Active Critical Thinking Research Articles

Framework Brain-Based Learning: The Impact of Critical Thinking-Based Learning on Memory and Recall

<p>The research analyzes the potential of brain-based learning based on critical thinking on memory and memory. The purpose of this study is to produce a framework of brain-based learning methods, which integrate critical thinking in the learning process to students' memory and memory abilities. This study uses a qualitative descriptive method to collect and analyze data. Through literature review, relevant studies are obtained to produce a framework that can be implemented in learning. The findings suggest that brain-based learning, which centers on critical thinking activities, positively affects both memory retention and students' recall abilities. This research emphasizes the importance of incorporating critical thinking strategies into educational practices to improve learning outcomes. In conclusion, this study highlights the significant impact of brain-based learning on memory and recall.</p>

Practicality and Effectiveness of E-Worksheet Based on ExPRession Learning Model Activities to Train Critical Thinking Skills

Critical thinking skills are one of the essential abilities students must possess to face the developments in science and technology in 21st-century learning. The aim of this research is to describe the practicality and effectiveness of ExPRession-based e-worksheet activities in training critical thinking skills. The research design employed a pretest-posttest control group design. The research sample consisted of students from 12th-grade Science 1 and 3 at Public Senior High School Abung Semuli. Research instruments included observation sheets for lesson implementation, observation sheets for critical thinking activities, and critical thinking skills test sheets. Data on the practicality of learning were obtained through observations, while effectiveness data, in the form of critical thinking skills data, were obtained through pretest and posttest administration, and then analyzed using statistical formulas. Learning with ExPRession-based e-worksheets was deemed effective in training students' critical thinking abilities, as evidenced by the average N-Gain scores in the experimental group being higher than those in the control group. Based on these findings, critical thinking skills improved more significantly in the experimental group compared to the control group. Supported by the results of Independent Sample T-Test and Effect Size tests with a wide category, it can be concluded that ExPRession-based e-worksheet activities are effective in training students' critical thinking skills..

Analisis Kemampuan Berpikir Kritis pada Buku Bahasa Indonesia Kelas X Sekolah Penggerak dan SMK Pusat Keunggulan

Critical thinking has become a discussion in education as a skill that must be possessed by students so that learning activities properly direct assignment activities and questions that lead to critical thinking skills. Then in this study the aim was to describe the results of the analysis and evaluation of critical thinking in class X Indonesian books used in Sekolah Penggerak dan SMK Pusat Keunggulan. The research method used was content analysis supported by statistic descriptions. The instrument used is a critical thinking activity framework in language learning developed by Ilyas. Based on the results of the analysis, out of 220 assignment activities and questions, there were 137 (62.27%) activities that lead to critical thinking skills, consisting of requests (13.64%); exploring assumptions (14.09%); exploring reasons and proof (13.64%); exploring point of view or perspective (5.45%); exploring impacts, consequences, and alternatives (5.91%); formulate questions (0.91%); predict (0.91%); express agreement and disagreement (3.18%); and summarizing and concluding (4.55%). Based on the proportion of instructions or assignments, this Indonesian language book is sufficient to contain instructions for improving critical thinking skills. However, it takes the teacher's ability to direct learning so that the goal of increasing critical thinking can be developed.

Integrating Cardiovascular Engineering and Biofluid Mechanics in High School Science, Technology, Engineering, and Mathematics Education: An Experiential Approach.

Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9-11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1-5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future.

A Study on the Teaching Mode of Integrating Value Cultivation with Critical Thinking in the Listening and Speaking Course for English Majors

In order to solve the long-standing problems in English listening and speaking class, such as “Centralization of language knowledge and skills”; “Absence of critical thinking,” and “Separation of knowledge and affection”, this research put forward the model of Integrating Value Cultivation with Critical Thinking (IVCCT) (Note 1), which breaks through the traditional “Language-centrism” model. With values education as the core, this mode systematically cultivate the multi-competences in students, such as innovation, research, communication, cooperation and so on, through cross-cultural critical thinking activities, which will help the participants achieve the educational goals of integrating value shaping, knowledge transmission and competence cultivation.

Applying ChatGPT to tackle the side effects of personal learning environments from learner and learning perspective: An interview of experts in higher education.

This paper investigates the capacity of ChatGPT, an advanced language model created by OpenAI, to mitigate the side effects encountered by learners in Personal Learning Environments (PLEs) within higher education. A series of semi-structured interviews were conducted with six professors and three Information and Communication Technology (ICT) experts. Employing thematic analysis, the interview data were assessed, revealing that the side effects stemming from the learner and learning perspectives could be primarily categorized into cognitive, non-cognitive, and metacognitive challenges. The findings of the thematic analysis indicate that, from a cognitive standpoint, ChatGPT can generate relevant and trustworthy information, furnish personalized learning resources, and facilitate interdisciplinary learning to fully actualize learners' potential. Moreover, ChatGPT can aid learners in cultivating non-cognitive skills, including motivation, perseverance, self-regulation, and self-efficacy, as well as metacognitive abilities such as self-determination, self-efficacy, and self-regulation, by providing tailored feedback, fostering creativity, and stimulating critical thinking activities. This study offers valuable insights for integrating artificial intelligence technologies to unleash the full potential of PLEs in higher education.

Empowering the Future Transformative Education Practices in Myanmar

This research explores the landscape of transformative education in Myanmar through a quantitative study involving 300 participants across diverse educational levels. The demographic analysis reveals a balanced gender distribution and representation across primary, secondary, and tertiary education, providing a comprehensive understanding of transformative education's potential impact. Perceptions of the current education system highlight strengths in curriculum and infrastructure satisfaction but signal opportunities for improvement in technology access. Participants' active engagement in transformative practices, such as workshops, technology integration, and critical thinking activities, suggests a substantial foundation for transformative education. The implications call for targeted investments in technology, professional development for educators, and a reevaluation of curricular frameworks. Myanmar stands at the threshold of educational transformation, and this study serves as a call to action for collaborative efforts to propel the nation into a new era of empowerment and innovation. The limitations of the study are acknowledged, and future research is encouraged to delve deeper into transformative education dynamics in Myanmar.

Diagnosing Fraud at Decision Diagnostics: A COVID-19 Case Study

ABSTRACT This case is based on a real-world COVID-related fraud perpetuated by Decision Diagnostics Corporation in a management fraud scheme. In this case study, students perform financial statement and fraud triangle analyses. The variety of critical thinking activities in this case are appropriate for students in intermediate accounting and auditing courses. Students at two accredited midwestern and southern universities participated in this case study. We provide assessment information and implementation suggestions to interested instructors. Student feedback was positive about the learning outcomes of this case. Data Availability: Data available upon request.

Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance

We describe the implementation of Critical Thinking Activities (CTA) designed to encourage ‘critical thinking’ in an undergraduate engineering Fluid Mechanics course. Critical thinking can be a vague term both difficult to grasp and even more so to measure. Using a longitudinal case study we analyse quantitative and qualitative data collected over three years to explore the overarching question: “how do we know students have thought critically?”. We investigate and evaluate the quantitative data that emerged from students undertaking the CTA and the impact of this on their performance. The results indicate that students who performed well in the CTA achieved a final grade for the course of 5 or more (Credit, Distinction or High Distinction). Qualitative data from student feedback demonstrated that the CTA was a significant factor in reinforcing student learning, enabling us to identify areas of misconception and areas in which they could improve. While the study is situated in an engineering context at the University of Queensland, the paper is an exemplar of embedded and sustainable practice, is equally transferable to other disciplinary contexts.

Critical Thinking Activities to Improve Senior High School Students’ Speaking Skills

Many professionals emphasize the importance of teaching English with critical thinking skills, but implementation is still scant, especially in Indonesia ELT. This research investigates the use of critical thinking activities to teach EFL learners speaking skills, describes the challenges teachers and students face, and explains how they overcome them. Foreign Language Department Institute (FLDI) of the Boarding School at Probolinggo completed the research. This descriptive qualitative study used observation, interviews, and documentation for data. Three steps—reducing, showing, and concluding—analyzed the data. This study indicated that FLDI implemented critical thinking through speech, debate, and discussion. Those exercises engaged students throughout the process, allowing them to speak up and think critically. The research also revealed teacher concerns regarding student critical thinking, speaking, and boredom. Students also struggled in critical reading, speaking, and article writing. This study showed how teachers and students used icebreakers, reading and writing instruction, vocabulary memorization, and intensive engagement to overcome such challenges. This study encourages EFL teachers to provide comprehensive tasks to help students practice speaking and thinking. This study may also help EFL teachers and students with speaking issues.

Content Validity Analysis of Chemical Engineering Students’ Needs Questionnaires for English reading material based on critical thinking skills

This study aimed to evaluate the content validity of English reading material needs questionnaires for chemical engineering students based on critical thinking abilities. The ADDIE model was modified for the Research and Development (R & D) plan that includes this investigation. In the analysis phase, questionnaires are created to define the issue and pinpoint its origin. The questionnaires are divided into three sections. The purpose of the first section is to learn more about the individual identities of the respondents. The second part of the survey tries to find out respondents' levels of proficiency in reading English-language literature as well as their motivations for learning the language. The final section consists of six questions, including how crucial it is to engage in critical thinking activities in order to comprehend English texts, the importance of reading strategies, learning strategies, text types, and the teacher's role. Two experts validate the content of the research tools used for the requirements analysis tests. Gregory's formula is used to assess the expert judgments' data. The results of the study showed that both raters agree with the aspects of personal background, purpose of learning English, students' ability level, Critical thinking activities in understanding English texts, reading techniques, and learning techniques. Both raters also agree on the aspect of 'text types' and 'lecturer's role'. All of the items of the aspects of chemical engineering students' needs questionnaires for English reading materials development are valid and can be distributed without any significant revisions.

L'école et ses mots: c'était comment avant les déconfinements? Assorti d'un cortège de citations par Jean Pruvost

Reviewed by: L'école et ses mots: c'était comment avant les déconfinements? Assorti d'un cortège de citations par Jean Pruvost H. Jay Siskin Pruvost, Jean. L'école et ses mots: c'était comment avant les déconfinements? Assorti d'un cortège de citations. Champion, 2021. ISBN 978-2-38096-020-4. Pp. 325. My first observation begins with the title. What exactly is the author's project? What is a cortège de citations? What is its purpose? Pruvost's copious output in his diverse endeavors as an historical linguist, lexicographer, editor, columnist, and broadcaster leave little doubt as to his focus. This is a dictionary of terms grouped by semantic field relating to people, common nouns, and adjectives relating to scholastic terms. But it is far more. Although the terms Pruvost critically examines do contain definitions, they are elaborated by etymologies and examples of historical usage. Pruvost is winking as he presents the overly serious scholarly apparatus that accompanies the traditional dictionary entry. They become part of an etymological narrative that is characterized by wit and insight. After his announcement of semantically related terms (e.g., trousse, plumier; examen, brevet, baccalauréat), he sets into motion his cortège de citations. These begin with a réflexionnaire, a portmanteau of réflexion and dictionnaire, containing quotations from hundreds of literary, audio, and internet sources. In a self-reflexive move, I examine in more detail the entry Professeur(-e). Two examples from the réflexionnaire: Daniel Pennac, in his 2007 work entitled Chagrin d'école, writes: Il suffit d'un professeur—un seul—pour nous sauver de nous-même [sic] et nous faire oublier tous les autres. A more mature Pennac observes in his Comme un roman (1992): Très vite un professeur devient un vieux professeur. Pruvost's subsequent analysis of the etymology and usage of professeur(e) expands on the rubric: He performs his etymological "magic" in connecting professeur with fable. But sadism? What? In the form professeuse, we may remove the first syllable and play with the sequence fesseuse, "spanker." A brief internet search will confirm a strong association with sadistic practices. Who knew? This clichéd question introduces my highest praise for this book. With erudition and humor, Pruvost seduces—and surprises—the reader. My concern is always classroom applications of the books I review. In this case, I would focus on his réflexionnaire. These quotations, considered independently or juxtaposed with the remaining sampling, are poised for critical thinking activities. Examples: What does it mean to be a vieux professeur? Is it a question of age or experience? If it is the latter, what factors would account for such a (self-)designation? Have you experienced un vieux professeur in your estimation? In what way was he old? Pruvost often ends his entries with a playful synthesis of the themes and lexical items that appear in his text. A teacher of Roland Barthes had a pathological need for noisy outpourings from his students. Having caught on to this obsession, from time to time the students sadistically denied him this "pleasure." Ending on a positive note, Pruvost hopes that in this difficult time for teachers, students will all become [End Page 176] sadists. However, teachers are not his only audience. Anyone who has a deep curiosity regarding the ever-evolving state of the French language will find both scholarly and entertaining responses in their endeavor. [End Page 177] H. Jay Siskin University of California, Santa Cruz Copyright © 2023 American Association of Teachers of French

Exploring Critical Thinking Activities In Pre-Service English Teachers’ Lesson Plans

The objective of this research is to explore to what extent pre-service teacher uses critical thinking activities in their lesson plans. The research carried out pre-service teachers’ lesson plans during teaching practicum. The lesson plans analyzed are made by the pre-service teacher for the second grade in secondary school. The research embodied content analysis research to find out the critical thinking activities in pre-service teachers’ lesson plans. The results show nine of the eleven lesson plans have used thinking activities. The critical thinking activities contained in the lesson plan are essays, group discussions, student presentations, and analytical questions in their lesson plans. In conclusion, pre-service teachers provided various activities that contain critical thinking in their lesson plans with percentage 82%.

Socrates questions to optimize students critical thinking

The ability to think critically is one of the abilities that must be possessed by students in facing the rapid development of the times. Students' critical thinking skills can be developed through Socratic questions. This research is to find out 1) the types of Socratic questions used in learning and 2) whether Socratic questions can optimize students' critical thinking skills. The method used is a qualitative and quantitative approach with a pretest-posttest one group design. The research subjects were mathematics education students who attended linear algebra courses at Muhammadiyah Metro University. Data collection was carried out through observation and tests with descriptive qualitative and quantitative data analysis techniques. Socratic questions asked by lecturers in learning linear algebra include questions of clarification, investigative assumptions, reasons, investigative evidence, and beliefs. Socrates' questions can stimulate students' critical thinking activities to strengthen their understanding of concepts. Students' critical thinking skills increased in the medium category. The types of Socratic questions used in learning are distinguished based on three stages, namely in the introduction stage, the types of questions asked by the lecturer are clarification questions. At the core stage, Socratic questions include questions of clarification, investigative assumptions, evidence/reasons, and beliefs. And in the concluding stage, Socrates' question is a clarifying question. Socratic questions used in learning can optimize students' critical thinking skills. The results of this study are expected to be a reference for lecturers in applying Socratic questions in learning, especially in linear algebra courses.

MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN SMART MODEL UNTUK SISWA SEKOLAH DASAR

The purpose of the study was to determine teacher activities, student activities, critical thinking, and student learning outcomes after learning was carried out using the RESEARCH learning model. The subjects of the research were the 12th graders of SDN Pantai Hambawang Barito Kuala. The method used is a qualitative and quantitative approach with the type of Classroom Action Research. Qualitative data obtained from observation of activities, student activities, and critical thinking skills. Quantitative data obtained from learning outcomes, critical thinking activities, collaboration and student independence. This activity lasted for 4 meetings, with the results of the teacher's activity reaching a score of 30 with very good criteria. Observation of student activity reached a percentage of 83% with very active criteria. Students' critical thinking skills reach a percentage of 91% with very skilled criteria. Cognitive learning outcomes reached 100% (classical). Based on this research, the SMART model can increase teacher activity, activity, critical thinking, and student learning outcomes.

Mystery in the Crib: An Interactive Case Study Experience.

Nurses and nurse practitioners are often required to process vast amounts of information while caring for neonates. The ability to process available information, analyze relevance, and collaborate with others requires specialized knowledge and skills. Mystery in the Crib is an innovative, critical thinking activity where neonatal nurse practitioner students are presented clues in the form of historical, diagnostic, and clinical data. Students are required to critical appraisal available information, collaborate with others to develop a plan of care, and present findings and a plan of care. Students demonstrated an enhanced ability to synthesis relevant clinical information, effectively collaborate, and develop comprehensive plans of care. While designed for graduate students, this activity was adapted for undergraduate and clinical practice application. Critical thinking and collaboration activities such as Mystery in the Crib are versatile and can be utilized by other specialties, various disease processes, and by all levels of learners.

Mobile learning application: Infusing critical thinking in the EFL classroom.

The emergence of mobile learning applications facilitates the pedagogical approach to developing students’ critical thinking. However, there is a scarcity of investigation on mobile learning applications’ impact on developing critical thinking as the learning outcome. Thus, this study reports the effect of a mobile learning application, ‘English with Noni’, designed to infuse critical thinking instruction in EFL classes on students’ critical thinking level by employing a sequential explanatory mixed-method approach. A quasi-experimental study was conducted to examine the critical thinking level of 65 students of a junior high school in Jakarta, Indonesia, by administering a post-test assessed using a SOLO rubric. Semi-structured interviews to explore students’ responses from using the ‘English with Noni’ application and class observation contributed to the qualitative findings. The quantitative result showed that the critical thinking level of the experimental group using this application improved significantly more than the controlled group did. The qualitative result suggested that the experimental group had positive responses to using it. They confirmed that it was interesting. They also admitted that it contributed to developing their critical thinking (i.e., predicting, providing reasons, expressing viewpoints, finding alternatives, and making conclusions), language skills (i.e., listening, reading, and writing), and sub-skill (vocabulary). The findings imply that critical thinking activities and learning affordances provided in the ‘English with Noni’ application is a potential tool to enhance students’ critical thinking infused in the EFL class, especially during the COVID-19 pandemic situation, by emphasizing self-regulated learning.

EXPERIENCE OF APPLICATION OF MODERN TECHNOLOGICAL EQUIPMENT IN THE PEDAGOGICAL PROCESS AT THE DEPARTMENT OF SURGICAL DENTISTRY

The problem of the development of information and pedagogical technologies and the creation of conditions for the organization of training and creative activity of students is relevant today. The prerogative of higher medical educational institutions is the training of a qualified specialist, competent, responsible and capable of effective work in the profession at the level of world standards, ready for continuous professional growth and competitive in the labor market. The latest methods and technologies in the pedagogical field on the one hand provide social and professional mobility and a focused approach to the development of critical thinking and cognitive activity in students, also contribute to the effective organization of their independent work, self-improvement and self-education as a future dentist, help teachers themselves in professional and personal development.With the help of modern computer technologies it is possible to realize the creative educational potential of students, to acquire practical skills in educational and practical centers, as well as to develop the ability to independently find answers to a particular problem on the INTERNET network. The main task of higher education institutions is to teach students to independently acquire knowledge, to be able to organize their own work properly.
 The development of surgical dentistry today requires an increased level of knowledge of students of the Faculty of Dentistry. Future physicians need to master a significant amount of general and special sciences.
 On the way of integration into the system of European medical universities to increase the level of mastering the subject and improve the pedagogical process, the Department of Surgical Dentistry IFNMU offers to use in the educational process modern technology, the latest computer technology, master practical skills in special training centers.
 The organization of the educational and training-practical process at the Department of Surgical Dentistry of IFNMU is determined by material and technical, scientific-methodical and information support. Training of dental surgeons is carried out in combination of classical methods of teaching in high school with the latest teaching technologies, application of modern computer technologies in the educational process, mastering practical skills using phantoms and models, combination of teaching and educational work, research work of students in student research.
 With the help of modern computer technologies, educational and practical centers "Dentistry" a large scientific base at the Department of Surgical Dentistry IFNMU successfully manages to realize the creative educational potential of students, master practical skills and develop skills to work independently with scientific literature and find answers to other problems.

Augmented Reality Application: Current status, opportunities, and challenges of Indonesian secondary education context.

This article aims to investigate the studies about the implementation Augmented Reality (AR) in Education, particularly to have a closer look at the opportunities and challenges of AR application in Indonesian educational context. Finding of this study were analyzed through a synthesis research. The current empirical studies related to AR implementation in education were descriptively analyzed, and carefully synthesized. AR is one of the emerging technologies which has a big promise on teaching and learning. This study reveals that AR may offer a meaningful and engaging learning experiences because AR based learning can provide critical thinking activity with problem solving tasks. Furthermore, well-designed AR may situate a collaborative learning which can enhance students’ positive behavior and attitude. However, this essay also reveals some limitations of AR application need to be taken into consideration, especially when it comes to technological and learning issues. Consequently, AR may not be the ideal solution for all learning settings, yet the ongoing development of AR technology on handheld mobile devices offers a big optimism for future learning. It is highly expected that the vast development of AR may positively influence learning and become more significant in the future.

Implementasi Model Taman Ceria Berbasis Multimedia Interaktif untuk Meningkatkan Keterampilan Berpikir Kritis

Students' critical thinking skills become the determining factor of the success of learning activities and student learning outcomes. But the fact is tha activity and critical thinking skills of students are still low which affected on student learning outcomes. From these problems, the combination of the Taman Ceria Model was used in this study to become one of the best solutions. The aim of this study was to describe and analyze students' critical thinking activities. The type of research is Classroom Action Research (CAR). The subjects of this study were fourth grade students of SDN Kuin Selatan 1 Banjarmasin. The type of data in this study is quantitative data obtained through measurement techniques with written tests, and qualitative data obtained by student activities. The results showed that in the critical thinking aspect, students achieved 89% results for the skilled and highly skilled criteria. It can be concluded that the critical thinking aspect of students at each meeting increases and the hypothesis can be accepted. For teachers, this research is expected to be taken into consideration in using learning models in increasing students' critical thinking activities and skills which have an impact on improving student learning outcomes.