Thinking Skills Of Students Research Articles

Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets

PurposeThis study aims to investigate the information literacy (IL) performance and higher order thinking skills of students with different levels of growth mindset and their perceptions of library-supported learning by using the annotate, summarize, question and evaluate (ASQE)-based learning approach.Design/methodology/approachIn this study, the ASQE-based learning approach was applied to the learning activities to cultivate students’ IL, problem-solving awareness and critical thinking tendency. A total of 60 postgraduate students were invited to participate in this study. In addition, students’ perceptions of library-supported learning were analysed via drawing analysis.FindingsIntroducing ASQE-based learning into an IL learning activity promoted reflection and thought and had positive effects on students’ problem-solving awareness and on the critical thinking tendency of students with different levels of growth mindset. Additionally, the drawing analysis indicated that most of the students with low levels of growth mindset believed that learners should actively study in the library and students with higher levels of growth mindset preferred more motivating and enjoyable learning environments.Originality/valueThe findings of this study demonstrate that the ASQE-based learning approach can improve higher order thinking skills of students with different levels of growth mindset. In addition, this study examined the perceptions of students with different levels of growth mindset of library-supported learning via drawing analysis.

Problem-Based Learning dan Creative Thinking Skills Students Based on Local Wisdom in Maluku

In learning conservation biology with online learning communities, lecturers usually guide their students through a discussion-based learning process. In theory, mixed learning can increase interaction in the learning environment. Effective learning is promoted through flexibility, enabling the use of various student learning styles. This study aimed to 1) describe students' creative thinking skills about local wisdom on small islands in Maluku; 2) know the differences in creative thinking skills of experimental class students (using problem-based learning and conventional classes on small islands in Maluku; and 3) knowing differences in students' creative thinking skills on the topic of different local wisdom in small islands in Maluku. This research used the development of 4D Model teaching materials, field lectures, and online-based discussions. The data were analyzed descriptively, and the level of development of the 4D model combined with the student's PBL was evaluated using the normalized N-Gain g, while the quantitative data were analyzed through the ANCOVA test. The research findings reveal that competitive and facilitator styles significantly mediated the relationship between technology user acceptance and mixed learning on students' creative thinking skills. One of the weaknesses found in this study was the geographical differences between the islands. The internet facilities owned by students were not evenly distributed, and the needs of media were various. Blended learning was somewhat challenging to be applied in optimal learning. Scaffolding was given to students to concentrate more on education and independent activities. According to students, problem-based learning, creative thinking, finding information, and writing reports were problem-solving features that contributed the most to student learning.

Pengembangan Teknik Ligapo untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa Inklusi pada Pembelajaran Tematik Sekolah Dasar

This research aims to improve the creative thinking skills of inclusion students in Sudirman State Elementary School, Ambarawa Subdistrict. The work of innovation developed in this study is the ligapo technique that is folding, drawing, and cutting. A method designed to assist students with special needs in participating in learning activities together with regular students. The characteristic of inclusion students in class VI is slow learner (slow learning). Ligapo techniques were created to make it easier for students to accept and understand the subject matter. In addition, this technique also improves creative thinking skills for students. An important point in this innovative work is the impact that teachers have on the cultivation of concepts to students through folding, patterning, and cutting activities that are packed with fun and fun. The results showed that ligapo techniques can improve children's catch and reason in learning the material and memory to memorize the material. In fact, through this method inclusion students can improve their creative thinking skills. Inclusion students are able to develop folding and cutting techniques according to their creativity. Thus, this ligapo technique has a good impact on the development of creative ways of reasoning and thinking of inclusion students.

Pengaruh Model Pembelajaran Self Regulated Learning Terhadap Kemampuan Berpikir Kreatif Siswa Kelas V di SDN Tenggilis Mejoyo 1 Surabaya

Creative thinking skills necessary to develop the human self and solve problems encountered in everyday life. See the results of the study of Trends in International Mathematic and Science Study (TIMSS) that the ability of creative thinking of students in Indonesia tend to be still less. Low creative thinking ability of students can be caused by a learning model that has not been able to increase the creative thinking of the students. Learning model of Self Regulated Learning a model where students are given the flexibility so that the aspect of creative thinking of students who are low can be increased to manage the learning itself. The study aims its to know the influence of learning model of Self-Regulated Learning on the ability of creative thinking of students of class V SDN Tenggilis Mejoyo 1 Surabaya.The population is student of class V of the academic year 2021/2022 SDN Tenggilis Mejoyo 1 Surabaya. The sample was taken by cluster random sampling technique so that the obtained class 5-A (grade control) and 5-B (experimental class). The method used test methods and.The results showed that there is influence of learning model of Self-Regulated Learning on the ability of creative thinking of students. It is shown the average of the experimental class creative thinking skills of students taught through the learning model of Self-Regulated Learning is better than the control class that does not use model pembelajaran Self Regulated Learning.

Brain-Based Learning Vs Problem Based Learning: Mathematical Complex Thinking Skills in terms of Student Creativity?

This study's findings explain that the quality of education in eastern Indonesia has decreased, especially from complex mathematical thinking skills. The theory of the Brain-Based Learning model versus the Problem Based Learning model theory is the solution in this study so that the results of the analysis show that the Brain-Based Learning model theory has a positive influence on increasing complex mathematical thinking skills when compared to the Problem Based Learning model, there is an interaction between the two learning models with the creativity of students is more significant, students who have high creativity can achieve better results if given the Brain-Based Learning Model than if given the Problem Based Learning Model. The Brain-Based Learning model can be higher than the complex mathematical thinking skills of students with low creativity given the Problem Based Learning Model. The conclusion is that learning in Eastern Indonesia is very appropriate to apply Brain-Based Learning theory compared to Problem Based Learning theory on complex mathematical thinking skills in terms of student creativity

Pengaruh Penerapan Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis Dan Self Confidence Siswa


 
 
 
 This study aims to determine the effect of students' self-confidence and mathematical critical thinking skills of students who are taught with the Problem Based Learning (PBL) learning model with conventional learning. The research design used in this study was the Nonequivalent (pretest-posttest) Control- Group Design which was carried out in the odd semester of the 2021-2022 academic year at SMK Negeri 13 Pandeglang. Data was collected using pretest and posttest. Hypothesis testing is done by using a t test. The results of data analysis showed that sig. > 0.05 means that the remaining mathematical critical thinking skills and self-confidence of students taught by the PBL learning model are better than the mathematical critical thinking skills and self-confidence of students taught by conventional learning. The contribution of the PBL learning model to the improvement of critical thinking skills is 43% and to the increase in students' self-confidence by 58% compared to conventional learning.
 
 
 

Developing the guided inquiry-based module on the circulatory system to improve student's critical thinking skills

The limitations of inquiry-based teaching modules impact the low critical thinking skills of students. The research objective is to develop an inquiry-based module to improve students' critical thinking skills. This development research uses the Borg and Gall model in designing and testing the module. The development was carried out in February - November 2020 at Batik Senior High School 1 of Surakarta, Central Java. The subjects of this study were students of class XI-Science Batik Senior High School 1 of Surakarta. The assessment of the feasibility and effectiveness of the module uses a validation instrument by linguists, material experts, and learning experts. Assessment of students' critical thinking skills using HOTS questions. The effectiveness of the module was tested using the Z test. The results concluded that the module was feasible to use in learning with a feasibility score of 3.83 (linguistic aspect), 3.92 (material aspect), and 3.80 (learning aspect). Furthermore, this module effectively improves students' critical thinking skills as indicated by the results of the Z test (α<0.05). This study recommends the development of inquiry-based modules in improving students' critical thinking skills.

The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.

Analisis Kemampuan Berpikir Tingkat Tinggi Menurut Teori Anderson dan Krathwohl Pada Siswa Kelas VII SMPN 25 Padang

This research was motivated by the low ability of high-level thinking of students. In addition, the results of the student math midterm exam are still much less than KKM scores. This research aims to analyze the high-level thinking skills of students of class VII SMPN 25 Padang according to Anderson and Krathwohl Theory and describe the factors that affect the high-level thinking ability of students of class VII SMPN 25 Padang. This type of research is descriptive research, the population in this study is the entire student of class VII SMPN 25 Padang. Sampling is based on purposive sampling technique with sample class VII1 numbering 30 people. The instruments used in this study were description and interview tests. The results showed that the high-level thinking skills of students of class VII SMPN 25 Padang were divided into three, namely high, medium and low. The high-level thinking ability of high group students was 10%, the moderate group was 73.33%, and the low group was 16.67%. Factors that affect students' high-level thinking skills are not yet skilled in understanding problems, the ability to remember the subject matter of some students is still low, the ability of students to make strategies in answering is still low due to lack of problem training at home, students tend to quickly give up, class conditions are less calm during learning and some students admit to rarely learning and repeating lessons at home. From the results of the research conducted, the ability to think high level students include enough categories, this can be seen in grouping the percentage of high-level thinking skills of students. From the results of the study it is recommended that teachers understand the weaknesses and strengths of each student's thinking skills, because students have different thinking skills, especially high-level thinking skills.Keywords: Anderson and Krathwohl, high-level thinking skills, analyze, evaluate

The Efect of Problem Posing Learning Assisted Origami Paper on Creative Thinking Skill Students

Abstract. The research aimed to see the effect problem posing to creative thinking skills and students achievement-assisted origami paper. Problem posing used to increase students skill not only to find knowledge accidentally but trough the effort to find relationship knowledge their learn. The result from relationship knowledge was question or answer from their filed self so they understand the way to solve the problem using origami paper to attract student’s attention and strengthen student understanding. Literacy study was used in this research. The data obtained were compiled, analyzed, and concluded to get conclusions about the effect of origami paper in the problem posing learning to creative thinking skill students. Based on the results of this research using literacy studies from several research journals and articles show that problem posing has effect of origami paper on creative thinking skills students and students achievement.

The Role of School and Family Education in the Development of Creative Thinking for Youths: Evidence from Vietnamese Context

This article discusses determinant factors of creative thinking skills in students, including demographic features, within and out-of-school experiences, digital usage and ICT (Information and Communication Technology) skills. Structural equated model constructed from 1181 observations from Vietnamese secondary students reveals that students’ digital usage and ICT skills, together with experiences within and outside school are strong predictors of their creativity levels. Demographic features, academic performance and after-school tuition are found insignificant to school learners’ creative abilities. The results provide significant insights into the current situation of skills education and policy implications to improve instructional quality of Vietnam’s education system and other nations with similar sociocultural contexts.
 
 Received: 11 November 2021 / Accepted: 14 December 2021 / Published: 5 March 2022

Development of Android-based Interactive Multimedia to Enhance Critical Thinking Skills in Learning Matters

The advancement in science and technology in the 21st Century necessitates improving critical thinking skills in students. Implementing digital technology such as interactive multimedia in the learning process can encourage quality learning and teaching. This study aims to create Android-based interactive multimedia that will help students improve their critical thinking skills in learning matters. This research aims to develop android-based interactive multimedia to enhance critical thinking skills in learning matters. This research employed a developmental method that included analysis, design, development, implementation, and one group pretest-posttest to assess students' critical thinking skills. The participants were 30 students from Private Junior High schools in Bandung Barat. The instruments used were the expert's judgment rubric, students' questionnaire, and objective test. With an overall score of 88.25%, the experts' judgment score was classified as very good. Moreover, the average score of students' impressions was 84.56%, classified as very good. Based on the data analysis, the value of g is 0.52, which is classified as a medium enhancement. This finding indicates that students' critical thinking skills improve after applying Android-based interactive multimedia.

Teaching Critical Thinking Skills in Higher Education: Some Reflections

Critical thinking skills are seen as a required quality that students should acquire in order to excel on their education journey. Critical thinking skills enable students to critically analyze materials and improve their analytical, argumentative and communication skills. Using critical thinking skills students are able to evaluate different arguments and based on that knowledge resolve different conflicts and come up with solutions to problems they experience in their lives. The main aim of this paper is to analyze some conceptions of critical thinking skills, to investigate the importance of critical thinking skills for students, and to examine the need for teaching strategies to develop students’ critical thinking. If we are to revive critical thinking in our education system, especially in English language teaching, then we must give opportunity to train, learn, adapt, and of course teach how to evaluate such assessment. This sums up the purpose of this paper, which beside discussing what is critical thinking will research language and critical thinking, evaluation and assessment, critical thinking as educational goal and critical thinking in classrooms with some examples in context of English language teaching. The research method in this paper used to prove the hypothesis that critical thinking is crucial and beneficial for students that should be practiced in language education are descriptive method, analysis, synthesis, and deduction.

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

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

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

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

Efektivitas Pembelajaran IPA Berbasis Etno-STEM dalam Melatihkan Keterampilan Berpikir Analisis

Natural science is a subject that can be delivered through various strategies in understanding the concept, one of which is through ethno-STEM, with Sidoarjo local wisdom that is packed integrated with science, technology, engineering, and mathematics. This strategy is done to practice analytical thinking skills. The purpose of the study to describe the effectiveness of natural science learning based ethno-STEM to practicing the analytical thinking skills of secondary school students. The research method uses quantitative research type experiments with one group pretest and posttest design, class VIII student population of 120 students with a sample of grade VIII B a number of 30 students in MTs Muhammadiyah 1 Taman Sidoarjo. Research procedures include pretest, treatment by implementing natural science learning based ethno-STEM, and posttest. Data analysis techniques use descriptive statistics. The results showed that the implementation of naturak science learning based ethno-STEM is said to be effective, namely 1) the implementation of average learning 3.7 very well categorized, 2) student activities relevant to the average learning 3.6 categorized very well, 3) there is an increase in the value of analytical thinking skills of students by 0.6 moderate category, and 4) positive student response to learning by 90%. Further research is expected to be able to compare treatment between classes, as well as other variables that contribute to learning so that the analysis will be deeper.

Mathematical Literacy Ability Based on Higher Level Thinking

This The 21st century requires human resources who have superior quality with critical thinking skills, creativity, collaboration, and communication skills. Education is the main sector that plays a role in increasing the number of human resources with superior skills. The research objectives are: 1) Knowing the mathematical literacy skills of students 2) Knowing the higher order thinking skills of students 3) Knowing the correlation between mathematical literacy and students' higher-order thinking skills. The research method used in this research is correlational, without giving any treatment. The data collection technique in this study was a test technique, with the research population being students of class X SMA Negeri 2 Kuningan with a total of 249 students. The sampling technique used was Stratified Random Sampling so that the number of samples taken was 35 students. The results obtained that the level of mathematical literacy ability seen in each indicator obtained results on the formulate indicator with a mean value of 66.09 being in the good category, the mean value of the employing indicator of 78.43 being in the good category, while the mean value of the employing indicator was 78.43. the indicator interprets the mean value of 27.51 in the low category. Meanwhile, the level of students' higher order thinking skills seen in each indicator obtained an average score or mean from the analyzing indicator (C4) of 56, the C5 indicator evaluated getting the mean or average value of 53.57, and the mean value of the C6 indicator. create 44.57. The mean or average value obtained for each indicator is interpreted based on test scores with a sufficient category for the C4 indicator, the low category for the C5 indicator, and the very low category on the C6 indicator, and the results of this study indicate that there is a significant correlation between mathematical literacy and ability students' higher order thinking.
 Keywords: mathematical literacy, high order thinking skill.

Literacy and Numerical Competencies of Class IV Students on Energy Source Materials

Learning in Indonesia still emphasizes on the memorization aspect, which makes the high-level thinking skills of students still low. Whereas literacy and numeracy competence emphasizes high-level understanding, and does not only rely on rote literacy. Therefore, the evaluation instrument formulated based on the HOTS approach can train students' problem-solving abilities. This study is intended to describe the literacy and numeracy competencies of fourth grade students in energy sources. This study used a descriptive qualitative approach with the research subjects were students and teachers of class IV SD N 2 Tuguraja. This data collection uses interview techniques, documentation studies, and tests. This study shows that students are not used to using HOTS-oriented questions because the questions made by the teacher do not contain HOTS. In the test conducted using literacy and numeracy-oriented questions which of course require students to think at a high level, based on the analysis of test results using Rasch modeling seen from the comparison of the standard deviation value with the logit value of each student, it can be seen that the ability of students in competence literacy and numeracy is still low. Ability of students in competence literacy and numeracy is still low.

Targeting Creativity Through a Learner-Generated Digital Storytelling Project

One of the most emphasized skills for social, educational and workplace settings is creativity in the present decade. This study aims to understand whether a collaborative digital storytelling production project improves the creativity of undergraduate students. 109 students engaged in group work and employed a range of digital tools (i.e. wikis, storyboard creation tools, video editing programs) for creating digital stories about the 21stcentury problems they think relevant. Students were able to review and comment on each other’s scenarios and pres ent their digital stories to their classmates at the end of the project. The adapted version of ‘How Creative Are You?’ scale (Whetten & Cameron, 2011) was used for measuring the students’ creativity scores before and after the implementation. Whereas resu lts indicated that creativity scores were increased by the digital storytelling production project, this effect was not significant. However, observation of the production process revealed some components of creative thinking skills of students.

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

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