scholarly journals Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

2021 ◽  
Vol 2 (2) ◽  
pp. 77-85
Author(s):  
Wahyuni Purnami ◽  
Sarwanto Sarwanto ◽  
Suranto Suranto ◽  
Retno Dwi Suyanti ◽  
Mauro Mocerino
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Critical Thinking ◽  
Effect Size ◽  
School Teacher ◽  
Thinking Skills ◽  
Elementary School Teacher ◽  
Critical Thinking Skills ◽  
Size Analysis ◽  
Science Technology

The Purpose of this study was to investigate the goodness fit model of Eco Critical Thinking Skills (ECTS) and effectiveness Science Technology Ecocultural Society (STEcS) model in elementary school teacher education programs. Participants in this study were 229 students, taken from 3 universities. The data collection method was an open ended essay test and questioner. The research analysis the goodness fit model used was Lisrel 8 and effect size analysis. The results of the investigation indicated that the construct analysis on the instrument model was categorized as a good fit model category with P-value 0.28 ( 0.05), RMSEA 0.02 (0.08) and other indicators of fit model were above 0.90. Analysis of the effect size based on Cohen's d criteria of 1.391 ( 0.08) is classified as very high criteria. This research concluded that instrument is good fit, Interpretation dimension is highest support. STEcS model is effective to enhance Eco Critical Thinking Skills at elementary school teacher education program. The research implication is Eco Critical Thinking Skills of students can be improved through the application of the STEcS model. The STEcS model is an alternative model for preparing 21st century learning.

scholarly journals Using Problem-Based Learning Models to Improve Students' Critical Thinking Skills

2021 ◽  
Vol 13 (3) ◽  
pp. 2585-2594
Author(s):  
Wenny Sulistya Ningrum ◽  
Pratiwi Pujiastuti ◽  
Heri Maria Zulfiati
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Critical Thinking ◽  
School Teacher ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Elementary School Teacher ◽  
Critical Thinking Skills ◽  
The Social

This research aims to enhance critical thinking abilities through the use of problem-based learning in the Social Science Basic Concepts course. The research method used is Classroom Action Research, which is based on the Kemmis and Taggart model. This research was conducted in two cycle, with the researcher serving as a lecturer and observer during each cycle. The subject of the research was elementary school teacher education. The data collected are presented in table format and analyzed quantitatively in a descriptive manner. The findings indicated that implementing the Problem Based Learning model can help students improve their critical thinking abilities. The results of critical thinking observations in cycle 1 were 39% (poor), and the results of critical thinking skills tests improved from 26% (poor) to 54% (fair). Cycle II was conducted using the same model, and the observation results for critical thinking skills increased from 39% (poor) to 78% (good).  The increasing of students pass critical thinking skills tests from 54% (fair) to 91% (good). It can be concluded that using the Problem Based Learning model can help elementary school teacher education students improve their critical thinking skills.

scholarly journals Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 11 (1) ◽  
pp. 11-22
Author(s):  
Elisabeth Irma Novianti Davidi ◽  
Eliterius Sennen ◽  
Kanisius Supardi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Education Reform ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Significant Difference

Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in improving the critical thinking skills of elementary school students in Wae Ri'i District. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were elementary school students in five (5) elementary schools in Wae Ri'i District. The results shows the sig (2-tailed) value of Equal variances is assumed to be 0.000 <0, 05. Therefore, Ho is rejected and Ha is accepted, which means that there is a significant difference in critical thinking skills after students used the STEM-PBL approach, compared to innovative K13 approach. The average scores of the control class critical thinking skills for the pre-test and post-test were 38 and 79.5. The fixed coefficient is 0.676 and is significant at 0.000. This means that the correlation is positive. Therefore, learning with STEM approach is proven to be effective in improving the critical thinking skills of elementary school students in Wae Ri'i sub-district.

scholarly journals The Effect of Science, Technology, Engineering, and Mathematics (STEM) Approaches on Critical Thinking Skills Using PBL Learning Models

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
I Putu Yogi Setia Permana ◽  
I Dewa Putu Nyeneng ◽  
I Wayan Distrik
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
High Category ◽  
Science Technology ◽  
And Mathematics

The purpose of this study was to determine the effect of Science, Technology, Engineering, and Mathematics (STEM) approach to the improvement of critical thinking skills using Problem Based Learning (PBL) models. The population of the research was all of the 10th grade IPA students in SMA Negeri 7 Bandar Lampung which were 233 students. The selection of research sample used a purposive sampling technique with the sample of class X IPA 5 that consisted of 31 students as the experimental group and the class X IPA 6, which was 30 students, as the control group. The research design used Non-Equivalent Pretest Posttest Control Group Design. Data were tested by N-gain analysis, normality test, homogeneity test, Mann-Withney U Test Effect size test. The results showed that there was a significant  effect of the STEM approach in improving critical thinking skills as indicated by the Sig. (2-Tailed), which was less than 0.05, 0.000, and the average value of N-gain (g) critical thinking skills in the experimental class was 0.73 (high category) while the control class was 0.56 (medium category). Effect size showed a value (d) of 1.49 included in high category. It can be concluded that the application of STEM approach using PBL learning model can improve students critical thinking skills. Implications of the study are discussed. The use of the STEM approach using PBL learning model can be used as an alternative for teachers as an effort to improve students' critical thinking skills. 

scholarly journals The Effectiveness of Discovery Learning and PBL Models on Student’s Critical Thinking Skills

2021 ◽  
pp. 157-165
Author(s):  
Tri Julia Sari Aritonang ◽  
Suhandi Astuti
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Size Analysis ◽  
School Students ◽  
Analysis Technique

This study aims to determine the effectiveness of the learning model Discovery Learning and Problem Based Learning in terms of the critical thinking skills of grade V elementary school students. This type of research is a meta analyst. The data analysis technique used is the Effect size analysis technique. The effect size formula is the effect formula with the eta squared (ή2) formula. The instrument used in this study was a coding sheet. The variables used to obtain coding information on the effect size of the meta-analysis study. The results showed that the Discovery Learning learning model was more effective than the Problem Based Learning learning model for improving students' critical thinking skills. Ancova test results show f count> f table of 0.009 and F count obtained is 6.12, namely 6.12> 0.65 and a significance of 0.001 <0.05 which indicates that there is an effectiveness of Discovery Learning and Problem Based Learning learning models in improving critical thinking skills of class students V SD.

MATH REQUIREMENTS FOR ADMISSION IN ELEMENTARY SCHOOL TEACHER EDUCATION PROGRAMS: DOES IT MATTER?

2021 ◽  
Author(s):  
Andreia Hall ◽  
Helena Alvelos ◽  
Ana Raquel Xambre ◽  
Filipe Hall ◽  
Ana Teresa Costa ◽  
...  
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Teacher Education Programs ◽  
Education Programs
Sign in / Sign up

Export Citation Format

Share Document