Students Analytical Thinking Research Articles

ДОСЛІДНИЦЬКА ДІЯЛЬНІСТЬ ЗДОБУВАЧІВ СЕРЕДНЬОЇ ОСВІТИ У ПРОЦЕСІ ВИВЧЕННЯ ХІМІЇ

The theoretical-methodological and methodical aspects of the research study and the peculiarities of the organization of research activities of pupils at secondary education institutions were analyzed. An ascertaining experiment was conducted to check the effectiveness of conducting research activities of students of secondary education in the process of studying chemistry. An anonymous survey of 100 pupils of 7‒10 classes of Yuriy Verbytskyi secondary school No. 27 of Lviv, and 12 teachers of secondary education institutions of Halytskyi district of Lviv was performed. The results of this experiment were analyzed and summarized: 70.3 % of pupils noticed that they consider chemistry as interesting experimental science and like to make investigations; 66 % realize the importance of chemical experiments in studying the properties of substances, however, for 20.1 % of pupils is difficult to predict the way of chemical reactions based on the properties of substances; 21.6 % of respondents cannot justify the relationship between the structure and properties of substances; 53.2 % of pupils can predict the application of substances by their properties. As evidenced by the survey results, 60 % of pupils perform creative (research) tasks during chemistry lessons, 65 % conduct experiments at home, 57 % take part in educational projects, and 52.3 % carry out search and analysis of information using internet resources. To promote the research activity of pupils in chemistry 78 % of teachers use project method, 58 % ‒ individual forms of work, 56 % ‒ work with information resources, 25 % ‒ group work. 41 % of teachers believe that the development of pupils’ research skills causes sustained interest in the subject study, 25 % are sure that it develops students analytical and critical thinking, 17 % think that it contributes to the comprehensive development of the personality and to the improvement and maximum use of their creative abilities.

Analytical Thinking and its Relationship to the Performance of the Simple Response Skill in Foil Weapon for Students

The purpose of this paper is to identifying the level of analytical thinking and its relationship to the skills of response and simple response to the foil weapon for students of the College of Physical Education and Sports Sciences, University of Basra. Achieving the objectives of the research requires the use of a research method, and accordingly, the researchers used the descriptive method using the survey method .The two researchers identified the research community with the students of the third stage - College of Physical Education and Sports Sciences / University of Basra / for the academic year (2021-2022). Their number is (45) students and the two researchers chose the entire research community to represent the research sample. One of the most important results reached by the researcher is that: There is a significant correlation between the student's analytical thinking and the skills of replying and simple replying ,and the research sample individuals have a good level of analytical thinking, which helps them to perform sports skills, including fencing skills. One of the most important recommendations recommended by the researchers is that: Investing in the level of understanding shown by the research sample of the role of analytical thinking in performing skills, fencing lessons and training should include situations that encourage the use of analytical thinking ,and conducting similar studies and research on university students in Iraq.

The development of RBL-STEM learning materials to promote the students analytical thinking skills in solving convolutional neural network problems

Analytical thinking is a crucial cognitive skill that involves organizing, connecting, and understanding information to formulate solutions to problems. Analytical thinking skill consist of three indicators, namely the ability to distinguish, organize, and connect. To enhance higher-order thinking skills, we utilize RBL learning integrated with a STEM approach. Developing the learning materials to support the success of learning activity is important to improve student analytical thinking skill. The learning materials that have been developed reach the criteria of valid, practical, and effective. The validity of material component reach 3.79 or 94.75%. The post-test results show that 31 students (82%) have scores above the minimum completeness. The observation result of material learning implementation achieved an average score of 3.95, equivalent to a 98.75% percentage. Student response data reaches the average positive percentage 90.64%. Based on data analysis, it can be conclude that the RBL-STEM learning materials is ready for use.

Kiwari: Inquiry Smart Module (Investigation Fiction Case-Based) as an Approach to Integrative Science for Student's Analytical Thinking Competencies in Senior High School

The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).

Instrument Validation of Students’ Analytical Thinking Skills in the Natural Science Learning by Using the Rasch Model

The aim of this study is to validate the analytical thinking skills test instrument using the Rasch Model. The method uses quantitative research methods The essay test was used to evaluate the 85 students attending the PGMI IAIN Surakarta Study Program in Indonesia. Data analysis used the Rasch model–quest application because this model is known for its use in the item response theory. The essay test used to measure student analytical thinking skills in the natural science class was found to be valid, with an adequate level of difficulty, and most of the questions were within the range of student abilities. This study found a prototype instrument for analytical thinking skills in natural science learning through the analysis of the Rasch Model. This instrument can be used to help students measure their ability to think critically and analytically. The results can be used as a reference for instructors and researchers in designing, producing, and analyzing instruments for teaching students' analytical thinking skills in natural science learning.

Indonesian Language Learning Using the Discovery Learning Model Based on High Order Thinking Skills (HOTS) on Students' Analytical Thinking Ability

Along with the rapid development of the world, requires students to become individuals who are increasingly analytical of problems. Discovery learning is a student-centered learning model and an active learning experience. In the process, this learning model will make students actively discover and express their ideas related to the topic being studied. This research aimed to examine the impact of discovery learning model based on higher-order thinking skills (HOTS) on students analytical thinking skills in learning Indonesian. The research was a quantitative approach and experiment method (quasi-experiment research), uses post-test control and experiment group design. The population in this research was the students of class X Islamic Senior High School (MAN) 1 Malang East Java, Indonesia. The sampling was taken using the cluster random sampling technique. The instrument used to collect data was a test balance. It was analyzed using SPPS with the independent sample t-test formula. The results of this research are: the significance value of variable analysis is 0.00 <0.05. It means there is an impact of the discovery learning model based on higher-order thinking skills (HOTS) on students' analytical skills. Implicitly, it can improve students' abilities in understanding the material, therefore the students can think analytically when they find problems in learning.

Development of College Student Analytical Thinking Skills Through Evaluation Learning with Flip Book Assisted E-Books

The purpose of this study was to compare college student analytical thinking skills in evaluation learning with and without flipbook-assisted e-books. The research method used is quasi-experimental with a nonequivalent control group research form. The sample in this study were fourth-semester college students. The result of the research is that the college student analytical thinking ability after being given a mathematics learning evaluation course with and without an e-book assisted by a flipbook is equally good. This study carries out the application of learning mathematics learning evaluation courses with e-books assisted by flipbooks as an effort to develop students' analytical thinking skills which are indispensable in solving problems in these subjects where so far no one has conducted research in this field. The implications of the research are by applying the learning of mathematics learning evaluation courses with e-books with the help of flipbooks to the maximum extent that they can develop college student analytical thinking skills.Tujuan dalam penelitian ini adalah untuk membandingkan kemampuan berpikir analitis mahasiswa dalam pembelajaran evaluasi dengan dan tanpa e-book berbantuan flipbook. Metode penelitian yang digunakan adalah quasi experimental dengan bentuk penelitian nonequivalent control group. Sampel dalam penelitian ini adalah mahasiswa semester IV. Hasil penelitian yaitu kemampuan berpikir analitis mahasiswa sesudah diberikan mata kuliah evaluasi pembelajaran matematika dengan dan tanpa e-book berbantuan flipbook sama baiknya. Penelitian ini mengusung penerapan pembelajaran mata kuliah evaluasi pembelajaran matematika dengan e-book berbantuan flipbook sebagai upaya dalam mengembangkan kemampuan berpikir analitis mahasiswa yang sangat diperlukan dalam menyelesaikan permasalahan di mata kuliah tersebut dimana selama ini belum ada yang melakukan penelitian di bidang tersebut. Adapun implikasi dalam penelitian yaitu dengan melakukan penerapan pembelajaran mata kuliah evaluasi pembelajaran matematika dengan e-book berbantuan flipbook secara maksimal dapat mengembangkan kemampuan berpikir analitis mahasiswa.

Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills

This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model’s development and five for the model’s final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48).

Flipping the Undergraduate Classroom to Develop Student Analytical Thinking Skills

In Thailand, analytical thinking skills (ATS) have been identified as an essential element in the development of a 21st-century workforce. Moreover, due to the Covid-19 pandemic and the concern for student health and safety, the Thai Ministry of Education has stated that online education will become part of the New Normal in education. Therefore, it has become imperative that the most effective methods and mechanisms be found for online teaching in Thailand. Therefore, the authors investigated which factors increase Thai student ATS by flipping the classroom environment and using digital storytelling and inquiry-based learning (IBL). Therefore, this research aims to develop and evaluate the LIFD ATS instruction model to study the proposed effects of the ATS instruction model. A mixed research methodology was employed. The mean, standard deviation, and t-test were used to analyze the data. From the qualitative review, an initial learning model was developed and subsequently examined by a panel of eight education experts. After that, 40 students became the study's experimental group for the revised model. The results showed that the results of the expert assessment of the learning environment model using a flipped classroom combined with IBL and digital storytelling to promote ATS and academic achievement had appropriateness at the highest level. The evaluation of the student results using the ATS model identified four significant results. These were: 1) Post-test after the student's use of the ATS model determined their ATS abilities were higher than before the class. 2) Student learning achievement, innovation, and ICT skills increased as an outcome of the ATS model’s use. 3) The comparison of academic achievement after study of the students who studied with the format was 83.33%, higher than the specified 80% criteria and previously established assumptions. 4) The evaluation results of the model’s effectiveness determined that the learning effectiveness index (EI) of the learners was 0.6666 and the EI of the ATS was 0.6966, which was higher than 0.50, thus meeting the specified criteria. The study contributes to the knowledge concerning student ATS and these skills’ importance to a 21st century knowledge worker. Doi: 10.28991/ESJ-2022-06-04-06 Full Text: PDF

The Development of Grade 8 Student Analytical Thinking and Learning Achievement Using the Integrated Problem-Based Learning and Think-Pair-Share Technique

The purposes of the current study include (1) to examine the effect of integrated problem-based learning and Think-Pair-Share technique on the development of grade 8 students’ analytical thinking and (2) to examine the effect of integrated problem-based learning and Think-Pair-Share technique on the development of grade 8 students’ science learning achievement. The participants were 42 students in a school in Thailand. The purposive sampling method was employed. The instruments include a learning management plan of force and movement, analytical thinking test, and a learning achievement test. The data were analyzed using percentages, mean scores, standard deviation, and a paired samples t-test. The results of the study could be concluded that the integration of problem-based learning and Think-Pair-Share collaborative learning strategies was beneficial in both developing processes of thinking and improving students’ knowledge of class contents. The results of the study could also illustrate how learners gained benefits from the integrated methods and imply how they should be useful in the pedagogical and academic setting.

A Skateboarding Experiential Learning Activity for Introductory Physics

Instructors of introductory college physics courses are in a unique position to explain the physics of skateboarding and its associated risks. A field trip to a skate park to explore the law of conservation of energy and measure the impact forces can enhance student analytical thinking skills and their appreciation of physics in everyday life. Through the measurement of the impact forces and student discussions of their own skateboarding experiences, students are better prepared to protect themselves from skateboarding-related physical injuries.

The Impact of Discovery Learning Model Based on High Order Thinking Skills (HOTS) in Learning Arabic on Students Analytical Thinking Skills

This research aimed to examine the impact of discovery learning model based on higher-order thinking skills (HOTS) on students' analytical thinking skills in learning Arabic. The research was a quantitative approach and experiment method (quasi-experiment research), using post-test control and experiment group design. The population in this research was the students of class X Islamic Senior High School (MAN) 1 Malang East Java, Indonesia. The sampling was taken using the cluster random sampling technique. The instrument used to collect data was a test balance. It was analyzed using SPPS with the independent sample t-test formula. The results of this research are: the significance value of variable analysis is 0.00 <0.05. It means there is an impact of the discovery learning model based on higher-order thinking skills (HOTS) on students' analytical skills. Implicitly, it can improve students' abilities in understanding the material, therefore the students can think analytically when they find problems in learning.

Computer modelling at Physics lessons as the method of developing students analytical thinking

Computer modelling at Physics lessons as the method of developing students analytical thinking

Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Analisis Fisika Siswa SMA

The aims of the research was to find out the level of students analytical thinking skills in physics before and after the applied Problem Based Learning (PBL) model. The research were used pre-experimental with a one-group pretest-posttest design. The sample studied was 23 students of class X MIPA SMA Negeri 1 Pamboang who were selected by purposive sampling technique. The data collection instrument was in the form of an essay test to measure students' analytical thinking skills before and after treatment. Data were analyzed using descriptive and inferential analysis. The average value of pretest was 27,13, while the average value of pottest was 47,34. The price of ttable = 2,073 while tcount = 3,6213. It means that there is a significant increase before and after the implementation of the Problem Based Learning (PBL) learning model.

VR360-INSPIRATION: Learning Media on Plant Structure and Function to Improve Student's Analytical Thinking

Analytical thinking is an ability that is really needed in facing the future challenges, including in the industrial era 4.0. The ability to think analytically is important for students to solve problems in a lesson, including the plant structure and function material which is commonly carried out through observation and practicum activities. Limited conditions during the Covid-19 pandemic require mastery of analytical thinking skills in students through innovative learning media. For this reason, the Virtual Reality 360 Interactive Spherical Panorama Slide Presentation (VR360-INSPIRATION) learning media was developed with a 4D research and development model which aims to improve students' analytical thinking skills. Based on the results of the media validation test, the average value was 3.53 in the valid category. The results of the parametric descriptive test and the effectiveness of the media showed that the use of VR360-INSPIRATION media was significantly different from the results of the control group and had high effectiveness in improving students' analytical thinking skills.

Development of Interactive Multimedia Assisted of The HPLC Simulator to Enhance Student's Analytical Thinking Skills

This research aims to develop interactive multimedia by utilizing HPLC simulators to train students' analytical thinking skills, which will support dry lab practicum activities to be more meaningful. The research method is development research with a 4-D model design, defining, designing, developing, and disseminating. However, this research stage is limited to the development stage. The instruments used in this study include test and non-test instruments in student satisfaction questionnaires and observation of learning outcomes. The results showed that MMI assisted by an HPLC simulator helped students increase students' motivation and interest in studying HPLC material. In line with that, learning with the HPLC simulator can develop analytical thinking skills in the matching and classifying aspects, but has not trained in 3 other aspects, namely error analysis, generalizing, and specifying. It is recommended to use a learning approach such as STEM, which accommodates learning needs with the stages of inquiry, Engineering Design Process, and Product development to overcome the lack of development of analytical thinking skills in the aspects of analysis error, specifying, and generalizing.

The Implementation of Research-Based Learning Model in the Basic Science Concepts Course in Improving Analytical Thinking Skills

<p style="text-align:justify">This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.</p>

Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model

Analytical thinking skills are critical thinking skills and higher-order thinking skills that meet students’ demands in the 21st century. This study aims to analyze the student’s analytical thinking skills in the natural sciences, particularly in new and renewable energy. This study was a sequential explanatory design with quantitative and qualitative methods. Data was obtained from the interview, observation, and essay test to students of the Madrasah Ibtidaiyah Teacher Education Program Study at IAIN Surakarta (Indonesia) to determine a characteristic of the students’ analytical thinking skills. The results showed that the mean scores of the pre-test, post-test, and effect size were 54.34, 74.91, and 2.91, respectively. These results revealed that analytical thinking skills in the concept of new and renewable energy in the experimental group were higher than the control group. Innovative learning like PBL had a potential as the alternative method to increase the analytical thinking skills of student. These findings were expected to provide a general characteristic to lecturers and researchers on the students’ analytical thinking skills in higher education in the natural sciences, particularly in the concept of new and renewable energy by implementing the Problem Based Learning (PBL) model.

The process of student analytical thinking in understanding and applying lattice method to solve mathematical problem

One of the educational objectives that is to improve analytical thinking skills. An improvement in analytical thinking skills can be initiated by analyzing the student’s thinking process when faced with a new problem. Meanwhile, the Lattice Method is a method of multiplication which is very rarely taught in the school so that few students know about. Therefore, this research aims to describe the process of analytical thinking students in understanding and applying the Lattice Method to solve mathematical problems. The method used in this research is descriptive with a qualitative approach. The data has collect with tests and interviews. The subject’s determination uses a purposive sampling technique. The results showed that four subjects had interesting thought processes in understanding and applying LatticeMethod that they had never previously studied. S1 is able to understand the LatticeMethod in multiplication by explaining in detail the correct systematic and correlating the problem using the LatticeMethod. S2 is able to understand the problem but still not able to explain properly. S3 is able to understand the problem in its own way with the concept taught earlier. While, S4 is able to understand the problem in its own way without the concept of LatticeMethod.

PROMOTING ART EDUCATION FOR LIFELONG LEARNING AMONG CHINESE SECONDARY EDUCATION: A CRITICAL REVIEW

The changing paradigmatic of the education sector and learning environment recognizes the need to integrate the art education to boost students learning capacities and creative thinking. Similarly, China, the emergent world economy also emphasizes the need for the creative education sector and opts to fill the gap in the Chinese education system. The article will provide the literature review in a wide range to see the scope and remits of art education around the globe and how it integrates intelligent and critical thinking of students and how effective it is and China current policies to fill this gap. Hence, the finding depicts that art education nurtures students analytical and creative thinking in the changing paradigm of the education sector.