scholarly journals Prospective biology teachers’ critical thinking skills in microbiology argument-based inquiry laboratory activities

2019 ◽  
Vol 1157 ◽  
pp. 022108 ◽  
Author(s):  
E Roviati ◽  
A Widodo ◽  
W Purwianingsih ◽  
R Riandi
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Biology Teachers ◽  
Laboratory Activities

scholarly journals Examining the effect of lab instructions on students' critical thinking during a chemical inquiry practical

2020 ◽  
Vol 21 (4) ◽  
pp. 1173-1182
Author(s):  
Marion E. van Brederode ◽  
Sebastiaan A. Zoon ◽  
Martijn Meeter
Keyword(s):  
Critical Thinking ◽  
Educational Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Substitution Reactions ◽  
Senior Year ◽  
Laboratory Activities ◽  
Molecular Reaction ◽  
The One ◽  
Paved Road

Developing students’ critical thinking skills is often seen as an important educational goal for inquiry assignments. In this study, we investigated to what extent pre-laboratory activities of a chemical inquiry assignment influence students' independent critical thinking. We compared two forms of pre-laboratory activities that are frequently used in educational practice to prepare students for their inquiry assignments: on the one hand paved road pre-laboratory activities that lead students with sensemaking preparatory questions and on the other, critical-thinking pre-laboratory activities in which students start with the development of an experiment plan using provided information and criteria for a good experimental design. We conducted this study two years in succession in senior year Dutch high school chemistry classes during an inquiry assignment that involved the study of the relation between reaction kinetics and molecular reaction mechanisms of organic nucleophilic substitution reactions (SN1/SN2). We focused on aspects associated with critical thinking, such as the desire to understand what is observed and to be able to adjust an existing method or model on the basis of experimental data. The results show that the design of pre-laboratory activities strongly influence the critical thinking exhibited by students during their inquiry activities, whereby students who perform critical thinking pre-laboratory activities are more motivated to think more deeply about the meaning of their measurements than students that perform paved road pre-laboratory activities.

scholarly journals RANDAI Learning Model to Enhance Pre-Service Biology Teachers' Critical Thinking Skills

2021 ◽  
Vol 14 (2) ◽  
pp. 845-860
Author(s):  
Fitri Arsih ◽  
◽  
Siti Zubaidah ◽  
Hadi Suwono ◽  
Abdul Gofur ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Biology Teachers

scholarly journals Development of Based Biology Modules Discovery Learning to Improve Critical Thinking of Class Xi High School Student’s

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Melani Tristiana ◽  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Development Research ◽  
Biology Teachers ◽  
Expert Review ◽  
Initial Investigation ◽  
A Value ◽  
High Contribution

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

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

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.

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

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