scholarly journals The Influence of PBL Teaching Mode on Critical Thinking Ability for Non-English Majors under Network Environment

2018 ◽  
Vol 228 ◽  
pp. 05022
Author(s):  
Ying Wang
Keyword(s):  
Critical Thinking ◽  
Test Group ◽  
Control Group ◽  
Teaching Mode ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
The Difference ◽  
Section Result

In order to explore the effect of PBL teaching mode on the cultivation of critical thinking ability for non-English majors, this paper uses case analysis method to explain the process of applying PBL teaching mode to non-English Majors’ College English course teaching, namely, preparation questions stage before class, classroom activity stage and classroom reflection section. Result: before teaching, there was no statistical difference between the two groups of students’ CTDI-CV score and the scores of each item (P > 0.05). After teaching, the total scores of CTDI-CV items in the test group were higher than those in the control group, the difference was statistically significant (P < 0.05). The experiment shows that the PBL teaching mode is superior to the LBL teaching mode, which is conducive to improving students’ critical thinking ability.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION TERHADAP KETERAMPILAN BERPIKIR KRITIS DITINJAU DARI BAKAT NUMERIK BAGI SISWA KELAS XI SMA

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
NI NYOMAN SRI ARTINI . ◽  
PROF.DR. I MADE CANDIASA, MI.Komp. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Direct Learning ◽  
The Difference

Penelitian ini bertujuan untuk menganalisis (1) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran kooperatif Group Investigation dengan siswa yang mengikuti model pembelajaran langsung, (2) pengaruh interaksi antara model pembelajaran dengan bakat numerik siswa terhadap keterampilan berpikir kritis siswa, (3) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran kooperatif Group Investigation dengan siswa yang mengikuti model pembelajaran langsung, pada siswa yang memiliki bakat numerik tinggi, (4) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran kooperatif Group Investigation dengan siswa yang mengikuti model pembelajaran langsung, pada siswa yang memiliki bakat numerik rendah. Jenis penelitian ini adalah penelitian eksperimen semu dengan rancangan yang digunakan adalah two way pretest-posttest non-equivalent control group design. Populasi penelitian adalah siswa kelas XI IA SMAN 2 Semarapura tahun pelajaran 2013/2014 sebanyak 171 orang. Sampel 76 orang siswa yang dipilih dengan teknik simple random sampling dengan uji kesetaraan kelas. Data dalam penelitian ini berupa keterampilan berpikir kritis dan bakat numerik siswa yang dikumpulkan dengan tes keterampilan berpikir kritis dan bakat numerik. Pengujian hipotesis menggunakan uji ANAVA dua jalur dan dilanjutkan dengan uji Scheffe untuk menguji komparasi pasangan nilai rata-rata tiap kelompok perlakuan. Hasil penelitian menunjukkan (1) terdapat perbedaan yang signifikan antara keterampilan berpikir kritis kelompok siswa yang belajar dengan model pembelajaran kooperatif Group Investigation dan model pembelajaran langsung (Fh=14,153;pF’(0,05)=4,41).Kata Kunci : Model Pembelajaran Kooperatif Group Investigation, Keterampilan Berpikir Kritis, Bakat Numerik. This research aimed to analyze (1) the difference of critical thinking ability among the students who joined Group Investigation cooperative learning model with the students who take the direct learning model, (2) interaction effect between learning model and students’ numerical talent towards students’ critical thinking ability, (3) the difference of critical thinking ability among the students who joined Group Investigation cooperative learning model with the students who take the direct learning model, on high numerical talent students, (4) the difference of critical thinking ability among the students who joined Group Investigation cooperative learning model with the students who take the direct learning model, on low numerical talent students. The research type was a quasi experimental research with two ways pretest-posttest non-equivalent control group design. The research population was grade XI A1 students of SMAN 2 Semarapura Academic Year 2013/2014, with the amount 171 students. The sample was 76 students chosen by simple random sampling technique and class equality test. The data research was critical thinking ability and students’ numerical talent collected by critical thinking ability test and numerical talent. The hypothesis testing used ANOVA two paths followed by Scheffe test to test the comparative value pairs on average each treatment group. The research result showed (1) there was a significant difference between critical thinking ability of the students using Group Investigation cooperative learning model and direct learning model (Fh=14,153;p˂0,05). The students learnt using Group Investigation cooperative learning model showed better critical thinking ability and numerical talent. (2) There was an interaction effect between learning model and numerical talent towards critical thinking ability (Fh=4,502;p˂0,05). (3) There was a significant difference between critical thinking ability students’ levels that using Group Investigation cooperative learning model and direct learning model on high numerical talent students (Fh=16,68˃F’(0,05)=4,41). (4) There was a significant difference between critical thinking ability of the students using Group Investigation cooperative learning model and direct learning model for low numerical talent students (Fh=1,29˃F’(0,05)=4,41). keyword : Group Investigation Cooperative Learning Model, Critical Thinking Ability, Numerical Talent.

scholarly journals A Study on the Cultivation of Critical Thinking Ability of English Majors

2018 ◽  
Vol 8 (3) ◽  
pp. 349
Author(s):  
Zhen Zhou
Keyword(s):  
Critical Thinking ◽  
Evaluation System ◽  
Teaching Method ◽  
Student Evaluation ◽  
Classroom Teaching ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
Innovation Ability

The critical thinking ability is the premise and foundation of innovation ability. It is also an important goal of talents training in higher education. College English teaching should not only focus on the cultivation of students’ English knowledge and skills, but also the cultivation of students' critical thinking ability. This article first discusses the connotation of critical thinking ability, followed by theoretical foundation introduction and analysis of the problems of critical thinking cultivation of English majors, and finally puts forward the countermeasures of cultivating students' critical thinking from the following eight aspects: paying attention to classroom questioning skills, changing the classroom teaching mode, creating relaxing teaching atmosphere, building a new student evaluation system, designing the classroom teaching reasonably and improving teachers' critical thinking ability and raising students' awareness of critical thinking ability self training, adopting PBL teaching method, in order to effectively cultivate students' independent thinking and judgment ability, and to better improve the teaching effect of college English.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

2018 ◽  
Vol 2 (2) ◽  
pp. 124-132
Author(s):  
Mesia Dewi Hasanah ◽  
Heffi Alberida ◽  
Yosi Laila Rahmi
Keyword(s):  
Critical Thinking ◽  
Research Result ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

scholarly journals PENGARUH COOPERATIVE LEARNING DIPANDU INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA BERKEMAMPUAN ATAS DAN BAWAH DI KOTA METRO

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Handoko Santoso
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Academic Ability ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007  on X grade student of the state SMA in Metro City Lampung. The  research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability  between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability  between students who learn by STAD cooperative  with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement Kata kunci: cooperative learning, inquiry, berpikir kritis

scholarly journals Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals Efektivitas Model Pembelajaran 3CM (Cool-Critical-Creative-Meaningfull) terhadap Kemampuan Berpikir Kritis Siswa SMP

2021 ◽  
Vol 10 (2) ◽  
pp. 213-224
Author(s):  
Titania Mega Rizti ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
Randomized Control

AbstrakPembelajaran matematika diharapkan dapat mengasah kemampuan berpikir kritis, meskipun pembelajaran secara daring. Penelitian bertujuan menerapkan salah satu model pembelajaran yang menekankan pada aspek berpikir kritis yaitu model 3CM (Cool-Critical-Creative-Meaningfull) pada materi bangun ruang sisi datar dan menganalisis dampaknya terhadap kemampuan berpikir kritis siswa. Populasi penelitian adalah seluruh siswa SMPN di Salatiga, sampelnya 82 siswa dari SMPN 1 Salatiga dan SMPN 6 Salatiga yang dibagi menjadi kelompok eksperimen 1 dan 2. Desain penelitian eksperimen semu ini adalah randomized control grup pretest-postest design. Instrumen tes berbentuk 7 soal uraian, terdiri dari pretest dan posttest dengan rubrik penilaian berdasarkan aspek Focus, Reason, Inference, Situation, Clarity, and Overview. Uji hipotesis menunjukkan penerapan model pembelajaran 3CM dengan dua jenis kegiatan creative yang berbeda yaitu berbasis project dan berbasis problems posing menghasilkan kemampuan berpikir kritis yang sama. Penerapan 3CM dimungkinkan untuk menggunakan dua jenis kegiatan tersebut dalam melakukan aspek creative guna mengasah kemampuan berpikir kritis siswa.  The Effectiveness of The 3 CM (Cool-Critical-Creative-Meaningful) Learning Model on The Critical Thinking Ability of SMP StudentsAbstractMathematics learning is expected to hone thinking skills, although learning must be done boldly. This study aims to apply a learning model that emphasizes the critical thinking aspect, namely the 3CM (Cool-Critical-Creative-Meaningful) model on the flat-sided building material, and analyze its impact on students' critical thinking skills. The study population was all students of SMPN in Salatiga, the sample was 82 students from SMPN 1 Salatiga and SMPN 6 Salatiga who were divided into experimental 1 and 2 groups. This quasi-experimental research design was a randomized control group pretest-posttest design. The test instrument is in the form of a description of 7 questions consisting of a pretest and posttest with a rubric based on aspects Focus, Reason, Inference, Situation, Clarity, and Overview. Hypothesis testing that the application of the 3CM learning model with different types of Creative (based on project and problems posing) activities results in the same critical thinking skills.

scholarly journals Efektivitas Model Pembelajaran Problem Based Learning Berbantuan LKS Terhadap Kemampuan Berpikir Kritis Fisika Siswa SMAN 1 Lingsar Tahun Ajaran 2016/2017

2018 ◽  
Vol 6 (1) ◽  
pp. 29
Author(s):  
Andi Fatimatul Islamiah ◽  
Satutik Rahayu ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Learning Problem ◽  
Control Group Design ◽  
Physics Students ◽  
Critical Thinking Ability ◽  
Thinking Ability

[Title: The Effect of Thinking Aloud Pair Problem Solving Learning Model Toward Student Physics Science Learning Outcomes]. This research aims to know the effectiveness of the learning problem based learning model assisted work sheet for the critical thinking ability of physics students of grade X SMAN 1 Lingsar inacademics year 2016/2017. This was an experiments research that using design research Posttest-Only Control group Design. The population in this research were the whole grade X SMA Negeri 1 Lingsar in academics year 2016/2017. Sampling taken with using cluster random sampling technique with the students of class X. MIA. A as experiments class and grade X. MIA. D as controls class. Research hypothesis was analysis with the t-test for one party (the party right). Based on the hypothesis test results obtained tcount> ttable at significance level of 5%, then it can be inferred that the model of learning problem based learning assisted work sheet effective for critical thinking ability of physics students SMAN 1 Lingsar.

Sign in / Sign up

Export Citation Format

Share Document