Critical thinking skills of prospective biology teachers: A preliminary analysis

Critical thinking is one aspect of thinking skills that have to be developed in the 4.0 century. Critical thinking has an important role in the learning process. Students with high critical thinking skills will make a high contribution in increasing mastery of concepts. Therefore, an initial investigation was carried out by interviewing biology teachers and giving questions to students of class XI science at SMA 12 Negeri Padang. It is known that critical thinking in students is still low. One of the causes is an inadequate module. Therefore, students need appropriate modules to improve critical thinking. This type of research is development research using the Ploompdevelopment model. The model stage consists of the initial investigation, prototyping, and assessment. The research data were obtained from validity, practicality, and effectiveness tests. The results showed that the biology module that was developed according to the expert review obtained a value of 87.70% very valid category. The results of the practicality test by the teacher obtained a value of 93.97% in the very practical category and the results of the practicality test by the students obtained a score of 86.67% in the very practical category. The results of the effectiveness test of the critical thinking aspect in six categories showed a significant increase in students' critical thinking based on the N-Gain test carried out on the respiratory system. While the excretory system results in the N-Gain value of the experimental class 0.36 medium category and controls 0.30 medium categories

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Assessing Students’ Ethnicities and Critical Thinking Skill to Develop PBL Based-Biology Learning Tools

Biosaintifika Journal of Biology & Biology Education ◽

10.15294/biosaintifika.v10i1.10554 ◽

2018 ◽

Vol 10 (1) ◽

pp. 79-86

Author(s):

Didimus Tanah Boleng ◽

Sonja V.T. Lumowa ◽

Evie Palenewen

Keyword(s):

High School ◽

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Future Research ◽

Learning Approaches ◽

Learning Tools ◽

Biology Teachers ◽

Biology Learning

A survey has been conducted in grade XI natural science of senior high school, at odd semester, academic year 2016/2017 in Samarinda, Indonesia. The focus of this research are to determine the students’ ethnicities, and the responses of biology teachers about students' critical thinking skills, and Problem-Based Learning. Sampling technique was total sampling. The research instrument was a questionnaire. Data was analysed by techniques used descriptive. The results of the data analysis show that the compositions of students’ ethnics are: Java (12.7%), Bugis (6.9%), Kutai (13.3%), Banjar (13.3%), and other ethnics (28.5%). Most of the teachers (86.0%) who already understood about the learning approaches, said that they already understood, while the remaining 14% did not understand the patterns of Problem-Based Learning. In addition, 23.3% teachers said that students were less able to explain, express opinions, and make conclusions; 76.7% said that students are sufficiently able to explain, express opinions, and make conclusions. Future research related to biology learning in multiethnic students needs to be conducted to get more information. The design of learning tools needs to consider the ethnic of the students in strengthening critical thinking skills. Similar research needs to be done to obtain more information.The findings of this research are the students’ ethnicities of the XI class of Natural Sciences, as well as the responses of high school biology teachers about students' critical thinking skills in Biology.

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Profile of pre-service biology teachers critical thinking skills based on learning project toward sustainable development

Journal of Physics Conference Series ◽

10.1088/1742-6596/1157/2/022097 ◽

2019 ◽

Vol 1157 ◽

pp. 022097 ◽

Cited By ~ 1

Author(s):

J Jumrodah ◽

S Liliasari ◽

Y H Adisendjaja

Keyword(s):

Sustainable Development ◽

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Biology Teachers

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Thinking Higher: Developing Critical Thinking Skills in Pre-Reading and Reading Activities

Perspectives on School-Based Issues ◽

10.1044/sbi4.2.18 ◽

2003 ◽

Vol 4 (2) ◽

pp. 18-19

Author(s):

Michele M. Christon

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Reading Activities

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PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v9i2.342 ◽

2017 ◽

Vol 9 (2) ◽

pp. 99

Author(s):

St Fatimah Azzahra

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Problem ◽

Group Problem ◽

Control Group Design ◽

Group Design ◽

Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i4.7518 ◽

2019 ◽

Vol 3 (4) ◽

pp. 772

Author(s):

Leni Suryani

Keyword(s):

Critical Thinking ◽

Data Collection ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Competence ◽

Collection Data ◽

High Level ◽

Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

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