scholarly journals META-ANALYSIS BACKGROUND OF COLLABORATIVE LEARNING IN SCIENCE LEARNING

2021 ◽  
Vol 2 (2) ◽  
pp. 181-190
Author(s):  
Anisa Rizkia ◽  
Qurrotul Anfa ◽  
Huyteang Meng
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Science Learning ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis Study ◽  
Innovative Learning

This meta-analysis study aims to determine the background of collaborative learning in science learning. The sample used was purposive sampling related to research on the background of collaborative learning in natural science teaching and learning processwith seventeen research samples. Six classes actions will be used as samples to find the background for the application of collaborative learning in science learning, while the other 11 plus 6 existing classroom action studies were used as supporting materials for the background. Results based on a meta-analysis study, it was found that 29.40% of collaborative learning was motivated by the lack of students' social skills. In addition, there were also 6 problems that underlie related or emerging studies, including the lack of absorption and mastery of student learning, passive students, low student motivation, lack of innovative learning strategies, lack of innovative learning media, lack of social skills of students, low critical thinking skills of students.

scholarly journals Adolescent School-Based Sexual Health Education and Training: A Literature Review on Teaching and Learning Strategies

2018 ◽  
Vol 10 (3) ◽  
pp. 172 ◽  
Author(s):  
Hussein Haruna ◽  
Xiao Hu ◽  
Samuel Kai Wah Chu
Keyword(s):  
Health Education ◽  
Literature Review ◽  
Sexual Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Health Knowledge ◽  
Developed Countries ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Sexual Health Education

OBJECTIVES: The objective of this review is to gain an understanding of the teaching approaches used and their effectiveness in imparting sexual health literacy amongst school adolescents. The intention is to design interventions for effective sexual health education in our study setting.METHODS: We reviewed various literature related to adolescent sexual health education studies that have been conducted by prior researchers. We also provide an overview of the teaching and learning methods used.RESULTS: Through this literature review, we learned that GBL and gamification were carried out primarily in developed countries, outside of Africa. It has been observed that both GBL and Gamification are effective and efficient in the transformation of knowledge, as they influence students’ learning processes through engagement, enjoyment, excitement, attractiveness, and participation. They also foster critical thinking skills, improve confidence, increase motivation, and stimulate a habit of self-regulatory learning among students.CONCLUSIONS: Ensuring the impartation of sexual health knowledge can also be achieved by designing and applying effective innovation teaching methods that appeal to today’s youth, such as GBL and Gamification. We will design GBL and Gamification methods and evaluate their effectiveness amongst Africans students, specifically among Tanzanian school adolescents.

scholarly journals SYSTEMATIC REVIEW PENGARUH PENDEKATAN SAINTIFIK TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA

2020 ◽  
Vol 1 (1) ◽  
pp. 65-76
Author(s):  
Anggit Grahito Wicaksono
Keyword(s):  
Systematic Review ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Scientific Publications ◽  
Higher Order Thinking Skills ◽  
Scientific Approach ◽  
Innovative Learning

The purpose of the study was to investigate the effect of a scientific approach on improving students' critical thinking skills in various educational units. The research method used is a systematic review of research results available in the Indonesia One Search portal by analyzing qualitative research from each. From the results of the search for scientific publications, 33 scientific articles were obtained which were screened with inclusion and exclusion criteria obtained 5 articles. The results of this study revealed that (1) the scientific approach had a positive and significant influence on students' critical thinking skills in various educational units starting from elementary to high school. (2) the application of a scientific approach, especially in natural science learning (Physics, Biology, Chemistry) can improve students' critical thinking skills because the scientific approach has a strong and significant relationship with critical thinking skills. This systematic review research has implications in science learning based on a scientific approach in developing innovative learning models related to the empowerment of higher order thinking skills that include critical thinking, creative thinking, and problem solving.

scholarly journals SYSTEMATIC REVIEW PENGARUH PENDEKATAN SAINTIFIK TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA

2020 ◽  
Vol 7 (1) ◽  
pp. 65-76
Author(s):  
Anggit Grahito Wicaksono
Keyword(s):  
Systematic Review ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Scientific Publications ◽  
Higher Order Thinking Skills ◽  
Scientific Approach ◽  
Innovative Learning

The purpose of the study was to investigate the effect of a scientific approach on improving students' critical thinking skills in various educational units. The research method used is a systematic review of research results available in the Indonesia One Search portal by analyzing qualitative research from each. From the results of the search for scientific publications, 33 scientific articles were obtained which were screened with inclusion and exclusion criteria obtained 5 articles. The results of this study revealed that (1) the scientific approach had a positive and significant influence on students' critical thinking skills in various educational units starting from elementary to high school. (2) the application of a scientific approach, especially in natural science learning (Physics, Biology, Chemistry) can improve students' critical thinking skills because the scientific approach has a strong and significant relationship with critical thinking skills. This systematic review research has implications in science learning based on a scientific approach in developing innovative learning models related to the empowerment of higher order thinking skills that include critical thinking, creative thinking, and problem solving.

scholarly journals Virtual Museum Experience for Critical Thinking Development: First Results from the National Gallery of Art (MOOC, US)

2021 ◽  
Author(s):  
Antonella Poce
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Aesthetic Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Gallery ◽  
First Results ◽  
Innovative Learning ◽  
The Aesthetic ◽  
National Gallery Of Art

In recent years, the use of innovative learning strategies within museum education contexts has been considerably supported by the use of digital technologies, especially in terms of critical thinking enhancement. As underlined by several studies in the field, the aesthetic experience is particularly effective in terms of reflection skills promotion, critical interpretation and analysis, both at individual and group level, as well as personal and creative reinterpretation (Biasi, Patrizi, & Fagioli, 2020). The present paper describes a research conducted within the MOOC «Teaching Critical Thinking through Art», created by the National Gallery of Art in Washington (DC), under the scientific supervision of the Harvard Project Zero researchers, pioneers of Visual Thinking Strategies within the museum context. The paper is aimed at illustrating the results of a content analysis conducted on the forum section of the above-mentioned MOOC during the 2020 edition. In particular, 163 posts from the «See/think/wonder» activity were assessed by two human evaluators using two different Critical Thinking evaluation tools (Garrison, Anderson, & Archer, 2001; Poce, 2017). In addition, specific analyses were carried out selected users’ writing activities in order to identify possible positive correlations between the characteristics of forum posts and the critical thinking skills solicited.

scholarly journals Critical Evaluation of the New Headway Advanced and the ILI Advanced Series: A Comparison of Curricular Components and CLT Objectives Based on ACTFL

2017 ◽  
Vol 6 (5) ◽  
pp. 182
Author(s):  
Esmail Zare-Behtash ◽  
Hassan Banaruee
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Critical Evaluation ◽  
Thinking Skills ◽  
Communicative Language Teaching ◽  
Cultural Knowledge ◽  
Critical Thinking Skills ◽  
The Other ◽  
Instructional Materials

The critical evaluation of systematic planning, development and review practices of instructional materials intend to improve the quality of teaching and learning. This study investigates the objectives of communicative language teaching and curricular components of two important textbooks which are widely studied in Iran: the New Headway Advanced Series (2015), the Iran Language Institute (ILI) Advanced1 (2008). The evaluation is done in terms of two prospects; firstly, the interpretation of communicative language teaching objectives and secondly, curricular components of the books. To this aim, a checklist of 5 Cs standards and seven curricular components evaluation developed by American Council on the Teaching of Foreign Languages (ACTFL) was employed. The evaluation reveals that the New Headway advanced series is more preferable and desirable than the ILI Advanced 1 due to the design and organization, authenticity, attractiveness, functionality, practicality and the other qualities mentioned above regarding communication, cultures, connection, comparison, and community in all aspects. The evaluation based on the seven curricular components- language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical thinking skills, technology and the other features- indicates that the ILI textbook enjoys low standards and is not well developed in all components. The ILI textbook is highly reading and writing oriented and not appropriate for transactional and interactional learning purposes. This study acquaints language teachers and learners with the more desirable and cogent book. 

scholarly journals Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

2021 ◽  
Vol 5 (2) ◽  
pp. 434
Author(s):  
Ferrinda Prafitasari ◽  
Sukarno Sukarno ◽  
Muzzazinah Muzzazinah
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary Schools ◽  
Blended Learning ◽  
Learning Strategies ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Mixed System

The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

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