however, exhibited improved feedback provision, indicating the overall development of analytical skills. Oral peer feedback was viewed positively by pupils, facilitating understanding, despite concerns about potentially harming peers’ work. Peer assessment emerges as a catalyst for personal development and autonomy, impacting self-regulation, motivation, responsibility, and resilience.

Validation of the Scientific Reasoning Competencies Instrument: Relationships with Epistemological Beliefs and Analytical Thinking

AbstractScientific reasoning competencies (SRC) are an area of competence emphasized in science education and are considered essential in the world of 21st Century skills. Developing these competencies is important for all levels of education, from primary school to university. However, to accurately measure them, measurement tools with validity and reliable evidence are needed. The current study was conducted with two different sample groups. In Study-1 (n = 155), the SRC test consisting of 21 items was adapted into Turkish, and evidence of its validity and reliability was presented. To this end, the Turkish adaptation of the SRC test, which was previously developed and tested for validity in different languages, was conducted in a sample of primary school teacher candidates. In Study-2 (n = 483), the relationship between SRC and epistemological beliefs and analytic thinking skills was examined. Regression analysis showed that epistemological beliefs and analytic thinking were significant predictors of SRC. The study and discussion offer implications for future research on the relationship between SRC and other thinking skills not examined in this research.

Digital mind and human consciousness: integration of digital technology in shaping learning experiences

Introduction. As education evolves in the digital age, integrating technology into teaching and learning has become pivotal. This digital transformation carries profound implications for youth experiences and cognition warranting extensive research. This study aimed to elucidate the impact of embedded digital technologies and online tools on learning experiences and consciousness among Kazakhstani and Turkish youth. Specifically, it sought to examine the relationship between key variables and interpret the findings through robust philosophical frameworks spanning critical theory to pragmatism. Study participants and methods. The study surveyed 90 bachelor's and master's students from reputable Kazakhstani and Turkish universities, examining the relationship between digital integration, online tools, learning experiences and human consciousness. Quantitative analysis entailed correlation and regression techniques. Robust philosophical frameworks spanning critical theory to axiology anchored the investigation. The results. Strong positive correlations emerged between all variables – learning experiences, online tools, digital integration and human consciousness (range of r = 0.660 to 0.834). This tight alignment implies technology integration fundamentally transforms education by enabling more interactive, creative and personalized learning. Likewise, extensive online tool use strongly associates with peer collaboration, global awareness and analytical thinking, suggesting enhanced cognition. However, ethical risks around misinformation and critical analysis diminishment must be addressed. Regression analysis further evidenced the significant positive impact of digitalization on consciousness (p < 0.001), underscoring its promise. Yet equitable governance is essential to ensure prudent oversight alongside optimization. Overall, given judicious and ethical implementation, embedded digital tools demonstrate immense potential to enrich diverse student experiences and minds. Conclusions. This pioneering analysis enriches philosophical understanding of how embedded digital tools are transforming youth learning and minds. The robust correlations substantiate prevailing assumptions that judicious technology integration fundamentally expands interactive, creative education opportunities aligned with students' needs and interests. The findings also reinforce sociocultural notions of peer socialization in virtual environments catalyzing enriched consciousness. However, risks around misinformation and critical analysis diminishment temper techno-utopian visions, compelling context-attuned governance frameworks. Key contributions include illuminating these complex dynamics and ethical dimensions within Muslim-majority nations. Overall, the research carries profound practical implications for pedagogical digital competence models, assessment mechanisms, and proactive policies prioritizing equitable access and ethical digital literacy. As education evolves for digital native generations, optimizing technology’s merits while mitigating its risks remains an imperative, multifaceted challenge.

Философия языка А.М. Деборина

The article is devoted to one of the little-known episodes of the scientific life of the famous Soviet philosopher Academician Abram Deborin. The author will analyze his works on linguistics. In the mid 1930s. Abram Deborin enthusiastically set about creating his own linguistic and philosophical concept of the origin of language and thinking on the basis of Nikolai Marr’s “New theory of language”. He developed and supplemented this doctrine, building a complete philosophy of language. Marr’s doctrine correlated with the Marxist-Leninist worldview of Abram Deborin, and also corresponded to his adherence to the doctrine of Hegel. The focus of the article is the book The New Doctrine of Language and Dialectical Materialism (1935), as well as his other works that deal with questions of linguistics. Developing the ideas of Marr, the Soviet philosopher strengthened his Marxist argument and resolved some of the contradictions of Marrism. He left aside the insignificant linguistic aspects of Marrism, which had nothing to do with philosophical problems. Abram Deborin became the first author of works on linguistics written from the standpoint of the “New theory of language”, and he was the only one to remain so. After the famous discussion on linguistics in 1950, when Joseph Stalin came out with the work Marxism and Problems of Linguistics, in which Marrism was crushed, Abram Deborin was forced to repent of his mistakes, demonstrating his rejection of the “New theory of language”. However, the scientist did not abandon the important idea of Nikolai Marr about the transition from synthetic thinking in primitive society to analytical thinking in class society. This idea was developed in his works at the junction of philosophy and linguistics, written after 1950. In this period particularly developed in his philosophy of language was the idea of the coincidence of opposite meanings in one word expressing some concept of the human protolanguage.

The effectiveness of a project- based learning strategy in developing some analytical thinking skills for a kindergarten child

The effectiveness of a project- based learning strategy in developing some analytical thinking skills for a kindergarten child

Fake News and the Individual. Personal Characteristics Which Influence What We Choose to Believe

"As the phenomenon of fake news continues to increase and spread throughout the world, there is a need to understand how individual characteristics influence the propensity to believe in fake news. In this systematic review, we performed a search of relevant databases for scientific studies published starting with 2016, the year this term became mainstream, 2024. After applying inclusion and exclusion criteria, we selected ten studies, which showed that higher extraversion is related with an increased belief in fake news, while agreeableness, conscientiousness, and open-mindedness tend to protect against believing in fake news. A heightened state of emotionality (either negative or positive) is another individual characteristic which predisposes people to believe fake news. High intelligence individuals, but especially individuals with high analytical skills, who often use deep reflection (instead of their intuition/gut feeling) when processing information and making decisions, are the most protected when it comes to believing news that is not true. Keywords: fake news, intelligence, personality, analytic thinking, emotions"

ROLE OF PROBLEM EDUCATIONAL TECHNOLOGIES IN TEACHING PEDAGOGICAL SCIENCES

This article describes the main features of the development of problematic teaching technologies in pedagogical sciences. The essence of problem-based education, today's pedagogic researches and the relationship to the opinions of researchers regarding problem-based education in the educational process are given. The importance of problem-based educational technology in developing critical and analytical thinking skills of students is analyzed.

الشك العلمي: عندما تتحول الهواجس العربية إلى ظاهرة عالمية.

The study underscores the pivotal role of education in addressing scientific skepticism and countering conspiracy theories prevalent in the Arab world and beyond. Education stands as a cornerstone in fostering critical thinking and rationality, crucial for discerning between information and misinformation. This research sheds light on the adverse effects of totalitarian regimes that stifle critical thought to perpetuate their authority. The global academic community is urged to advocate for educational curriculum reforms aimed at instilling a culture of inquiry and analytical thinking. Emphasizing scientific education and critical thinking is crucial in countering political conspiracy theories and skepticism toward scientific knowledge. Education stands as the antidote to countering scientific ignorance and cognitive biases often exploited by failing regimes in developing countries to justify their shortcomings. The research explores several critical questions: How can educational methodologies be redesigned to nurture critical thinking and combat intellectual ignorance in Arab societies? How can the emphasis on reliable evidence and scientific facts be amplified in decision-making processes, particularly concerning issues like the COVID-19 pandemic? To what extent is skepticism towards scientific studies a global phenomenon, and what are the underlying contributory factors? What impact do conspiracy theories have on the public's perception of scientific facts, and how can education and media literacy address this impact? Reforming educational curricula is imperative, redirecting them towards scientific methodologies, critical thinking, and inquiry-based learning. Such reforms are pivotal to combating intellectual ignorance and advancing scientific reasoning within societies.

Understanding the AI Integrity in Academic Excellence: Bangladesh Perspective

Artificial Intelligence (AI) and Machine Learning (ML) are revolutionary tools that have opened up a new technology-driven horizon in academic learning to enhance and accelerate the higher education journey. This article describes and discusses the convergence of academic integrity and AI, both of which are fundamental to our intellectual environment. An effective approach to AI-integrated learning can balance the use of AI-generated tools and techniques to stimulate students' creativity, analytical thinking, and real-life observation. As we strive for academic excellence, it is essential to integrate AI in academics and all other spheres of development with balance and rationality, through appropriate policies and regulated ethical and value-based use. Educational institutes should have many open platforms to discuss, debate, and smoothly integrate AI technology into academic practices while maintaining the integrity that underpins our scholarly pursuits. Investing in academic and policy debates and discussions regarding the ethicality of AI applications can create a brighter future for academia. This will allow us to leverage the power of AI to advance our knowledge and understanding and to build a stronger nation with greater impact.

Οι απόψεις των εκπαιδευτικών για τη χρήση του podcast στην εκπαίδευση και η επίδραση του στους μαθητές γυμνασίου: Έρευνα σε Γυμνάσια της Β. Ελλάδας

The purpose of the research is to examine the opinions of secondary school teachers on the use of podcasts in education and its effect on students. A questionnaire survey was conducted on a sample of 150 secondary school teachers teaching in high schools in Northern Greece. The sample was approached on the basis of convenience sampling. The survey found a higher level of positive attitude of teachers towards the use of podcast in education. It was also found that Podcast can motivate students by making the lesson more interesting, without space-time limitations of accessing the content. Also, a positive effect of the podcast on the acquisition and upgrading of language skills was found. Another positive point highlighted is that it does not lead to student isolation. However, educators feel that podcasting can contribute to students" overall experience and in-depth analytical thinking to a small extent. This means that further training of teachers regarding the podcast in the educational process for them should be done. However, further research is needed to investigate the effect of various factors on the suggestion and actual utilization of podcast in the educational process, as well as in a larger sample of teachers and more representative of the population.

Internalisasi Konsep Burhani dalam Pembelajaran: Strategi peningkatan Nalar Kritis Siswa

Current education shows that students' critical thinking skills are often underdeveloped due to learning approaches that focus more on knowledge transfer than exploration and problem solving. Burhani epistemology, which emphasises rational and analytical thinking, offers an alternative approach that can improve students'ccritical thinking skills. This study aims to examine how the internalisation of burhani epistemology in learning can improve students' critical thinking skills. The research method used is a qualitative approach with the method of documentation study and literature analysis. The research was conducted by analysing literature review and document analysis of teaching materials. Qualitative data was analysed using thematic analysis techniques. The results showed that the internalisation of burhani epistemology in learning improves students' critical thinking skills. Through the implementation of the burhani concept will have a positive impact on the development of students' reasoning power, learning that involves rational and examination of a problem, the function of reason will automatically be wide open. Through the concept of burhani reasoning, thinking and study are carried out comprehensively on the verses of the Qur'an, of course it can minimise the occurrence of blind taklid to religious teachings, for that learning through the burhani concept will give students more freedom in making discoveries and giving birth to new theories in learning activities. The results of the study confirm that the internalisation of burhani epistemology in learning can have a positive impact on the development of students' critical thinking skills. Recommendations for wider application of this concept as well as training for teachers in the burhani method are suggested to improve the quality of education and maximise students' intellectual potential.

The effectiveness of a program based on constructive learning in developing analytical thinking skills and functional expression among female secondary school students in the Republic of Yemen

The effectiveness of a program based on constructive learning in developing analytical thinking skills and functional expression among female secondary school students in the Republic of Yemen

Bion’s Transformations and Clinical Practice

Wilfred Bion’s contributions to psychoanalysis are numerous: his early work on the psychology of groups that grew out of his experiences in the first World War; theories and work on the treatment of psychosis with Melanie Klein and later psychoanalysis with her; and the beginning of his own theoretical and clinical ideas, which nurtured analytic thinking and treatment approaches beginning in the mid-1960’s followed by his relocation to the United States (1967). Bion’s thinking can be deceptively simple, such as his statement that his third book, Transformations (1965), considered by many as exceptionally dense, is about “the communication of both patient and analyst about an emotional experience” (p. 29).

Okul Öncesi Eğitimde Teknoloji Kullanımında Rol Model Olarak Dijital Ebeveynlik

Preschool education is an educational process that is given with the arrival of children into the world, first with the support of the family and then with the support of the school. In this educational process, which addresses the cognitive, linguistic, social-emotional, psychomotor and self-care skills of the child, it is necessary to use the innovations brought by the age by adapting them to current life. It is seen that technology, which has an important role in current life, has become an indispensable element for today's child, who is considered a digital native, and his orientation towards the use of technology. Technological devices that exist in all areas of life have inevitably become an indispensable element in the life of children in the preschool period. Technology offers various possibilities for many areas of interest of the child. Technology, which offers numerous opportunities for playing, having fun, exploring and learning activities, can make a positive contribution to children when used correctly. It can be useful in preparing children for school in the preschool period. However, the widespread use of technological tools facilitates access and sharing of information and provides positive contributions such as problem solving, analytical and creative thinking, having fun, peer communication, while also leading to an increase in situations that may pose a risk to children and negatively affect them. For this reason, the family should strive to be a good role model in the use of technology by the preschool child. Preschool children who are developing rapidly may sometimes not realize their wants and needs or may not be able to express themselves as they are. In this regard, the adults and the school in the immediate vicinity come into play, enabling the child to get to know himself and discover his abilities. In order for a child to achieve success, these behaviors need to be known, reinforced and supported by his teachers at school and by his parents at home. Key Words: Preschool Education, Technology Use, Digital Parenting

How Prospective Mathematics Teachers Do Computational Thinking (CT) Task? : An Analysis Of CT Prior Knowledge

The purpose of writing this article is to find out about the initial Computational Thinking ability of prospective mathematics teacher students. This is because the 21st century demands changes in human resources (HR) to be more superior and competitive. Excellent and competitive human resources require the ability of Computational Thinking (CT), because it can help a person develop critical, creative, and analytical thinking skills in solving complex problems, both in the context of computing and everyday life. Improving the quality of human resources cannot be separated from the implementation of education in preparing this requires an educator who has the capability to be able to provide good and effective learning. Students that are expected to become professional teachers in the field of mathematics education in the future must have good CT ability. So, the condition of prior CT ability of Tadris Mathematics Education students as mathematics teacher candidates needs to be investigated. The method used in this article is qualitative research with a descriptive approach, with the aim of describing the prior CT abilities of prospective mathematics teachers, namely Tadris Mathematics Education students. Based on the analysis of the answers and further interviews of students which are prospective mathematics teachers, it is concluded that the CT ability is still low and not good, especially in the indicators of pattern recognition, algorithms, abstraction and generalization. So it is necessary to develop a learning or approach that can improve the CT ability of prospective mathematics teachers.

Pengembangam Modul Ajar Fisika Berbasis Literasi Sains untuk Meningkatkan Kemampuan Berpikir Analisis Peserta Didik

This research is a type of R&D research using a 4D model. The 4D stages include define, design, develop, and disseminate. This research and development aims to analyze the validity of the content of the developed science literacy-based physics teaching module design, analyze practitioners' assessments of science literacy-based physics teaching modules, and analyze the effectiveness of using science literacy-based physics teaching modules to improve students' analytical thinking skills. Based on the results of the analysis, it can be concluded that the science literacy-based physics teaching module developed based on expert assessment using the Aiken V index analysis is declared valid and feasible to use with a little revision, the science literacy-based physics teaching module in terms of practitioner (teacher) responses for all aspects obtained an average score percentage of 86% which is on very good criteria, and the effectiveness of using science literacy-based physics teaching modules is obtained from the results of tests of students' analytical thinking skills as many as 77% of students are on an N-gain score of 56% or with effective criteria where this means there is an increase in students' analytical thinking skills in physics learning.

Swiping more, thinking less: Using TikTok hinders analytic thinking

The rapid rise and widespread use of short video applications (SVA) have significantly reshaped our understanding of social media, technology, and human social behavior. Particularly among young users, frequent social media usage and continuous swiping through endless video feeds have become pervasive phenomena. Using dual-process theory, this experimental study explored the psychological consequences of using SVA from two studies. Our findings contributed to the understanding of the cognitive implications of SVA use in young adults in the following ways. Watching short videos predicted less analytic thinking that could go beyond initially flawed intuitions in reasoning (Study 1). Additionally, the process of swiping through the short video feeds, rather than the video content itself, negatively influenced users’ propensity to think analytically; and the decreased positive affect mediated the effect of TikTok usage on analytic thinking (Study 2). These results showed that users should be aware that the common daily leisure activity of using short video applications increases one’s inherent tendency to fast and automatic thinking processing, which can impair their judgment and decision-making in other tasks, such as information discernment. This study indicated the negative implications of artificial intelligence agencies for young adults’ thinking processing in psychological and social domains.

Development оf Special Intellectual Abilities of Education Applicants to Study the Fundamental Sciences: The Main Advantages

The purpose of the article is to present the peculiarities of the development of special intellectual abilities of education applicants to study the fundamental sciences. The article emphasizes that the development of special intellectual abilities of education for the study of fundamental sciences has its own peculiarities, which is reduced to the choice of individual approach, enrichment of knowledge, development of creative abilities, study of relevant methods of teaching, intellectual and emotional support. The research methodology is based on the fact that the main individual methods and forms of work that can be used for the development of intellectual abilities include individual consultations and mentoring, individual projects, individualized training program, mentoring, organization of intellectual competitions at the all – Ukrainian and international levels. Scientific novelty is that the study of fundamental sciences requires the education of analytical, critical and creative thinking. Special teaching methods should contribute to the development of intellectual abilities of education applicants. Working in small groups, project activities, laboratory work, practical classes are just a few examples of methods that are effective for such development. Yes, special teaching methods contribute to the development of intellectual abilities of the applicants. At this stage, it is important to understand the peculiarities of using interactive teaching methods, individual approach, game methods of teaching, modern technologies. The fundamental sciences are a key component of education, contributing to the development of intellectual abilities of students in general secondary education. Their study stimulates critical thinking, analytical skills, and the ability to solve complex problems. The development of special intellectual abilities is a necessary prerequisite for effective study of fundamental sciences.

Application of Project-Based Learning and Discovery Learning in Virtual Media on Analytical Thinking Skills for Animal Classification

This study aims to determine the characteristics of project-based learning and discovery learning virtual media on animal classification material and test the effectiveness of project-based virtual media discovery learning on animal classification material on analytical thinking skills. This research is a mixed type of research. The research design used is the exploratory sequential design, using qualitative data analysis as the initial stage and then used as a direction to determine the formulation of research problems, samples, and quantitative data collection methods, followed by the development of virtual media instruments based on project-based learning and discovery learning. Quantitative methods are applied using quasi-experimental research. The study design used a nonrandomized control group and a pretest-posttest design. The treatment class uses PjBL-based virtual media Iimplementation, the control class uses a virtual media discovery model-based. The test instrument used is an essay question to measure analytical thinking skills adapted from Brookhart. Data analysis using ANCOVA (p = 0.05%) with prates as covariates. The result of the differences in the characteristics of project-based learning and discovery learning virtual media lies in the syntax of learning models, virtual activities, work produced, and attitudes developed. The feasibility test results of both virtual media were declared suitable for use. The results of ANCOVA showed that project-based virtual media learning is more effective in improving analytical thinking skills than discovery-based virtual media learning.