Critical thinking, problem-solving strategies and individual development assessment among NEETs – research conducted in Slovakia, Poland and Estonia

2018 ◽  
Vol 37 (6) ◽  
pp. 701-718 ◽  
Author(s):  
Łukasz Tomczyk ◽  
Barbora Vanek ◽  
Ivan Pavlov ◽  
Sona Karikova ◽  
Barbora Biresova ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Individual Development ◽  
Problem Solving Strategies ◽  
Development Assessment

scholarly journals IMPLEMENTASI STRATEGI PROBLEM SOLVING DENGAN MENGGUNAKAN METODE EKSPERIMEN UNTUK MENINGKATKAN MINAT DAN KETRAMPILAN BERPIKIR KRITIS SISWA DI MAN GANDAPURA PADA MATERI GERAK HARMONIK

2018 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Anwar Anwar ◽  
Yusrizal Yusrizal ◽  
Zulkarnaen Jalil
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Experimental Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Student Interest ◽  
Control Group Design ◽  
Post Test ◽  
Problem Solving Strategies

Abstrak. Penelitian ini merupakan penelitian pemecahan masalah (problem solving)  yang difokuskan pada pembelajaran eksperimen pada konsep gerak harmonik dengan tujuan untuk meningkatkan keterampilan berpikir kritis dan minat siswa terhadap mata pelajaran fisika di MAN Gandapura BireuenPenelitian ini menggunakan metode eksperimen dengan desain pretest post-test, control group design. Teknik pengambilan sampel dengan pusposive sampling. Pengumpulan data dilakukan dengan pretest dan posttest untuk meningkatkan ketrampilan berpikir kritis. Lembar minat siswa untuk mengetahui minat siswa sebelum dan setelah menggunakan  strategi Problem solving dengan menggunakan metode eksperimen. Hasil uji normalitas dan homogenitas  menunjukkan bahwa data homogen dan berdistribusi normal. Oleh karena itu, uji beda rata-rata terhadap N-gain ketrampilan berpikir kritis antara kedua kelas menggunakan uji t. Hasil uji t diperoleh thitungttabel (6,33 2,010) artinya terjadi perbedaan ketrampilan berpikir kritis yang signifikan  antara kedua kelas. Nilai rata-rata N-gain ketrampilan berpikir kritis untuk kedua kelas dengan kategori sedang. Minat belajar siswa setelah menggunakan strategi problem solving menggunakan metode eksperimen juga lebih tinggi, sehingga dapat disimpulkan bahwa pembelajaran dengan menggunakan strategi problem solving dapat meningkatkan ketrampilan berpikir kritis dan minat belajar siswa.Kata kunci: Stategi Problem Solving, metode eksperimen, minat dan  ketrampilan berpikir kritis                                                  Abstract. This research is a problem-solving focused on learning experiments on the concept of harmonic motion with the aim to improve critical thinking skills and interest of the students towards subjects of physics at MAN Gandapura Bireuen. Penelitian using the experimental method to the design of the Pre-test Post-test, Control Group Design. The sampling technique pusposive sampling. The data collection is done by pretest and posttest to improve critical thinking skills. Sheets interest of students to determine student interest before and after use problem solving strategies using experimental method .. normality and homogeneity test results show that the data homogeneous and normal distribution. Therefore, different test average of the N-gain critical thinking skills between the two classes using the t test. T test results obtained t t table (6,33 2.010) means that there is a difference of critical thinking skills significant difference between the two classes. The average value of the N-gain critical thinking skills for both classes with the medium category. Student interest after using problem solving strategies using the experimental method is also higher, so it can be concluded that learning with problem solving strategies can enhance critical thinking skills and student interest.Keywords: Problem Solving, the experimental method, interest critical thinking skills

scholarly journals Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

2021 ◽  
Vol 12 (3) ◽  
pp. 97-110
Author(s):  
Meriem Baghoussi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Classroom Practices ◽  
Structured Interview ◽  
Project Based Learning ◽  
Content Acquisition ◽  
Competency Based ◽  
Problem Solving Strategies ◽  
Language Content ◽  
Teacher Trainer

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

scholarly journals Students 'Critical Thinking Profile To Solve The Problem Of Analytical Geometry Viewed From Gender

2019 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Muhammad Ridlo Yuwono ◽  
Udiyono Udiyono ◽  
Dimas Himawan Maarif ◽  
Sulistiana Sulistiana
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Female Students ◽  
Male Students ◽  
Analytical Geometry ◽  
Data Presentation ◽  
Analysis Technique ◽  
Problem Solving Strategies ◽  
Alternative Solutions

This study aims to describe the profile of students' critical thinking in solving analytical geometry problems that are viewed from gender. This research is a qualitative study with case studies. Data analysis technique used are Miles and Huberman analysis, namely data reduction, data presentation, and presented conclusions. The results of this study are male students and female students who have met the standard eight intellectual critical thinking standards of analytical geometry, namely clarity, precision, accuracy, relevance, consistency, logical correctness, completeness, and fairness. On the intellectual standard of precision, male students were more careful in giving reasons for taking problem solving strategies to female students. At the intellectual standard of fairness, male students are able to provide two alternative solutions to problems, while female students only provide one initial solution to problem solving. 

scholarly journals Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

2021 ◽  
Author(s):  
Meriem Baghoussi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Classroom Practices ◽  
Structured Interview ◽  
Project Based Learning ◽  
Content Acquisition ◽  
Competency Based ◽  
Problem Solving Strategies ◽  
Language Content ◽  
Teacher Trainer

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

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

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

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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