Reflective Thinking Ability Research Articles

The Effect of SSCS Learning Model on Reflective Thinking Skills and Problem Solving Ability

<p style="text-align:justify">This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.</p>

The analysis of reflective thinking ability in junior high school students

Mathematical reflective thinking ability are one of the determinants of students’ success in solving mathematical problems. This descriptive research aims to figure out students’ reflective thinking ability at the two-variable linear equations system material. The subjects of this research were Junior High School students who were selected using purposive sampling. This research involves 92 students of the eighth grade of some State Junior High Schools in Bandar Lampung. The schools were SMP Negeri 4 that has a high category with 34 students, SMP Negeri 8 that has a medium category with 28 students, and SMP Negeri 22 with low category which is 30 students. The Data was taken through reflective thinking ability test which consists of 4 essays that involved 3 indicators of reflective thinking, namely reacting, comparing, and contemplating. In order to obtain a comprehensive description related to the ability of reflective thinking in students of SMP Negeri in Bandar Lampung, the data was qualitatively and quantitatively analysed. The result of the research shows that students’ reflective thinking ability are still not optimal with the average score far below the reflective thinking ability, which is 51,59. It can be seen from the majority of students who still get difficulties in building a deep self-understand of problem, inability to deliver what has been understood in a certain reason, as well as inability in concluding a proper answer.

Physics pre-service argumentation to increase reflective thinking capabilities

The developing reflective thinking skills (RF) for pre-service teachers is very important. It made pre-service teacherstry to integrate the ability to think reflective in the teaching process. The study aims to explore the ability of argumentation that has been constructed into the reflective thinking process. It purpose to enhance the reflective thinking capabilities of physics pre-service teachers’ climate prediction material. The respondent of this research were three respondents. The data obtained in the form of arguments by determining claims, warrant and backing qualitatively. Data were analyzed by using descriptive explorative technique. Based on the results of data analysis, the pre-service teachers’ reflective thinking ability was seen from the results of the argumentation. We described three different level for respondent reflective thinking capability in which the first respondent in resolution level, the second respondent in exploration level, and the third respondent in triggering event level. This means that the reconstruction of the reflective thinking process by including the arguments was very effective to explore the reflective thinking capabilities of pre-service teachers.

Reflective thinking on thermodynamic learning based collaborative problem solving

This study aims to improve the ability of reflective thinking through collaborative problem solving based on thermodynamic learning. The method used is descriptive quantitative analysis, a sample of 16 prospective physics teacher students who are following thermodynamic learning. The instrument used in this study uses a modified Kember reflective level scale. This research was conducted for 3 meetings but began by holding a pre-test to see the improvement of students’ reflective thinking skills from the beginning to the 3rd meeting, the learning model used was collaborative problem solving. The results showed that reflective thinking ability increased at Reflection and Critical Reflection levels while in habitual action and understanding did not increase. This shows that through the application of collaborative problem solving models in thermodynamic learning can improve the ability of reflective thinking students of physics teacher candidates on high-level thinking.

Reflection of Preschool-Aged Children Engaged in Creative Activity – Examples from the Author’s Own Research

<p>Złożoność współczesnego świata coraz częściej wymaga kompetencji związanych z myśleniem mądrościowym, w tym zdolności do myślenia refleksyjnego. Refleksyjność pozwala przyjrzeć się bliżej i głębiej napotykanym problemom i otaczającym zjawiskom. Dzięki temu można podejmować decyzje oparte na analizie własnych i środowiskowych warunków oraz oczekiwanych i możliwych skutkach działania. Sprzyja to antycypacji zagrożeń i planowaniu przeciwdziałania im, dlatego identyfikacja i rozwijanie myślenia refleksyjnego potrzebne są już w dzieciństwie. Analizy warunków sprzyjających refleksyjności i jej rozwijaniu są rzadkie we współczesnej literaturze pedagogicznej, dlatego autorka przypomina podstawowe treści związane z refleksyjnością, a następnie podaje przykłady myślenia refleksyjnego dzieci w wieku przedszkolnym wyłonione w badaniach własnych.</p>

Students’ mathematical reflective thinking ability through scaffolding strategies

Mathematics learning at school is not yet sufficient to support students’ mathematical reflective thinking ability. Students’ mathematical reflective thinking ability can be improved by facilitating students with proper learning strategies and giving feedbacks or assistance that can support mathematical reflective thinking. One of the intended strategies is a scaffolding strategy. Scaffolding can encourage and trigger students’ mathematical reflective thinking. This study was qualitative research aiming to describe students’ mathematical reflective thinking ability through scaffolding strategies. The subject of the study was 33 second grade junior high school students. Data for students’ mathematical reflective thinking ability were obtained through three subjects interviewed. Based on the result of the students’ reflective thinking test, each subject was then categorised into high, medium, or the low ability of mathematical reflective thinking. Data obtained from the interview was analysed to describe students’ mathematical reflective thinking ability. The result showed that, in general, students’ mathematical reflective thinking ability through scaffolding strategies were still low. All students achieved the reacting phase of reflective thinking ability; meanwhile, only a few students achieved the comparing and contemplating phase. Further study and research are needed to facilitate a better reflective thinking ability.

Analysis of Pre-Service Teachers' Reflective Thinking Ability Profile on Earth Physics Lectures

The purpose of this research is describe the reflective thinking profile of pre-service physics teacher students in Earth physics lectures about Ocean climate. This research was conducted in the physics education study program in one of the Higher Education Institutions in NTB Province, with a total of 25 respondents who had taken the Earth Physics course. The technique used in data collection is the analysis of the physics course syllabus and two essay tests about climate material that integrated with indicators of reflective thinking ability from Dewey's framework. Based on the analysis of the syllabus, it was found that the syllabus applied to the subject of earth physics had not been oriented to the provision of certain skills including reflective thinking skills. In addition, based on data analysis that the average value for question 1 is 18.75 and question number 2 is 16.75 where the maximum average score is on the understanding aspect of 31 for question number 1 while the minimum average score on critical reflection aspect is 7. It means that pre-service physics teacher students have very low reflective thinking abilities in Earth Physics lectures on ocean climate.Keywords: Reflective thinking skills, Earth Physics Syllabus, Earth Physics Lecture

PENGARUH PENDEKATAN METAKOGNITIF DAN KEMAMPUAN AWAL MATEMATIS TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA

The purpose of this research is to analize the influence of metacognitive approach and Student’s MPK to Students’ Mathematical Reflective Thinking Skills. The research was conducted in one of SMP in South Tangerang. The method used in this research is quasi experiment with two group randomized subject posttest only-design, which involve 55 students as sample. In this research students were categorized by their mathematical skills before given the treatment test. The indicator of students mathematical reflective thinking skills that was measured in this research are (a) describing a situation or mathematical problem, (b) identifiying a situation or mathematical problem, (c) interpretating, (d) evaluating, (e) predicting, (f) making a conclusion. The results of the study are: (1) metacognitive approach which is applied by the researcher causes the improvement of students mathematical reflective thinking ability. (2) the interaction beetween learning approach and Student’s Mathematical Prior Knowledge has effect to students mathematical reflective thinking ability, (3) there is different average of students mathematical reflective thinking between high and low group of Student’s MPK when the metacognitive and conventional class is joined, (4) there is no influence of Student’s MPK to students mathematical reflective thinking in class which using metacognitive approach or conventional approach. The conclusion is metacognitive approach can be used to improve mathematical reflective thinking ability of students at high and low group of Student’s MPK. In other side conventional learning is suitable to improve mathematical reflective thinking ability at students ofmedium Student’s MPK.

MURDER Learning and Self Efficacy Models: Impact on Mathematical Reflective Thingking Ability

The study aims to determine the influence of the MURDER model (Mood, Understand, Recall, Detect, Elaborate Review) to the mathematical reflective thinking ability is reviewed from self-efficacy. This type of research used is the Quasi-experimental Design with the research design used Posttest-Only Control. Taking sample using Cluster Random Sampling technique. Data collection techniques Using test instruments (posttest). Test data analysis using Two Way Analysis of Variance. The results of the study were obtained that there was an influence among learners who acquired the MURDER learning model with learners who gained conventional learning of Mathematical reflective thinking skills, there is an influence between learners with high efficacy height, moderate, and low to mathematical reflective thinking skills, and there is no interaction between the MURDER and self-efficacy models of mathematical reflective thinking skills

Pengembangan Instrumen Skala Berpikir Reflektif untuk Mengukur Level Kemampuan Berpikir Reflektif Mahasiswa Calon Guru Fisika

The purpose of this study is to develop a reflective thinking scale instrument to measure the level of reflective thinking ability of prospective physics students. This research method used the DDR (Design Development Research) method with the Tools and Research model. The reflective thinking scale developed is a modification of the Reflective Thinking Kember which consists of 24 items each consisting of 6 definitions. The level of Kember reflective thinking namely; 1) Habitual Actions, 2) Understanding, 3) Reflective, 4) Critical Reflective. The research sample was 138 prospective physics teacher students who had taken thermodynamics courses. Data analysis techniques in this study used the CVR (Content Validity Ratio) for content validation analysis, Product Moment Correlation (construct validity test), Cronbach alpha (Reliability) and Confirmatory Factor Analysis to find a model match. The results show that the instrument is valid, reliable and the Goodness of Fit index. It is therefore denied that the instruments developed are valid, reliable and suitable for measuring the level of reflective thinking ability..

Pengembangan Instrumen Kemampuan Berpikir Reflektif Matematis siswa Kelas 8 SMP

The Instrument is a measuring tools in a research. Before using the instrument, it must go through an analysis process to produce a good research instrument. This study aims to analyze the validity, reability and effectiveness of the test instruments for mathematical reflective thinking ability of 8th grade students’ of junior high schools by using research and development (R&D). The stages in R&D are: 1) needs analysis, 2) product design, 3) design and development, 4) expert validation, 5) preliminary product revision, 6) limited testing, 7) product revision, 8) expanded testing, 9) revision and analysis of the testing product. The result obtained indicate that the findings in this study are, the Instrument validity of each items indicates that the five items are valid, the reability of the instrument is 0,721 which shows good category and the effectiveness of the instrument there is a score of 76,7 which has a moderate level of effectiveness. This shows that the test instrument of mathematical reflective thinking ability of 8th grade students in valid, reliable and effective used to assess the mathematical reflective thinking ability of 8th grade students of junior high school.

How to Design Teaching Materials to Improve the Ability of Mathematical Reflective Thinking of Senior High School Students in Indonesia?

This research is a research and development which produces teaching materials. The research method consists of stages, namely: an introduction (literature study, observation, and interviews), product development of teaching materials, test by a team of experts, and restricted trial to the eleventh-grade students of senior high school in Cimahi, West Java, Indonesia. It was concluded that the teaching materials through scientific approach with what if not strategy load some activities including observing, trying, reasoning, asking, and concluding. The activities of asking using what if not strategy involve changing the data, adding the data, changing the data with the same question, and changing the question to the same data. In the teaching materials, it is presented some contextual problems in accordance with the experience of students. The design of teaching materials consists of three parts, namely: the beginning involves cover, preface, and table of contents; the content section: containing the title of the chapter dealing with the enumeration rules as a representation of the contents of the chapter; and closing: as a reflection and evaluation of the material presented on teaching materials for the next revision. Teaching materials can enhance the ability of reflective thinking of the students with medium criteria.

Differences in Reflective Thinking Ability Between Creative Problem Solving and Discovery Learning Models Based on Gender

This study aims to see the differences in students' mathematical reflective thinking ability between students which is taught with the Creative Problem Solving learning model and the Discovery Learning learning model if it is viewed from gender. The Data Analysis of research result used two-way Anova to see the effect of gender and learning models on students' mathematical reflective thinking ability. After finding the effect of Gender and the learning model,the advanced test of post-Anova by using the Scheffe’ method. The results are as the following : There is Gender influence on students' mathematical reflective thinking ability, there is an influence of the learning model on students' mathematical reflective thinking ability, there is no interaction between Gender and learning models on students' mathematical reflective thinking ability and post-Anova test with Scheffe’ 's method, the results show that there are differences in mathematical reflective thinking ability between the Creative Problem Solving model and the Discovery Learning model. Keywords: Creative Problem Solving¸ Discovery Learning, Reflective Thinking Ability DOI : 10.7176/JEP/10-23-04 Publication date : August 31 st 2019

Development of Guided Discovery Learning to Improve Reflective Thinking

This study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective. This research is a Research and Development (R D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students.

ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF SISWA SMP DI KOTA CIMAHI PADA MATERI OPERASI ALJABAR DITINJAU DARI SELF REGULATED

Mathematical reflective thinking ability is a process of thinking someone in understanding, identifying, analyzing problems based on relevant information and determining solutions to solve these problems. The importance of reflective marriage is to help students develop high-level thinking skills through their encouragement to: 1) connect new knowledge to their previous understanding. 2) thinking in abstract and concrete terminology. 3) apply specific strategies for new tasks. 4) understand their own thinking processes and learn on their own. The research method used is descriptive qualitative. The population of this study was all junior high school students in the city of Cimahi, which became the sample of this study were students of class VII-H at Cimahi Middle School 8. The instruments of reflective thinking ability were given to students as many as 5 questions for written tests accompanied by interviews with each student. Then the results obtained are the level of mathematical reflective thinking ability of junior high school students in Cimahi City based on written tests and the results of interviews with Cimahi students are still relatively low and there is no influence between student self-independence and mathematical relative thinking skills.

The Analysis of Implementation of Discovery Based Learning to improve Students Higher Order Thinking Skills in Solving r-Dynamic Vertex Coloring Problem Based on Their Reflective Thinking Skill

This study aims to analyse the implementation of discovery-based learning in improving students’ high-order thinking skills in solving r-dynamic problems based on their reflective thinking ability. The method used in this study is a mixed method, which mix up the qualitative and quantitative methods. The subjects consisted of 18 students in experiment class and 18 students in control class. The post-test result of the experiment class of 11.11% students having low level of high-order thinking ability, and 88.89% having high level of high-order thinking ability with their reflective thinking skill 25% of low level, 68,75% of medium level, 6,25% of high level. In the post-test result of the control class, there are 27.78% students having low level of high-order thinking ability and 72.22% students having high level of high-order thinking ability with their reflective thinking skill 53,85% of low level, 46,15% of medium level. The data analysis presents the score of independent sample t-test of post-test is sig. 0.05 (p≤0,05), so it is significant. Therefore, there is a different of their high-order thinking skill ability between the experiment and control classes. The regression equation of both variables expresses 1.497 (Ῡ = −51.067 + 1.497X). The coefficient of determination is 0.575 of 57.5% effect, contribution of the dependent variable (the result of the test post) by the free variable (Discovery based learning) is 57.5% and 42.5% explained by other variables. It implies that we accept the positive hypothesis as tcount>ttable (4.649> 2.119). Thus, there is an impact of the implementation of discovery based learning in improving the students’ higher order thinking skills in solving the r-dynamic vertex coloring problem based on their reflective thinking skill.

MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS LINGKUNGAN

The ability of mathematical reflective thinking is the ability to interpret a case based on the mathematical concepts involved, can evaluate the truth of an argument, can draw analogies from two similar cases, can analyze and clarify questions and answers, can generalize, and can distinguish between relevant data and not relevant. This ability is one of the high-level thinking skills that can be optimized through integrated learning in everyday life, namely learning with Environmental Based Problem Based Learning. To find out, a quasi-experimental study was conducted which aimed to find out the improvement of mathematical reflective thinking skills in terms of the high, medium and low mathematical abilities of the group. The subject of the research was class XI in SMA Negeri 1 Cilegon which was selected by cluster random sampling in the sequence and series material. The results of the data analysis showed that the Environmental Based Problem Based Learning model was better than the expository learning in improving the achievement and improvement of students' mathematical reflective thinking skills both viewed as a whole and viewed from the initial high, medium and low mathematical abilities. Keyword s : Ability Of Mathematical Reflective Thinking, Environment-Based Problem Based Learning

The analysis of students’ reflective thinking ability viewed by students’ mathematical ability at senior high school

The reflective thinking ability is the students’ ability to actively think through rules cautiously to answer questions. The reflective thinking ability is also one of the higher order thinking skills (HOTS) demanded of learners. Through applying the newest national curriculum, the Indonesian government wants students to master the 21st century skills. The types of skills are communication, collaboration, critical thinking and problem solving, and creativity and innovation. This study aims to reveal the students’ reflective thinking characteristics with the qualitative method and the descriptive design. Data collection used instruments of test and interview. Subjects in this study were three students of class XI at Senior High School. The research subjects, based on the mathematical ability, were divided into three categories, that are high, medium and low. While the reflective thinking ability is divided into four stages: habitual action, understanding, reflection and critical reflection. The results showed that the student with the high level is at the stage of reflection, the student with the medium level is at the stage of understanding, and the student with the low level is at the stage of habitual action. It can be concluded that students’ reflective thinking ability is not yet developed optimally.

Discovery Learning to Develop Student Reflective Thinking Ability and Self-Efficacy

The research and development aims to produce a discovery learning model that is oriented towards the student ability of reflective thinking and self-efficacy. The research was conducted using the Research & Development (R & D) method. The research and development model used refers to the procedure of R & D development by Gall and Borg by Sukmadinata that is ADDIE. The steps for implementing the research and development strategy include; (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. The Data collecting methods and instruments are used tests and non-tests. The Data collection techniques using observation, interviews, questionnaires, and tests. The Data analysis techniques used in research and development are quantitative and qualitative descriptive. The results showed that the discovery learning model that was oriented towards the student ability of reflective thinking and self-efficacy was effective to improve the student ability of reflective thinking and self-efficacy respectively by 77% and 30%.Keywords: Discovery Learning, Relative thinking, dan Self-Efficacy

Analisis Kemampuan Berpikir Reflektif Siswa SMP Berdasarkan Gaya Belajar

The research is a qualitative descriptive research, the purpose of this research is to analyze students reflective thinking ability in terms of learning style. learning style in this research consists of three types namely visual, auditorial, and kinestetik. The subjects of the study were class VIII in one of the middle schools in Serang district selected by purposive sampling. Based on the analysis results obtained description of students' reflective mathematical thinking ability as follows: (1) Visual students have been able to provide interpretation but not yet complete and correct calculation; (2) Auditorial and kinesthetic students are able to provide correct interpretation and calculation. (3) In identifying the concept, visual students have been able to identify the formulas, auditorial and kinesthetic students have not been able to. (4) In evaluating/checking the validity of visual and auditorial students is already capable while kinestetik yet. (5) In distinguishing between relevant data visual and auditorial students have been able, and kinesthetic students have not been able. (6) In drawing the analogy of two cases, visual, auditorial, and kinesthetic students have not been able to. (7) In harmonizing with reason, visual, auditorial and kinesthetic students have not been able.