Reflective Thinking Ability Research Articles

Prospective teachers’ perception of critical and reflective thinking skills on modern physics: Rasch Analysis

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.

A Hierarchical Linear Models Approach to Explaining Reflective Thinking Skill Through Problem Solving

The purpose of this study is to identify the student and teacher level factors that explain the reflective thinking skills through problem solving of elementary school pupils. The research was conducted in public elementary schools in three Van districts: Pekyolu, Tuşba, and Edremit. The study's sample consists of 52 mathematics teachers and 1126 elementary school pupils. "Participant Information Form," "Reflective Thinking Ability Through Problem Solving Scale," and "Mathematics Problem Solving Attitude Scale" are data gathering tools for pupils. Teachers' data was gathered using the "Participant Information Form," the "Reflective Thinking Tendency Scale for Teachers and Preservice Teachers," and the "Scale for Learner Autonomy Support." According to the results, it is found that the 90 % of variance in dependent variable can be explained by student level variables. Teacher level variables could explain 10% of outcome variance. The gender of students, receiving private tuition, book reading frequency, time devoted to studying mathematics, and attitude through problem solving are significant factors that can predict the dependent variable. Moreover, students' reflective thinking ability can be significantly influenced by teacher-level factors, such as teachers' knowledge of problem-solving steps and their tendency for reflective thinking. The authors recommend education or seminars that develop teachers’ reflective thinking tendency and problem-solving courses be provided in mathematics teaching undergraduate programs. Students should be supported in gaining reading habit and activities that have positive impact on the students’ problem-solving attitude.

PENGEMBANGAN INSTRUMEN TES UNTUK KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS PADA MATERI ALJABAR

This research aims to produce a test instrument for students' mathematical reflective thinking ability on algebraic material. This research used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects used were 35 seventh grade students in one of the private junior high schools in Tangerang City. Based on the results of the material expert validation received an average score of 87.7% with very valid criteria. The validity of the items received an average of 0.82 very valid criteria. Then it has a Chronbach's Alpha value of 0.945 which means reliable. In addition, the level of difficulty of moderate questions is 3 questions, difficult 1 question and easy 1 question. The results of the student response questionnaire after working on the test instrument obtained a score of 78% with good criteria. Then based on these results, the development of test instruments for students' mathematical reflective thinking skills is valid, reliable and worthy of use

Students’ Mathematical Reflective Thinking Ability in Solving System of Linear Equations in Two Variables Problems

Mathematical reflective thinking ability is one of the higher-level abilities that can support other mathematical thinking skills. Therefore, ensuring students have good mathematical reflective thinking skills is essential. This study aimed to analyze students' mathematical reflective thinking skills (KBRMS) on the material of a two-variable linear equation system (SPLDV). This research approach is qualitative with a phenomenological type. Data collection techniques were carried out through reflective thinking skills tests and interviews. The study subjects were grade VIII junior high school students who had studied SPLDV material using purposive sampling techniques. Data analysis techniques in this study are data reduction, data display, conclusions, and verification. This mathematical reflective thinking ability analysis is based on indicators of mathematical reflective thinking ability, namely reacting, elaborating, and contemplating. The results of this study show that students can master reacting and elaborating indicators when faced with problems they usually encounter. In contrast, for contemplating indicators, students still experience difficulties when faced with problems different from those traditionally exemplified, such as difficulties in understanding problems and determining the concept of the material used. Based on this, it is shown that students' mathematical reflective thinking skills have not been fulfilled optimally.

Reflective thinking and self-assessment: A model for the architectural design studio

Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment- were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators.

KEMAMPUAN BERPIKIR REFLEKTIF FISIKA PESERTA DIDIK SMA SE-KOTA MAKASSAR

This research aims to determine the physics reflective thinking abilities of high school students in Makassar City. Reflective thinking is one of the characteristics of formal operational thinking. The sample was class XII students from each of the four schools, namely SMA Negeri 6 Makassar, SMA Negeri 8 Makassar, SMA Negeri 9 Makassar, dan SMA Negeri 18 Makassar totalling 159 students. The research data was obtained by giving a 10-item essay test. The analysis technique used is quantitative descriptive analysis. The research results show that the average obtained by high school students in Makassar City is 9,61 and is in the low category. Based on the results of the analysis and interviews that have been conducted, the low ability of students' reflective thinking cannot be separated from various factors that influence it, such as students still solving problems directly, students considering physics to be a difficult subject and memorizing a lot of formulas so that students are less interested in learning physics, and Students still make mistakes in answering questions when given the opportunity to correct their answers.

BERPIKIR REFLEKTIF SISWA DALAM PEMECAHAN MASALAH MATEMATIS DITINJAU DARI GAYA KOGNITIF

This research aims to analyze the ability of reflective thinking in mathematical problem solving among 9th-grade students of SMP Negeri 3 Tanjung, focusing on curved surface solids from the perspective of cognitive styles. The sample selection was carried out using a purposive sampling technique, resulting in 6 participants, consisting of 3 students with a field-dependent cognitive style and 3 students with a field-independent cognitive style. Data collection techniques employed in this study include the GEFT test, a test of reflective thinking ability in mathematical problem solving, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, involving data reduction, data presentation, and conclusion. The results of this study indicate that among the four indicators of reflective thinking ability in mathematical problem solving, specifically in the elaborating stage, students with a field-dependent cognitive style have not fully grasped the ability to plan and execute solutions. They struggle to comprehend more complex problems presented in narrative form, leading to difficulties understanding the concepts and executing the solution process. Conversely, students with a field-independent cognitive style have successfully fulfilled all four indicators across the three stages of reflective thinking ability. They tackle problems methodically and accurately, following planned steps following pre-established concepts.

Probing the relationship among reading anxiety, mindfulness, reflective thinking, and reading comprehension ability of Iraqi intermediate and advanced EFL learners

Probing the relationship among reading anxiety, mindfulness, reflective thinking, and reading comprehension ability of Iraqi intermediate and advanced EFL learners

Students' mathematical reflective thinking ability on statistics material with STEAM approach

Background: The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in education has been gaining traction for its holistic and integrated framework that fosters critical and reflective thinking. Previous studies have shown its effectiveness in various aspects of mathematical competencies, yet there is limited research concerning its impact on students' reflective thinking skills in statistical material.Aim: This study aims to analyze students' mathematical reflective thinking skills in statistical material, using the STEAM approach.Method: Utilizing a qualitative research design, this study engaged six twelfth-grade students from MAN 1 Karanganyar as its subjects. Data were gathered through a combination of essay-based tests focused on data interpretation tasks and comprehensive interviews. The analysis was performed through observation, interviews, testing, and data triangulation, followed by thematic data reduction.Result: The findings disclose that students exhibited varying degrees of mastery over reflective thinking in the context of tackling statistical problems. While they demonstrated competence in technical and mathematical aspects under the STEAM approach, their proficiencies were less apparent in scientific, artistic, and technological dimensions.Conclusion: The study concludes that although the STEAM approach facilitates technical and mathematical skill enhancement, it may not fully equip students with comprehensive reflective thinking skills, particularly in statistical contexts. Therefore, there is a need for a more targeted pedagogical approach to bridge these gaps and cultivate well-rounded, reflective thinkers.

Analysis of Sociomathematical Norms Aspect Based on Mathematical Reflective Thinking Ability

In Learning mathematics, sociomathematical norms are needed. Sociomathematical norms are rules set during mathematics learning regarding truth, cooperation, freedom of opinion, and responsibility. This study aims to determine aspects of sociomathematical norms based on the mathematical reflective thinking ability of class VIII students at SMPN 12 Bekasi. This research uses a descriptive method with a qualitative approach. The instruments used in this study used questions, questionnaires, interviews, and observations. The selected respondents were 3 respondents with high, medium, and low category mathematical reflective thinking abilities. The data validity technique in this study uses triangulation of methods, namely questionnaires, interviews, and observations. The conclusion of this study found that respondent R1 with high mathematical reflective thinking ability has a high sociomathematical norms aspect, R2 with medium mathematical reflective thinking ability has a medium sociomathematical norms aspect, R3 with low mathematical reflective thinking ability has a low sociomathematical norms aspect. Researchers suggest that further research can be conducted at different levels of education so that it can discuss more broadly the aspects of sociomathematical norms that students have.

Kemampuan Berpikir Reflektif dalam Menyelesaikan Soal PISA-Like Ditinjau dari Disposisi Matematis Siswa SMP

This study aims to describe how students' reflective thinking skills in solving problems similar to PISA by looking at their mathematical dispositions. This research uses a qualitative approach with a qualitative descriptive research type. The subjects in this study were 34 students of class VIII A at an MTsN in Banjarnegara for the 2021/2022 academic year. Data collection techniques used are tests and non-tests. The instruments in this study were reflective thinking ability test sheets, mathematical disposition questionnaires, and interview guidelines. The data analysis technique of this research uses the data analysis technique of Miles and Huberman. The results of the data analysis show that most students with high mathematical dispositions have high and moderate reflective thinking skills. Students with a high mathematical disposition have been able to fulfill the indicators of the reacting, elaborating, and contemplating phases well, although some are still constrained in the reacting phase. Students with a moderate mathematical disposition have moderate reflective thinking skills because they are still constrained in the reacting phase, but are able to fulfill the indicators in other phases well even though they are not systematic. Some students with low mathematical dispositions have not been able to meet the indicators in the reacting, elaborating, and contemplating phases, so their reflective thinking skills are also low. It was also found that subjects with low mathematical disposition were able to meet the indicators in the reacting, elaborating, and contemplating phases so that they had good reflective thinking skills.

Analysis Of The Impact Of Islamic Religious Education On Cognitive Development Of Junior-Age Children

The purpose of this study was to determine the impact of Islamic religious education on the cognitive development of middle school-aged children. The method that researchers use is qualitative research with a type of literature study. The library research steps to be carried out in this study include: a) preparing equipment; b) compiling a framework; c) managing time; d) reading and making research notes. In this study, data sources were obtained from relevant literature, such as books, journals, or scientific articles related to the selected topic. The data collection technique used in this library research is to find data about things or variables in the form of notes, books, papers or articles, journals, and so on. The research instrument used by researchers is a check-list list of research material classifications based on the focus of the study, writing schemes and maps, and research note formats. The data analysis technique used in this research is content analysis. The results of this study show that Islamic religious education teachers have a very important role in the cognitive development of children of middle school age. This is because middle school-age children in their cognitive development begin to be able to think abstractly, think critically, and have the ability to solve more complex problems. Reflective thinking ability. Creative thinking ability. For this reason, religious education teachers in schools who are developing students' cognitive skills need to use several strategies, namely providing examples to students, habituating positive activities every day at school, using creative teaching methods, giving advice, and finally, giving punishment.

Mathematical Reflective Thinking Process of Prospective Elementary Teachers Review from the Disposition in Numerical Literacy Problems

<p style="text-align:justify">The purpose of this qualitative research is to analyze the reflective thinking process of prospective elementary teacher in numeracy problems in terms of their mathematical disposition. The subjects in this study were 26 prospective elementary school teachers who had attended elementary mathematics lectures. The focus in this research is the process of mathematical reflective thinking in solving story problems of a two-variable linear equation system in terms of the level of mathematical disposition. The research instrument consisted of a disposition questionnaire, a reflective thinking ability test and the researcher himself as the main instrument. Good mathematical reflective thinking skills are supported by disposition, by constantly monitoring one's own performance, reflecting on one's own performance, reasoning on one's own performance, considering the overall situation, the habit of analyzing the relationship between variables, being flexible in various alternative solutions to mathematical problems and trying to solve mathematical problems. From the results of this study, lecturers can develop learning media, scaffolding, or teaching materials that accommodate different dispositional abilities of prospective teachers that can be used to improve the reflective thinking process.</p>

Investigation the Relationship between Online Homework, Academic Success and Self-Regulation

This research aimed to investigate the relationship between pre-service teachers’ online assignments, academic success, and self-regulation skills. In this study, the correlational research design was used. The research was conducted with 124 pre-service teachers studying in different departments of Elementary Mathematics, Turkish, and Social Studies Teaching at Gaziantep University in the 2020-2021 academic year. Three extreme values were determined and the answers of a total of 121 pre-service teachers were used as data. The scale for assignment effort, the scale for reflective thinking ability and the assignment evaluation rubric were used as data collection tools. As the result of the research, it is seen that pre-service teachers’ online assignment scores and average academic levels are high. When the assignment qualities of the pre-service teachers, their reflective abilities on teaching, assignment effort and academic success were examined in terms of department variable, the departments with the highest average academic success and reflexivity sub-dimension score were elementary school mathematics teaching, Turkish language teaching and social studies teaching respectively. It was also found that the assignment qualities of the pre-service teachers predict the academic success and assignment effort in a positive direction.

IMPROVING STUDENT'S MATHEMATIC REFLECTIVE THINKING ABILITY THROUGH THE IMPROVE LEARNING MODEL

Several studies show that the learning process with a metacognitive approach helps students develop their reflective thinking skills. One of the IMPROVE syntaxes is asking metacognitive questions. This study aims to describe the influence of the IMPROVE learning model on students' mathematical reflective thinking abilities. For this reason, this study uses a quantitative approach with descriptive analysis techniques after comparing two groups of data according to the non-equivalent control group design. The study involved several students of class X IPA at MAN 2 Serang City as a population consisting of two study groups as samples. The data collection technique uses the Mathematical Reflective Thinking Ability Test (KBRM) instrument which contains six indicators. The application of the IMPROVE learning model, based on the results of the study, was proven to have a positive and significant influence on increasing students' mathematical reflective thinking skills. Also, the mathematical reflective thinking ability of students who apply the IMPROVE learning model is in the fairly good category, while the mathematical reflective thinking ability of students who apply ordinary learning is in the poor category. The achievement of each indicator of students' mathematical reflective thinking skills who apply IMPROVE learning is in the good category on 2 question indicators, fairly good category on 2 question indicators and not a good category on 2 question indicators out of a total of 6 indicators of mathematical reflective thinking ability questions

First Grade Elementary School Students’ Reflective Thinking Skills in Thematic Learning.

This study elucidates the reflective thinking ability as one of the higher-order thinking skills (HOTS) in thematic learning of grade I students. It also identifies factors affecting students’ reflective thinking ability at MI Al-Islam Kartasura. This study is nested in a qualitative method with a descriptive case study. Involving students of class IA and a class teacher, data collection was carried out using non-test techniques in the form of observation, interviews, and documentation. The results indicated that students could answer the "why" and "how" questions given by the teacher with various answers. They showed their interest or feelings as well as expressed their opinion on pictures or objects about pictures presented by the teacher. They also enjoy having a simple game. Factors supporting the reflective thinking ability as a part of HOTS are the availability of media, infrastructure, and learning resources, good delivery of lessons by teachers, and curiosity. The obstacle is that its execution takes a long time and demands a high level of focus in student learning.

7. ve 8. Sınıf Öğrencilerinin Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerilerinin İncelenmesi

This study aims to analyze the reflective thinking skills of the 7th and 8th grade students toward problem solving. Using bothqualitative and quantitative data collection tools, this study draws on the mixed-methods design. The sample consists of a totalof 167 students, including 78 female and 89 male students studying in a middle school in the district of Fatih, province ofIstanbul, Turkey in the 2019-2020 academic year. To that end, this study benefits from “The Reflective Thinking Ability Scaletowards Problem Solving” and a personal information form to gather quantitative data. Qualitative data are obtained throughreflective dialogue forms that present the semi-structured interview questions. The analysis of the quantitative data isperformed through descriptive statistics methods, independent samples t-test, correlation analysis whereas the analysis of thequalitative data is conducted through descriptive analysis. The analyses performed in this study ascertain that the reflectivethinking ability of the students toward problem solving is high. This study also concludes that there is a significant correlationbetween this ability and mathematics achievement whilst there is no such significant correlation across genders and gradelevels. Based on the analysis of the qualitative data, it is notable that the reflections of the students are lacking and inadequatein each sub-dimension of reflective thinking, namely, questioning, reasoning and evaluation sub-dimensions, as well as in thisability in general.

The development and validation of mathematical reflective thinking test for prospective mathematics teachers using the Rasch model

Research on developing a mathematical reflective thinking test instrument for prospective mathematics teachers using the Rasch model is limited. This study aims to develop a reflective thinking ability test for prospective mathematics teachers using the Rasch model. The development steps consist of preparing a blueprint, writing items, reviewing items, conducting trials, analyzing test results, and revising. The test developed is a description test validated by five experts, consisting of two expert professors in evaluating mathematical ability, one expert lecturer in mathematical ability, and two expert lecturers in group theory. The test was also piloted on 26 students. The study's results using the Rasch model analysis showed that this instrument was "very reliable," and 12 of the 13 test items were "valid." The instrument has fulfilled all the stages of instrument development and was declared valid and reliable; thus, this test can be used to examine prospective mathematics teachers’ mathematical reflective thinking ability.

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

The aim of this study is to analyze the ability of the English teachers’ reflective thinking skills during online learning at SMAS Laboratorium Undiksha. The design used for this study was a qualitative descriptive study using a questionnaire namely TRTQ (Teacher’s Reflective Thinking Questionnaire) as the instrument that was distributed to three English teachers at SMAS Laboratorium Undiksha as participants in this study. The results of this study showed that all the English teachers in SMAS Laboratorium Undiksha have perceived themselves as advanced teachers in the implementation of reflective thinking practice by doing reflective thinking ability such as (reflective thinking skill, self-assess ability, self-belief, and teaching awareness).

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

The aim of this study is to analyze the ability of the English teachers’ reflective thinking skills during online learning at SMAS Laboratorium Undiksha. The design used for this study was a qualitative descriptive study using a questionnaire namely TRTQ (Teacher’s Reflective Thinking Questionnaire) as the instrument that was distributed to three English teachers at SMAS Laboratorium Undiksha as participants in this study. The results of this study showed that all the English teachers in SMAS Laboratorium Undiksha have perceived themselves as advanced teachers in the implementation of reflective thinking practice by doing reflective thinking ability such as (reflective thinking skill, self-assess ability, self-belief, and teaching awareness).