Nature education: Outdoor learning of map literacy skills and reflective thinking skill towards problem-solving

2021 ◽  
Vol 40 ◽  
pp. 100815
Author(s):  
Elif Aladağ ◽  
Alaattin Arıkan ◽  
Hatice Özenoğlu
Keyword(s):  
Problem Solving ◽  
Reflective Thinking ◽  
Literacy Skills ◽  
Outdoor Learning ◽  
Thinking Skill ◽  
Nature Education

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

scholarly journals KAJIAN KEMAMPUAN LITERASI KUANTITATIF SISWA SMA 8 KOTA BENGKULU

2019 ◽  
Vol 2 (1) ◽  
pp. 137
Author(s):  
Siska Yosmar ◽  
Nur Afandi ◽  
Baki Swita
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Literacy Skills ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
Economic Problems ◽  
Absolute Requirement ◽  
Almost All

Quantitative literacy is the ability and confidence in using basic mathematical concepts and calculating operations needed for problem solving, decision making of economic problems and their applications in everyday life. Mastery of basic mathematics is an absolute requirement for achieving good quantitative literacy skills. The aim of this activity was to improve mathematical literacy skills of the students at SMA 8 Bengkulu City. The activities were begun by giving pre-tests to students, preparing of modules, presenting the materials of the modules in classroom, practicing through LKS and post-tests. Several techniques, methods and approaches in number counting operations have been presented in this activity. This activity has provided an increase in quantitative literacy skills in class XI IIS-1 SMA 8 Kota Bengkulu. Even so, the improvement of students' abilities can be said to be less optimal because there are still some questions that cannot be answered by almost all students. Therefore, cooperation and involvement of all parties is needed to improve students' quantitative literacy skills and follow-up activities in an effort to strengthen quantitative literacy skills.

scholarly journals PENERAPAN STRATEGI KWHLAQ (KNOW-WHAT-HOW-LEARN-ACTIONS-QUESTIONS) UNTUK MENINGKATKAN RASA INGIN TAHU, PEMAHAMAN MEMBACA CERITA ALKITAB, DAN KEMAMPUAN BERPIKIR REFLEKTIF PADA PELAJARAN PENDIDIKAN AGAMA KRISTEN [THE IMPLEMENTATION OF THE KWHLAQ (KNOW-WHAT-HOW-LEARN-ACTIONS-QUESTIONS) STRATEGY TO IMPROVE STUDENTS’ CURIOSITY, READING COMPREHENSION, AND REFLECTIVE THINKING SKILLS IN BIBLICAL STUDIES EDUCATION]

2021 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Lina Tejo Sugiarto
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Reflective Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Biblical Studies ◽  
T Test ◽  
Thinking Skill ◽  
Paired Sample ◽  
Purposive Sampling

<p>In XYZ elementary school, most grade 2 students show a lack of curiosity when learning Bible as a study subject, which cause the low participation score in learning that subject. Those students also show difficulties when doing the summative test which is caused by their deficiency in comprehending the written Bible story. Moreover, the students show minimum reflective thinking skill which needs to be noticed because the skill is important for learning process in the class. Those reasons show that grade 2 students’ curiosity, reading comprehension and reflective thinking skill when learning Biblical Studies need to be improved. KWHLAQ is a well-known strategy which is suitable to be used in improving the students’ curiosity, reading comprehension and reflective thinking skill. Therefore, this research was conducted to know the difference of students’ curiosity, reading comprehension and reflective thinking skill before and after using the KWHLAQ strategy. The research design used a quantitative, experimental one group pretest and posttest method. The subject of this research were 25 students of XYZ Elementary School – grade 2A which consist of 13 boys and 12 girls. The sample were chosen using purposive sampling technique. The data were analyzed with descriptive and inferential statistics (Paired Sample T-test and Wilcoxon Signed Ranks). The results showed that there were differences in grade 2A students’ curiosity, reading comprehension, and reflective thinking skill in learning Biblical studies after applying the KWHLAQ strategy.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kurangnya rasa ingin tahu siswa pada pelajaran Pendidikan Agama Kristen (PAK) di SD XYZ menyebabkan rendahnya nilai partisipasi siswa dalam pelajaran PAK. Pemahaman membaca Alkitab juga kurang ditumbuhkan dalam diri siswa terlihat dari kesulitan siswa mengerjakan tes sumatif. Kurangnya kemampuan berpikir reflektif siswa perlu mendapat perhatian dalam pembelajaran di kelas. Hal ini menunjukkan bahwa rasa ingin tahu, pemahaman membaca, dan kemampuan berpikir reflektif siswa dalam pelajaran PAK di SD XYZ perlu ditingkatkan. Strategi KWHLAQ adalah strategi yang sangat baik diterapkan dalam pembelajaran PAK untuk meningkatkan rasa ingin tahu, pemahaman siswa, dan kemampuan berpikir reflektif siswa. Penelitian ini bertujuan untuk mengetahui perbedaan rasa ingin tahu, pemahaman membaca, dan kemampuan berpikir reflektif siswa dengan menggunakan strategi KWHLAQ. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode eksperimental. Desain penelitian yang digunakan adalah <em>one-group pretest-posttest</em>. Subyek penelitian terdiri dari 25 siswa terdiri dari 13 laki-laki dan 12 perempuan yang seluruhnya berasal dari siswa kelas 2A SD XYZ Jakarta Barat. Teknik pengambilan sampel menggunakan <em>purposive sampling</em>. Data dianalisis dengan menggunakan statistik deskriptif dan inferensial (Uji <em>Paired Sample T-test</em> dan Uji Wilcoxon). Temuan penelitian mengungkapkan adanya perbedaan rasa ingin tahu, pemahaman membaca, dan kemampuan berpikir reflektif siswa kelas 2A SD XYZ dalam pelajaran PAK sesudah penerapan strategi KWHLAQ.</p>

scholarly journals Improving Novice Students’ Computational Thinking Skills by Problem-Solving and Metacognitive Techniques

2021 ◽  
Vol 20 (6) ◽  
pp. 88-108
Author(s):  
Nor Hasbiah Ubaidullah ◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman ◽  
Rahmah Lob Yussof
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Novice Students ◽  
Programming Courses

Admittedly, the teaching and learning of programming courses in the computer science and information technology programs have been extremely challenging. Currently, most instructors depend on either the problem-solving technique or the metacognitive technique to help students develop a range of cognitive skills, including metacognitive skills, which are important in the development of a strong computational thinking skill required for 21st-century learning. Studies focusing on the practices of instructors in using both techniques are scarce, thus motivating the researchers to carry out this study. This study was based on a qualitative approach involving a case-study design in which five (5) male and five (5) female instructors were selected from 10 pre-university centers in Malaysia as the respondents and participants in an intervention program. The research instruments used were an interview checklist and intervention guidelines. As anticipated, the findings showed that the activities of each technique could only help students develop certain sub-skills of the computational thinking skill, thus underscoring the need for instructors to integrate both techniques in their teaching practices. Thus, it could be reasoned that using either the metacognitive technique or the problem-solving technique alone would not be sufficient to help students develop strong computational thinking skills, as each technique has its strengths and weaknesses. Therefore, it becomes imperative for instructors to leverage the strengths of both techniques by integrating both of them in the teaching and learning of programming courses.

scholarly journals ANALISIS INTERAKSI PENERAPAN MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING BERBASIS PROJECT UNTUK MENINGKATKAN CRITICAL THINKING SKILL DAN INTERPERSONAL SKILL

2019 ◽  
Vol 3 ◽  
pp. 102
Author(s):  
Sulistyaning Kartikawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Learning Model ◽  
Interpersonal Skill ◽  
Double Loop ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Analysis Techniques ◽  
Loop Problem

<p class="AbstractEnglish"><strong>Abstract:</strong> This study aims to determine the interaction/influence of the application of the project based Double Loop Problem Solving learning model in improving Critical Thinking Skill and student Interpersonal Skill. This research is in the form of quantitative research and the sample used in this study is one class taken using Saturated Sampling techniques. The research class was treated using a project-based Double Loop Problem Solving learning model. The independent variable in this study is a project based Double Loop Problem Solving learning model, while the dependent variable is Critical Thinking Skill and student Interpersonal Skill. There are 2 kinds of data analysis techniques, namely data analysis techniques about Critical Thinking Skills and data analysis techniques about student Interpersonal Skills. The analysis of the hypothesis test of this study used the T-Test with a significance level of 5%. T-Test Criteria are as follows, Ho is accepted / H1 is rejected if T count is smaller than T table and Ho is rejected / H1 is accepted if T count is greater than T table. From the results of the TT-test for the first dependent variable Critical Thinking Skill T count = 18.77 and T table = 1.782, because T count is greater than T table, Ho1 is rejected, meaning that there is interaction/influence on the implementation of project based Double Loop Problem Solving learning model in improving Critical Thinking Skill. While the results of the T test for the Interpersonal Skill dependent variable obtained T count = 12.33 with T table = 1.782, because T count is greater than T table, Ho2 is rejected, meaning that there is interaction / influence on the application of Double Loop Problem Solving based learning models to improve Student Interpersonal Skills.</p><p class="AbstractEnglish"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em> dalam meningkatkan <em>Critical Thinking Skill</em> dan <em>Interpersonal Skill</em> mahasiswa. Penelitian ini berbentuk penelitian kuantitatif dan sampel yang digunakan dalam penelitian ini adalah satu kelas yang diambil dengan menggunakan teknik Sampling Jenuh. Kelas penelitian diberi  perlakuan dengan menggunakan model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em>. Adapun variabel bebas dalam penelitian ini adalah model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em>, sedangkan variabel terikatnya adalah <em>Critical Thinking Skill</em> dan <em>Interpersonal Skill</em> mahasiswa. Teknik analisis data ada 2 macam yaitu teknik analisa data tentang <em>Critical Thinking Skill</em> dan teknik analisa data tentang <em>Interpersonal Skill</em> mahasiswa. Analisis uji hipotesis penelitian ini menggunakan  Uji-T dengan taraf signifikan 5 %. Kriteria Uji-T adalah sebagai berikut, Ho diterima/H1 ditolak jika T hitung lebih kecil dari T tabel dan Ho ditolak/H1 diterima jika T hitung lebih besar dari T tabel. Dari hasil uji T untuk variabel terikat pertama <em>Critical Thinking Skill</em> diperoleh T hitung = 18,77 dan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho<sub>1</sub> ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving</em> berbasis <em>project </em>dalam meningkatkan <em>Critical Thinking Skill.</em> Sedangkan hasil uji T untuk variabel terikat <em>Interpersonal Skill</em> diperoleh T hitung = 12,33 dengan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho<sub>2</sub> ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving</em> berbasis <em>project </em>dalam meningkatkan <em>Interpersonal Skill</em> mahasiswa.</p>

Students’ reflective thinking pattern changes and characteristics of problem solving

2022 ◽  
pp. 1-23
Author(s):  
Muhammad Noor Kholid ◽  
Cholis Sa’Dijah ◽  
Erry Hidayanto ◽  
Hendro Permadi
Keyword(s):  
Problem Solving ◽  
Reflective Thinking

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2009 ◽  
pp. 403-418
Author(s):  
Susan Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Digital Nature Explorations

2021 ◽  
pp. 227-246
Author(s):  
Donna Karno ◽  
Leigh Ann Fish
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
International Society ◽  
Natural World ◽  
Interactive Technology ◽  
Technology In Education ◽  
Outdoor Learning ◽  
Nature Education ◽  
Early Learners ◽  
Digital Nature

This chapter provides guidance on integrating interactive technology with nature-based curriculum and outdoor learning in early childhood classrooms in ways that offer unique opportunities for children to explore and learn. Through what is referred to as “Digital Nature Explorations,” young children develop the foundations identified in the International Society for Technology in Education for Students standards and the Nature Education Guidelines as early learners utilize digital tools that open new possibilities in their understanding of the natural world.

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