Critical Thinking Skills Of Students Research Articles

The Development of Modeling Physics Learning to Improve Critical Thinking Ability of Student

The low critical thinking skills of students in fundamental physics courses require an innovative learning model which is the main background in this research. This study aims to (1) know the description of the development of modeling physics learning (2) determine the validity of modeling physics learning to students' critical thinking skills. This type of research is Research and Development with a development model referring to the Wademan and Mckenney model. This research procedure includes preliminary studies, hypothetical model development, model operationalization, and model implementation. Collecting research data using validity assessment techniques and tests of physics competence and critical thinking skills. The data obtained were analyzed by descriptive quantitative. This research shows that (1) Modeling Physics Learning has five phases, namely submission and identification of problems with physical phenomena, provision of prerequisite information, physics modeling, finding solutions, evaluating processes and solutions, (2) The PPF learning model developed in this study is declared feasible because it fulfills the criteria of validity and effectiveness.

The Effectiveness of Application Discovery Learning Model of Multiple Intelligences-Based on Science Critical Thinking Skills in Grade V Elementary School Students in Buton Regency

This research was conducted based on the results of observations and interviews on the low critical thinking skills of students in elementary school cluster 9 Pasawajo sub-district which had an impact on student learning outcomes. The purpose of this study was to analyze the differences in the effectiveness of the multiple intelligences-based discovery learning model with the discovery learning model on the science critical thinking skills of fifth grade elementary school students. This type of research uses quantitative methods with a quasi experimental design that applies experimental and control classes. Data collection techniques were carried out by observing, giving tests, student response questionnaires and documentation. The samples of this study were the fifth grade students of SDN 113 Buton as the experimental class and the fifth grade students of SDN 91 Buton as the control class. The research instrument was conducted by first analyzing the results of the test trials including the validity of the reliability, the level of difficulty, and the differentiating power of the questions. The data analysis technique used was normality test, homogeneity test, completeness test and hypothesis testing using independent sample t-test after which the gain test is carried out. The results of the study can be concluded that there was a significant difference in the effectiveness of students' critical thinking skills between the multiple intelligences-based discovery learning model and the discovery learning model. The results of the average difference test using the independent sample t-test obtained a sig value. (2-tailed) the experimental and control classes were 0.000 < 0.05, so Reject H0 which means that there are differences in critical thinking skills. The results of classical completeness using the Z test obtained that the experimental class achieved more than 75% completeness and the control class was less than 75%. The data results from the experimental class gain test obtained a gain value of 0.56 higher than the control class with a value of 0.42 even though both classes were in the medium gain category, but the experimental class increased higher than the control class. Keywords: discovery learning Model, multiple intelligences, critical thinking ability, learning science.

Enhancing Health Care Education and Practice Post COVID

Enhancing Health Care Education and Practice Post COVID

Читання художніх творів як засіб формування умінь критичного мислення студентів-філологів ЗВО

Background: Radical changes of the present day life challenge the higher educational community to help the student develop into a personality ready to actively and creatively perceive information, to optimally apply the necessary type of mental activity, to analyze information, to have independent opinion and to defend it, to apply the acquired knowledge. This research investigates the efficiency of reading literary texts critically with the purpose of building critical thinking skills of students. Purpose: The article aims at defining ‘critical thinking, specifying the distinctive features of literary texts the criteria applied to select the texts to be an effective tool in building critical thinking skills and suggest a sample set of assignments to help students improve their critical thinking skills. Methodology relies on the critical analysis of the available research on the topic as well as of the authors’ experience in using literary texts to teach critical thinking. Results and discussion: Reading literary text has proved to build students’ critical thinking skills, help develop both personally and professionally. The authors of the article offer a practical set of assignments to build students’ critical thinking skills through reading literary texts. These tasks are based on the critical thinking model by Lindsay Clandfield and correspond to the traditional stages resorted to when working with the text (Before reading, While reading and After reading). Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes.In further research, it is necessary to experimentally verify the effectiveness of the critical reading of the literary texts to build critical skills with university language students.

THE EFFECT OF THE FLIPPED CLASSROOM LEARNING MODEL ON STUDENTS' CRITICAL THINKING SKILL IN ECONOMICS SUBJECT

This study aims to determine the effect of the flipped classroom learning model on the critical thinking skills of State Senior High School 3 Sragen students. In conducting the research, the researchers used an experimental method (one-group pretest-posttest design). The sampling method was conducted by using a random sampling simple technique and was participated by 36 students. In analysing the data, SPSS version 21 was used to examine the significance of the differences in the results of the pre-test and post-test data. Based on descriptive analysis, the result shows: (a) the average critical thinking skill of students before using the flipped classroom learning model was 44.60 (sufficient category) and after using the flipped classroom learning model was 82.12 (very good category). Furthermore, based on inferential statistics using the paired sample t-test, the results of Sig. (2-tailed) = 0.000 < 0.05. In conclusion, using the flipped classroom learning model affects the critical thinking skills of State Senior High School 3 Sragen students.

Critical thinking: student-centred teaching approach and personalised learning, as well as previous education achievements, contribute to critical thinking skills of students

Critical thinking: student-centred teaching approach and personalised learning, as well as previous education achievements, contribute to critical thinking skills of students

Critical Thinking Skills of Students in Solving Mathematical Problem

Mathematical critical thinking skills are one of the essential skills in the 21st century. However, in reality, many students still do not have good mathematical critical thinking skills. This is because the teacher has not been able to process students' critical thinking in mathematics. Most teachers only teach mathematical concepts without seeing how the students' critical thinking processes in solving mathematics problems are given. Therefore, it is necessary to know how the critical thinking process of students so that teachers know what strategies should be applied in the classroom. This study aims to (1) describe the critical thinking skills of students in Grade 8 in solving a system of linear equations in two variables (SLETV) and (2) identify the components of critical thinking in students. It is a study with a qualitative descriptive approach. Three indicators are used as the basis, namely analyzing, evaluating, and drawing a conclusion. As many as 32 subjects were involved (14 males and 18 females). The research instrument was a test with three problems containing three indicators. Data were collected through test and interview methods, and triangulation was done to compare the outcomes between tests and interviews. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that: (1) critical thinking skills of students are classified 'low'; (2) students' ability in concluding, as one indicator of critical thinking skills, is lower than other indicators.

META-ANALYSIS BACKGROUND OF COLLABORATIVE LEARNING IN SCIENCE LEARNING

This meta-analysis study aims to determine the background of collaborative learning in science learning. The sample used was purposive sampling related to research on the background of collaborative learning in natural science teaching and learning processwith seventeen research samples. Six classes actions will be used as samples to find the background for the application of collaborative learning in science learning, while the other 11 plus 6 existing classroom action studies were used as supporting materials for the background. Results based on a meta-analysis study, it was found that 29.40% of collaborative learning was motivated by the lack of students' social skills. In addition, there were also 6 problems that underlie related or emerging studies, including the lack of absorption and mastery of student learning, passive students, low student motivation, lack of innovative learning strategies, lack of innovative learning media, lack of social skills of students, low critical thinking skills of students.

Development of Discovery Learning Student Worksheets to Improve Students' Critical Thinking Skills in Chemical Balance Materials

This study aims to determine the quality of Discovery Learning Student Worksheets to improve students' critical thinking skills and increase students' Critical Thinking Skills on chemical equilibrium material. This study uses research development methods with the design of the Borg and Gall models. The samples in this study were 140 students of Al-Falah Islamic Senior High School Aceh Besar to develop Student Worksheets and 61 people of IT Al-Fitiyan Senior High School to implement Discovery Learning Student Worksheets. The instruments used were questions and student response questionnaires. The data analysis technique uses the percentage equation and analysis of students' critical thinking skills improvement using the N-gain equation and independent-sample t-test. The results showed that the quality of the Discovery Learning Student Worksheets could improve students' critical thinking skills on chemical equilibrium material, as evidenced by the results of the quality assessment of the Discovery Learning Student Worksheets from the validation results obtained an average of 79% with a decent category. The analysis of students' critical thinking skills proves that there is a difference in the average critical thinking skills of students before and after applying the Discovery Learning Student Worksheet on chemical equilibrium material with a Sig value. (2-tailed) < 0.05. The results obtained prove that the use of Discovery Learning Student Worksheets is better than conventional Student Worksheets in improving students' Critical Thinking Skills

Project Based Blended Learning and Independent Learning on Critical Thinking Skill

This study aimed to determine the effect of the project based blended learning and independent learning of critical thinking skill. The study used the quasi-experimental research method in the 2x2 treatment by level model. The subjects of this study were vocational high school students in Grade 10. The samples were divided into two groups; one group learned through the project based blended learning model with 73 students while the other group learned through the blended learning model with 74 students. Both groups were then given an independent learning test to divide students into categories of students who had high independent learning and students who had low independent learning. The research showed that the critical thinking skill of students who learned through the project based blended learning models was higher than those who learned through only blended learning models. Also, the critical thinking skill of students who had high independent learning was greater than students who had low independent learning. The results of the hypothesis test indicated that there is a significant difference in critical thinking skill between students who learned through the project based blended learning model and students who learned through the blended learning model, and there is a significant interaction effect between learning models and independent learning on critical thinking skill.

Model pembelajaran auditory intellectually repetition terhadap peningkatan kemampuan berpikir kritis matematis siswa

The purpose of this study was to determine the mathematical critical thinking ability of students who were taught using the Auditory Intellectually Repetition learning model was better than the mathematical critical thinking skills of students who were taught through a scientific learning approach. This study uses a quantitative approach and the type of research used is quasi-experimental research. The population in this study were 11th grade students of SMA Negeri 5 Simeulue Barat, the samples in this study were two classes selected using a nonprobability sampling technique of purposive sampling type, namely class 11 IPA-1 as an experimental class using the Auditory Intellectually Repetition model and class 11 IPA-2 as a control class using a scientific approach. The data processing technique uses SPSS version 25 with the results of the study showing that: the value of Sig (p-value) > 0.05), it is accepted that it is 0.629 in the experimental class and 0.273 in the control class so that the data has a normal distribution. The t-test analysis of students' mathematical critical thinking skills was obtained 0.001 < 0.05, then Ho was rejected and Ha was accepted. This means that the mathematical critical thinking ability of students who are taught with the Auditory Intellectually Repetition learning model is better than the mathematical critical thinking skills of students who are taught with a scientific learning approach.

Teaching and learning the most recent history in divided societies emerging from conflict: A review of the literature through the lens of social justice

ABSTRACT In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while simultaneously promoting patriotism and a vision of a nation. Through a theoretical lens centering on politics of recognition, redistribution, and representation, I analyze research literature that focuses on the teaching and learning of recent history and how the subject of history might facilitate social justice for all. Findings from this review show that the affective dimension of the curriculum and the vision of the nation in these contexts promote single narratives of the past and therefore cultivate an identity model of recognition which encourages separatism and intolerance.

Development of Student Worksheet Based on Problem Based Learning to Improve Students’ Critical Thinking Ability in 5th Grade Elementary School

The problem of the research and development was the low ability of critical thinking students and the worksheet used during learning does not support the ability of critical thinkinh of 5th hrade Elementary School in north Raman. This reasearch and development to develop worksheet based on PBL that is feasible and efective in improving students critical thingking skill. The reaseacrh method used the desugn of Borg & Gall. The populationn of this reasearch is the students of 5th grade Elementary School in north Raman. The reasearch sampel was determined by purposive sampling technique wa 20 students’ in 5th grade class A of Elementary School Raman Endra. The woksheet was validated by media expert, material expert, language expert, and practitioner. Data Cpllector uses as valid and reliable pbjective test instrument. The data analyzed by using N-Gain. The result showed that the worksheet was feasible to use and effectively improved student critical thinking skill. Keywords: Worksheet, PBL, critical thinking skill DOI: 10.7176/JEP/12-24-12 Publication date: August 31 st 2021

Student’s Critical Thinking Skills Through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter

<p style="text-align:justify">This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.</p>

PENERAPAN METODE PROBLEM BASED LEARNING DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN ILMU PENGETAHUAN SOSIAL

Critical thinking skills need to be instilled in the learning process in junior high schools. In this case, a teaching method that can improve students' critical thinking skills, namely the problem based learning method, is needed. The purpose of this study was to examine whether problem based learning method was able to improve the critical thinking skill of students in junior high school in the subjects of Social Sciences. The research method is quantitative. The research instrument used a test at the beginning and end of learning. The data collecting technique used test. The data analysis of this study used a partial test. The results showed that the problem based learning method had an influence on the critical thinking skills of students with t table 3, 902 < t count 1.669. Thus, there is an effect of the problem based learning method on the critical thinking skills of junior high school students.

Developing Critical Thinking Skills of Students in the Media Environment

Developing Critical Thinking Skills of Students in the Media Environment

Students’ learning difficulties in integral calculus based on critical thinking skills

This study aimed to describe students’ learning difficulties in integral calculus based on critical thinking skills. This study used descriptive exploratory methods with instruments: test, interview, documentation, and observation. Data was taken from 20 undergraduate students from the study program of mathematics education at Universitas Negeri Semarang. The results showed that: (1) there were 24 types of student difficulties identified in calculus lectures; these difficulties consist of 20 types of difficulties related to calculus material (types of difficulties number 1 to 20) and four types of difficulties that were not related to material (types of difficulties number 21 to 24), and (2) these types of difficulties were graded according to the level of student critical thinking skills. A higher level of critical thinking skills had fewer types of difficulties; on the other hand, a lower level of critical thinking skills had more types of difficulties and more fundamental. The fundamental types of difficulties based on the critical thinking skills aspect include understanding integral concepts and drawing graphics.

Development of the Assessment to Measure the Critical Thinking Ability of the Blood Circulation Systems for Humans in Bengkulu City

The aim of this study is to determine the validation, practicality, feasibility, reliability coefficient, level of difficulty and the distinction between critical thinking based assessment to measure student critical thinking skills. This research uses a research and development type with a quantitative approach. This research procedure uses the Borg & Gall development model, which includes 8 steps, namely potential problems, information gathering, product development, expert validation, expert revision, small-group testing, product revision, final product. The research instruments used were questionnaires, interviews, and documentation. The subjects of this study were students of class VIII SMPN 8, SMPN 10, SMPN 22 Bengkulu City. The results showed that the results of the assessment instruments carried out met the criteria of valid, reliable, practical, feasible, had distinctive power, scoring questionnaires and the level of difficulty that was spread with the normal level of data distribution. This research is a research in the field of natural sciences that can be used by science subject educators to make a positive contribution to the development of natural sciences, particularly in junior high schools, MT equivalents and B non-formal education. This study is different from previous studies and is considered to be different from other studies.

PENINGKATAN KETERAMPILAN BERPIKIR KRITIS DENGAN MODEL DISCOVERY LEARNING BERBANTUAN GOOGLE MEET

The problem of th is research is less innovation learning during pandemic crisis, it makes the student critical thinking skill became low than before. The general purpose of the research is to improve student critical thinking skills by using discovery learning model assisted by google meet on 5 th class elementary school in science subject content. the type of research is classroom action research by using 2 cycle instrument test, assesment rubric critical thinking skill, and observation sheet. The percentage of student learning outcomes in Cycle I was 74.07% and cycle II was 85.18%. Meanwhile, the analysis of critical thinking skills in the first cycle was 84.6% high category and the second cycle was 88.9% very high category.

Relationship between Scientific Attitude and Student Learning Outcomes In the Microbiology Course

One of the educational problems faced by Indonesia is the low critical thinking skills of students. The purpose of this study was to determine the relationship between scientific attitudes and student learning outcomes (critical thinking) in the Microbiology course. The method used in this research is correlation. The sample in this study were 28 students. Analysis of the data used in this study using the Kolmogorov-Smirnov data normality test and the Pearson product moment correlation test. The results of this study indicate a relationship between scientific attitudes and learning outcomes which can be seen from the sig value. equal to 0, 343. Meanwhile, the relationship between scientific attitudes and learning outcomes is 46.3%.