Thinking Of Students Research Articles

Implementation of Problem-based Learning to Improve Critical Thinking Ability of Vocational Students in Jakarta

In the 21st century, education must include the 4C characteristics (critical thinking, communication, collaboration, and creativity) of students. Weaknesses in the learning process and the use of inappropriate models prevent vocational school graduates from mastering these characteristics, which have a significant impact on industrial performance. This research aims to improve students’ critical thinking skills and learning outcomes after implementing problem-based learning. The research methodology used is classroom action research, which is a population study involving all TFLM 3 class students at SMKN 26 as subjects. This classroom action research involves four stages: action planning, action, observation, and reflection. Data was collected through interviews, observation, tests, and documentation. Research data in cycle I did not show an increase in critical thinking skills, with an average of 52.70% (less critical). Therefore, cycle II continued, where there was also no adequate increase in critical thinking skills, with an average of 60.38% (pretty critical). Next, cycle III was carried out, and it reached an average of 75.64% (good critical). Student learning outcomes also increased over three cycles, from 45.71% in the first cycle (low), rising to 65.71% in the second cycle (medium). Statistical analysis using the t-test shows significance. Tcount = 17.598 exceeds ttable = 1.084, which indicates significant changes in critical thinking as well as significant improvements in student learning outcomes using problem-based learning. Based on the research results, it can be concluded that problem-based learning is very effective in improving critical thinking skills and learning outcomes of vocational school students.

Penerapan Metode Pembelajaran Aktif dalam Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

This classroom action research is based on the use of a learning model that cannot train students in critical thinking, causing low student thinking. The purpose of this research is to improve students' critical thinking skills using an active learning method, namely PBL (Problem Based Learning). This class action research is carried out in accordance with the PTK stages, namely the initial condition (pre-action), action (action), and result (post-action). The material used in this study is the material of Changing the Form of Objects. The research was carried out in two cycles or two meetings. The stages of each cycle are planning, implementation, observation, and reflection. The assessment of critical thinking skills uses test questions in the form of PG questions as many as 10 items and descriptions as many as 3 items. The object of the research was 15 students in grade III of SDN Sukasirna I. The data collection techniques used in this study are observation and written tests. The data analysis techniques used are using qualitative data analysis and quantitative data analysis. The results of the research showed a significant increase by using the active learning method in improving students' critical thinking from cycle I and cycle II

Implementation of the Independent Learning Curriculum for Students

Independent Curriculum is a curriculum with diverse intra-curricular learning where students can have enough time to deepen their competencies. Teachers can choose various learning tools based on students’ learning needs and interests. The implementation of the independent learning curriculum aims to revolutionize the education system by encouraging student-based learning and increasing educational flexibility. This paper discusses the impact of the independent learning curriculum on students, focusing on learning outcomes, student engagement, and the role of teachers. Through a qualitative research approach with interviews and observations, this study examines students’ perceptions of curriculum change and adaptation to the new educational framework. The research findings show that the independent learning curriculum encourages active participation, critical thinking, and creativity of students, despite challenges such as teacher readiness and inadequate infrastructure. This study confirms that the independent learning curriculum can promote a responsive and inclusive educational environment that is tailored to the needs of 21st-century learners.

La comprensión lectora en el contexto de la Nueva Escuela Mexicana

Reading is essential for the cognitive, social and emotional development of Mexican children. It should be promoted by the family from an early age to stimulate interest and understanding of the meaning of the text. Reading involves not only decoding graphic signs, but also understanding and interpreting what is read, using various strategies that activate prior knowledge and relate it to the context. The New Mexican School (NEM) considers reading comprehension as a challenge to develop critical and reflective thinking in students. Teachers must generate teaching strategies that recognize reading comprehension as a tool to promote the development of critical, analytical and reflective thinking, and a participatory attitude in students, which transcends social transformation and the responsible exercise of citizenship.

The Effectiveness of the umbrella cluster strategy in synthetic thinking for first-year intermediate students in chemistry

The research showed the effectiveness of the (Umbrella cluster strategy) strategy and its impact on the synthetic thinking of first-year intermediate students in chemistry for the academic year (2023-2024). The research sample consisted of students from Future Leaders Secondary School for Outstanding Students The research group, affiliated with the General Directorate of Education of Baghdad, Al-Karkh III, and the two research groups were equally chronologically aged., intelligence, and grade. Previously for the science subject, The sample consisted of 56 students, with 28 students. for each grade. The synthetic thinking scale prepared by (Kazim, 2023) was relied upon, which consisted of (40) items. The results were discussed and suggestions and recommendations were presented by the researcher.

Investigating the use of ChatGPT to solve a GeoGebra based mathematics+computational thinking task in a geometry topic

ChatGPT is a chatbot with potential educational benefits, particularly in enhancing computational thinking (CT) proficiencies such as programming, debugging, and algorithmic thinking for students. Despite its promise, there is limited research on how ChatGPT can specifically support the integration of CT into mathematics education using tools like GeoGebra. The researchers implemented plugged-computational thinking in mathematics (Math+CT) lessons by means of the utilization of GeoGebra, an application that requires students to input commands in order to generate mathematical objects. The present investigation employed an educational design research (EDR) methodology in which the researchers incorporate ChatGPT into our Math+CT lessons to assist students in accomplishing the task. We purposely selected the participants who are mainly postgraduate students and collected data from the participants’ conversation with ChatGPT and recorded their screens while interacting with ChatGPT and our Math+CT task. We analyzed the data through descriptive qualitative method on the participants’ prompts, the final codes and the number of iterations. The researchers examined how ChatGPT could be utilized to assist the participants in writing GeoGebra commands in terms of its benefits and limitations. ChatGPT assisted most participants in completing the task successfully, with only a basic need for proficiency in GeoGebra commands, mathematics, and critical thinking. However, it revealed that participants did not yet utilize an affective prompt to ChatGPT. Furthermore, ChatGPT has the potential to be utilized for differentiated instruction due to the fact that its responses to individual users vary significantly based on the input prompts. Limited understanding of basic GeoGebra commands, and mathematical concepts could hinder the participants from training ChatGPT or prevent them from arguing with ChatGPT. This study enhances the existing literature by illustrating that ChatGPT can facilitate critical CT aspects, including programming and debugging, in a mathematics education context. This suggests that AI tools such as ChatGPT can contribute to the development of independent problem-solving skills, provide tailored support based on the needs of individual students, and enhance personalized learning experiences. Additional research involving students in school is required in order to gain a deeper understanding of the integration of ChatGPT into Math+CT lessons.

Development and Validation of an Assessment Tool for Measuring Innovative Thinking in STEM Students

The researcher conducted this study to develop and validate an instrument, an assessment tool for measuring innovative thinking in STEM students of Hilongos National Vocational School, Hilongos, Leyte, in 2024. It was done in three phases: (1) Construct Specification and Item Creation, (2) Content Validation and (3) Internal Consistency Assessment. Figure 1 shows the overview of the instrument development and validation process adopted from Bazhan et al.,. (2023) with modifications. As to content validity, the expert panel members evaluated the 150 items based on the four-point scale. Then, CVI for each item was calculated. Items are retained if they have a Content Validity Ratio (CVR) of 0.60 or higher and a Content Validity Index (CVI) of 0.80 or higher, while items are eliminated if they fall below either criterion, with a CVR of less than 0.60 or a CVI of less than 0.80. The remaining items were revised to experts’ recommendations in terms of the consistency of statements’ verb tenses and the points of view utilized. As to internal consistency, it revealed that the reliability of the five constructs is greater than 0.90, indicating that the reliability is acceptable. This implies that all items demonstrated a valid internal consistency. Cronbach’s α between 0.8 to 1 shows good reliability, between 0.6 to 0.79 indicates the reliability is acceptable, and less than 0.6 indicates poor reliability. The developed questionnaire for measuring innovative thinking in STEM students exhibited strong reliability and content validity. The instrument effectively captured the core dimensions of innovative thinking, such as observing, questioning, experimenting, idea networking, and associating. The factor analysis results supported the instrument's underlying structure, and Cronbach's alpha values indicated high internal consistency. These findings suggest that the questionnaire is a reliable and valid tool for assessing innovative thinking in STEM students.

Development of computational thinking of students – future teachers by means of solving problems on the processing of structured data

The problem and the purpose. Computational thinking is one of the categories that currently assesses the quality of specialist training, including that of a future teacher. The mentor of a digital school needs computational thinking skills for the successful implementation of work functions and for determining the trajectory of his personal development. The purpose of the study is to identify the possibilities of structured data processing tools for the development of computational thinking of future teachers. Research methods. Structured data is information organized in the form of tables and files of other formats. The research was conducted on the basis of Vyatka State University (Russian Federation). The experiment involved 330 students studying in the field of training: 44.03.05 Pedagogical studies (with two specialties). The use of structured data processing tools was purposefully carried out in the classes of the design discipline from the block “Digital technologies in education”. A set of techniques was used to determine the level of computational thinking such as “Geometric figures”, “Quantitative relations”, “Complex analogies”. For statistical processing of data, Pearson's χ2 (chi-square) criterion is used. Results. Interaction in the experimental group was implemented in stages: the study of basic tools; development of skills of graphical interpretation; the use of functions that allow analyzing and protecting the contents of structured data. The features of the proposed information interaction are: students with different educational paths are involved; the technology of reasoned discourse is applied at every stage. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 7.024; p < 0.05). Conclusion. The tasks on the processing of structured data that maximize the development of computational thinking are formulated: conditional formatting; establishing links between the source data and the result; automatic recalculation of the result; filtering, sorting, etc. The difficulties that complicate the use of the proposed innovations are defined: how to state a task and to adapt it to the specifics of the field of training; how to organize a reasoned discourse.

Influence of Personal, Psychofunctional Qualities Students for the Formation of Professional Artistic Skills

Problem and goal. The article presents materials from a study of the problem of the influence of personal, psychofunctional qualities of students on the effectiveness of the formation of professional skills in visual activity. The study of the innate psycho-functional inclinations of perceptual perception on the process of forming students’ imaginative thinking makes it possible to improve the quality of learning and effectively implement the acquired skills to create an artistic image. The development of students’ creative abilities in the process of professional training allows them to develop an interest in independent intellectual activity and improve professional skills in creative activities. The purpose of the article is to study the influence of personal, psychofunctional qualities of students in the “Design” direction on the formation of professional skills in visual arts. Methodology. The study used methods for assessing the creative thinking of students: Personal creative characteristics of F. Williams (1980), E. E. Tunik. Self-organization of activities Mandrikova E. Yu. Assessment of students’ mastery of graphic skills was carried out according to generally accepted criteria for visual activity. The results obtained were processed by methods of mathematical statistics using the software package “Statistica 10.0 for Windows”. Studying the problem of developing the creative potential of the innate, creative inclinations of the individual allows us to solve the problem of developing professional skills in visual arts. The results of the study indicate that the formation of professional skills in visual arts is determined by individual, innate inclinations of creative thinking; imagination, curiosity, the ability to find new solutions and apply complex techniques when performing a drawing. At the same time, determination in combination with self-organization of educational activities is the basis for the effective development of artistic and professional skills. Conclusion. As a result of the study, it was found that the effectiveness of the formation of professional skills in visual arts among students is determined by the innate inclinations of creative thinking: purposefulness, focus on the present, attentive attitude to the technique of representation, in combination with self-organization of educational activities, such as a necessary condition for the effectiveness of mastering professional skills, at the same time, for students with a dominant, passive, sensory-emotional perception of the world around them, orderliness and perseverance, as indicators of self-organization of activity, have a relatively subjective nature of application in the process of visual activity.

Communication Skills Assessments and Rubrics In The Higher Education: A Meta-Analysis

Effective communication skills are crucial in the higher education system. Consequently, there is a growing concern about how higher education institutions can better equip students with the communication skills required for success in both academic and professional settings. The assessment of communication skills, especially in higher education, is complex and can have a substantial impact on students' academic achievements, preparedness for their careers, and overall professional growth. Due to this disparities and assessment challenges, this meta-analysis sought to answer the following research questions: (a) What are the assessments employed for communication skills in multi-discipline studies in higher education? (b) What are the “key findings” contributing to the issues of communication skills assessment in higher education? In this article, a meta-analysis was conducted to determine the types of communication skill assessments and other key findings concerning the assessment issues in this area. Sources were identified using Scopus, Web of Science, Wiley Online Library, Taylor & Francis Online and Springerlink, and, after inclusion criteria were applied, 21 samples of articles were included in the meta-analysis. The findings demonstrate the existence of issues from the aspects of audience, mode, and purpose of the assessments, which mainly are: (1) impact of language proficiency and ICT competency; (2) communication skills approach to non-scientific audience; (3) blended assessment and feedback communication; (4) use of explicit and direct teaching assessment; (5) critical thinking and opportunity for justifying scientific ideas; and (6) benefit of early and continuous communication tasks. The review finds an extensive gap on the communication skills assessment related to higher-order thinking and problem-solving abilities in junior students. This meta-analysis may be of great interest to university policymakers, language lecturers, and academic lecturers from other disciplines who are searching for the best assessments strategies to measure students' communication skills.

HODNOTENIE POROZUMENIA KONCEPTU FUNKCIE, JEJ ROZNYM REPREZENTACIAM A PREPOJENIAM MEDZI NIMI

In these times of change and constant development, it is important that pedagogical approaches reflect modern trends and the needs of students. In mathematics, the notion of function is one of the key concepts. Despite the fact that the concept of function starts to be built in primary school, even in secondary school many students show gaps in their understanding of the concept of function, its different representations and the links between them. Our research focuses on the application of inquiry-based teaching (IBT) in the learning of the concept and properties of functions. This paper describes the initial stage of research based on a design-based research strategy oriented towards the design and development of methodological materials for teaching functions. The second part of the paper consists of the evaluation of a test designed to assess the development of functional thinking of primary school students.

Enhancing critical thinking and problem-solving skills in upper elementary students through game-based learning

Introduction. The acquisition of knowledge by students to more actively develop their minds through challenging activities in the form of contextual problem analysis and academically oriented training in thinking skills is still lacking. Solving an inappropriate problem can trigger students' reluctance to try to solve the problems presented because the problem presented will be an early "gateway" as a stimulus that can subsequently stimulate students' thinking, so the skill of the teacher in "packaging" a problem as interesting as possible may be one of the determining factors in the success of the application of the learning model. Study participant and methods. This study included approximately 600 middle school students (grades four through six) in Indonesia, situated in a township with a median family income of IDR72,000,000/year and a median household income of IDR48,000,000/year, where 9.3% lived in poverty. The ethnically diverse composition featured 40.22% Javanese. The chosen school lacked academic tracking in social studies classes for grades 4-6 and had a willing teacher for Game-Based Learning (GBL) interventions. Using a quasi-experimental design, three GBL intervention classes (62 pupils) were randomly selected from five sections taught by the participating teacher, while seven classes (115 students) received conventional instruction. The study aimed to evaluate GBL's impact on social studies education, employing Denah Education Game (DENDA) with specific objectives for territories. The results. The findings indicate that students in the Game-Based Learning (GBL) group had a slightly higher average post-test score (M = 3.66) compared to conventional students (M = 3.60). Similarly, the average score of GBL students on the delayed post-test (M = 2.11) was slightly higher than the score of conventional students (M = 2.00). However, both the post-test (F(1,96) =0.07, p >0.05) and delayed post-test (F(1,91) =0.45, p >0.05) did not show a consistent effect, according to these results. The study indicates that the Game-Based Learning (GBL) intervention successfully enhances students' understanding with slightly higher post-test and delayed post-test scores compared to traditional teaching methods. The findings emphasize the importance of student discourse in game-based scenarios, with higher-level conversations predominantly observed in intra- and inter-group discussions. Despite fluctuations in intellectual activities, student engagement and critical thinking remain high. However, challenges in addressing gender differences and implementing GBL in conventional classroom settings need further research and development focus. Conclusion. The study supports integrating Game-Based Learning (GBL) into conventional classrooms, noting no significant differences from traditional teaching. However, caution is advised due to implementation challenges. Gender differences underscore the need for further exploration of GBL effectiveness across genders and grade levels. Positive impacts on critical thinking are seen through student-centered learning and authentic problem-solving scenarios. GBL aligns with best teaching practices, emphasizing engagement and student-driven learning. While acknowledging limitations, the research calls for ongoing exploration of GBL's potential in fostering critical thinking and aligning it with traditional educational principles for maximum effectiveness in diverse classrooms.

Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis

Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis

EFFECTIVENESS OF USING EDUCATIONAL GAME-BASED SCIENCE MEDIA PRODUCTS IN IMPROVING SCIENCE LITERACY IN ELEMENTARY SCHOOL

This study examines the effect of using educational game-based science media products on improving science literacy , especially in terms of critical thinking or problem-solving skills in elementary school students. Through an experimental research design, the results showed a significant increase in the aspects of science literacy studied in the group of students who used educational game media compared to the control group. The results showed a significant increase in the aspects of science literacy studied in the experimental group. These findings indicate that the use of educational games can be an effective method for improving high-level thinking skills in students, such as critical thinking and problem solving. This study emphasizes the importance of integrating educational games into the elementary education curriculum to support the development of science literacy in more depth. In addition, these results also open up further opportunities for research related to the effectiveness of educational games in various other aspects of education.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ТЕХНОЛОГИИ РАЗВИТИЯ МЫШЛЕНИЯ У МЛАДШИХ ШКОЛЬНИКОВ С ЗПР

According to the Ministry of Health of the Russian Federation, the Ministry of Social Policy of the Russian Federation, the Ministry of Education and Science of the Russian Federation, the number of children with disabilities is increasing every year. The main nosology that is observed in school institutions is children with delayed mental development. In the context of the implementation of inclusive education, adapted educational programs are developed for students with mental retardation, which take into account the peculiarities of their development and are aimed at helping to assimilate the educational program. The main branch in this work is the development of higher mental functions, including thinking. The problem of the development of thinking in primary school children is central in special pedagogy and psychology, it is the lack of intellectual activity that is determined as the main reason for the school failure of children in this category. Teachers are faced with the task of developing and implementing such programs using psychological and pedagogical technologies to develop thinking in younger students with mental retardation. The article presents an integrated approach using psychological and pedagogical technologies to the development of thinking in younger students with mental retardation, which favorably affects the dynamics of the development of their thought operations. The practical significance of the study lies in the expansion and deepening of empirical research on the problem of thinking of younger students with mental retardation as a result of obtaining new qualitative and quantitative data that can be used by psychologists. A psychological program for correcting the thinking of younger students with mental retardation can be recommended to psychologists, teachers, and other specialists who work with younger students with mental retardation.

Pengembangan Perangkat Pembelajaran Matematika Berbasis Open Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas VIII Pada Materi SPLDV

This research is motivated by the low creative thinking skills of students and there are still many teachers who have difficulty in developing learning tools that are in accordance with the demands of the 2013 curriculum learning. The purpose of this research is to develop open ended based mathematics learning tools to improve the creative thinking skills of grade VIII students on SPLDV material that is practical, valid and effective. The device development model chosen in this research is the Thiagarajan, Semmel & Semmel (4-D) model. This model consists of four stages, namely defining, designing, developing and disseminating. The learning tools developed in this research are in the form of lesson plans, student activity sheets and creative thinking skills tests. The research instruments used are in the form of device validation sheets, learning implementation observation sheets, student activity observation sheets and student response questionnaires. From the results of the validation test data analysis, the average percentage score for: (1) lesson plas which is 4.60 with a valid category, (2) Student Activity Sheet which is 4.57 with a valid category, (3) Creative Thinking Ability Test which is 4.74 with a valid category. The observation results of the implementation of learning devices showed an average result of 83.63% in the good category. The overall average of student activity is 83% which is classified as an active category. The results of the creative thinking ability test showed that the percentage of classical completeness was 80%. And students' response to the developed learning tools is positive. Thus, the open ended based learning tools developed are valid, practical and effective to improve the creative thinking ability of students in grade VIII.

The Power of Perception: Unpacking the Role of Negative Thinking in High School Students’ Test Anxiety

The main purpose of this study is to determine the factors that contribute to the formation and maintenance of negative cognitions in adolescents. The present study employs a qualitative methodology to examine test-related negative cognitions of senior high school students with test anxiety. The consensus qualitative research (CQR) method was employed in the study design. Subsequently, fifteen randomly selected students were administered an inventory prepared using semi-structured interview questions, test anxiety, cognitive and behavioral therapy literature, and expert opinions. It was revealed that students' negative cognitions were clustered in four domains: self-oriented, other-oriented, future-oriented, and test-oriented. The self-orientated domain had three themes: self-criticism, lack of confidence, and high self-expectations. Other-oriented domain contained two themes: blaming others and concern about the social consequences of failing. The future-orientated domain had two themes: reading the future and intolerance to uncertainty. Lastly, the test-oriented domain had three themes: distraction during test, inefficient test-taking strategies, and negative study skills assessment. The study’s findings revealed that students have negative cognitions that have emerged as thoughts related to self, others, the future, and testing itself. These negative thoughts may affect students’ test anxiety levels, confidence, academic performance, and well-being. These findings were generally consistent with the literature and were discussed considering the relevant literature. It is suggested that mental health professionals and educators can use the cognitions addressed within the scope of the research to support students to improve their well-being, academic performance and resilience.

Need Analysis for Development of Inquiry-Based STEM Materials to Improve Critical Thinking Skills

21st-century learning plays an important role in producing quality human resources. One of the skills that students must have to face this century is critical thinking skills. This research aims to determine students' critical thinking skills and find out to what extent the stages of inquiry learning have been implemented, as well as their integration with the STEM approach. The type of research used is survey research. The instruments used were interview guide sheets, tests of student critical thinking skills, observation sheets of learning implementation, and analysis sheets of the interviews conducted with 4 physics teachers in the four schools. The research results show that learning in schools is still conventional (teacher-centered). The integration of the inquiry process with the STEM approach in learning and the teaching materials used is still low. Students' critical thinking skills are also low. Therefore, the recommendation from this preliminary study is that there is a need to develop physics teaching materials that integrate inquiry learning with a STEM approach to improve students' critical thinking skills.

Defining evolution: exploring students’ conceptions of evolution in introductory biology courses

BackgroundUnderstanding evolution is an important part of undergraduate biology education. Despite its importance, however, students often struggle to understand evolution, often holding preconceived notions of what evolution is. Here, we investigate how students in both majors and non-majors introductory biology define and conceive of evolution at the start of the semester for a two-year college and a four-year university near each other. We analyze open-ended responses to an in-class activity on the first day of the semester that asked students to define evolution, generating insight into how students are thinking of evolution prior to any formal instruction on evolution in college.ResultsOur analysis of over 300 student responses reveals that students hold diverse conceptions about evolution, with some students perceiving evolution in the context of evolutionary processes while other students define evolution by referring to perceived evolutionary consequences. In addition, we identify multiple non-normative conceptions about evolution, including students viewing evolution and natural selection as synonymous and not recognizing other evolutionary forces, and find that very few students likely have developed mental models linking evolution and genetics. In addition, we find few differences between how students at the two- and four-year institutions perceive evolution, and similarly few differences between students in a majors and non-majors introductory biology, suggesting that these conceptions of evolution are widespread at the beginning of introductory biology, regardless of major or institution.ConclusionsWe situate our results in the existing literature examining student conceptions of evolution, with our results extending past work that has primarily relied on more closed-ended questions or focused on specific evolutionary concepts (e.g., natural selection). Our results largely align with past work on student thinking of evolution but provide a broader, more holistic perspective at the ideas and framework that students are drawing upon when introductory biology instructors first introduce the term ‘evolution’. We conclude our paper by discussing implications for the biology education research community as well as instructors.

Developing Reflective Thinking in Female Students Fourth Grade Preparatory School in the Subject of Quran oh Noble and Islamic Education

Developing Reflective Thinking in Female Students Fourth Grade Preparatory School in the Subject of Quran oh Noble and Islamic Education