scholarly journals Mathematical reflective thinking process based on cognitive style

2019 ◽  
Vol 1211 ◽  
pp. 012069
Author(s):  
M Ekawati ◽  
ECM Asih
Keyword(s):  
Cognitive Style ◽  
Reflective Thinking ◽  
Thinking Process

Thinking Process in Legal Research

2020 ◽  
pp. 32-53
Author(s):  
P. Ishwara Bhat
Keyword(s):  
Reflective Thinking ◽  
Inductive Reasoning ◽  
Research Process ◽  
Central Research ◽  
Legal Research ◽  
Common Features ◽  
Research Questions ◽  
Thinking Process ◽  
The Mind ◽  
Problematic Situations

The second chapter discusses the way and means of carrying out the thinking process in legal research. Thinking is always in response to memory or a situation that the mind comes across. The three important processes of thinking laid down by scholars are: reflective thinking, epistemological steps, and the scientific method. Each poses central research questions in response to problematic situations or difficulties and tries to find answers by expanding the thinking process. The formulation of a tentative answer called hypothesis, working about its viability in light of exhaustive collection of data, and drawing inferences are the phases of the research process. There are subtle differences and common features amidst these approaches, which the present chapter closely compares and contrasts. It also discusses the relation between fact and theory, the differences between deductive and inductive reasoning, and the method of correlating and applying them in the course of legal research.

scholarly journals Students’ cognitive style in mathematical thinking process

2020 ◽  
Vol 1613 ◽  
pp. 012055
Author(s):  
M Izzatin ◽  
S B Waluyo ◽  
Rochmad ◽  
Wardono
Keyword(s):  
Cognitive Style ◽  
Mathematical Thinking ◽  
Thinking Process

scholarly journals KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Dian Fitri Argarini ◽  
Budiyono Budiyono ◽  
Imam Sujadi
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Sampling Technique ◽  
The Other ◽  
Incubation Stage ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Preparation Stage ◽  
Thinking Process

<p><strong>Abstract:</strong> The research objectives were to determine and to describe creative thinking characteristic of 7<sup>th</sup> grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems.  The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this  was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.</p><p><strong>Keywords</strong>:   creative thinking characteristics, solving  problems, proposing problems, cognitive style</p>

The Effects of Rationale Awareness on Individual Reflection Processes in Virtual Group Activities

2013 ◽  
Vol 9 (2) ◽  
pp. 78-95 ◽  
Author(s):  
Lu Xiao ◽  
John M. Carrol
Keyword(s):  
Reflective Thinking ◽  
Group Learning ◽  
Modern Society ◽  
Group Setting ◽  
Group Activities ◽  
Insufficient Amount ◽  
Reflective Practitioners ◽  
Research Gap ◽  
Thinking Process ◽  
The Impact

Reflection is an important part of professional work. Researchers and education practitioners have explored various ways of promoting the reflective thinking process towards educating reflective practitioners. Although group work and group learning activities have become increasingly important in modern society and education systems, an insufficient amount of effort has been put towards cultivating reflective thinking processes in the group setting. In addressing this research gap, they examined one reflection technique, namely, the technique of documenting and sharing rationales, in a virtual workspace for group learning. The authors studied the impact of this technique on the group activities through an exploratory classroom study focusing on the effects of one’s awareness of the others’ rationales, i.e., rationale awareness. In this paper, they reported the findings about the effects of rationale awareness on individual reflection processes in the activities. The authors’ findings suggest that when rationales are articulated and shared in such an explicit manner (e.g., having a dedicated group space to present shared rationales), the development of individual members’ reasoning skills seems to be very much influenced by the other members’ capability or willingness to reason.

From Critical Thinking to Spiritual Maturity

2018 ◽  
Vol 15 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Donald Sanders
Keyword(s):  
Critical Thinking ◽  
Reflective Thinking ◽  
Spiritual Maturity ◽  
Potential Applications ◽  
Thinking Process ◽  
The Church

Educators, philosophers, and theologians have long concerned themselves with the process of critical thinking. John Dewey’s writings, specifically How We Think, cast a long shadow in both secular and religious educational contexts. Can the Christian educator employ Dewey’s framework for reflective thinking in a useful manner without subscribing to his naturalistic underpinnings? This article evaluates Dewey’s reflective thinking process and suggests potential applications to Christian growth and maturity. First, biblical components must replace the deficiencies in Dewey’s epistemology. Next, the article examines the mandate for and role of critical thinking in the life of the mature Christian through the lens of Paul’s letter to the church in Rome. Finally, a clear connection between Paul’s teaching and Dewey’s process will be presented.

scholarly journals The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory

2021 ◽  
Vol 10 (4) ◽  
pp. 1807-1823
Author(s):  
Henry Suryo ◽  
Y.L. Sukestiyarno ◽  
Mulyono Mulyono ◽  
Walid Walid
Keyword(s):  
Cognitive Style ◽  
Internal Representation ◽  
Schema Theory ◽  
Spatial Thinking ◽  
External Representation ◽  
Apos Theory ◽  
Field Independent ◽  
Thinking Process ◽  
Thinking Processes ◽  
Action Process

<p style="text-align: justify;">Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.</p>

scholarly journals Berpikir Kritis: Literatur Reviu

2019 ◽  
Vol 1 (1) ◽  
pp. 301
Author(s):  
Herdiyana Fitriani
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Reflective Thinking ◽  
Self Regulation ◽  
Problem Analysis ◽  
Analysis And Evaluation ◽  
The Core ◽  
Thinking Process ◽  
The Right

Critical thinking has become an essential skill in the 21st century, as many experts and researchers describe it. Critical thinking is often claimed as a skill that should be taught in learning. Critical thinking is a reflective thinking process that focuses on analysis and evaluation to make the right decision. Many experts have formulated definitions and indicators related to critical thinking. This article aims to describe the definitions and core indicators of critical thinking according to experts as well as summarize the core indicators that can be integrated and learned in learning. Based on the results of studies related to critical thinking, this article recommends six indicators, namely focus on the problem, analysis of arguments, making planning, evaluation, explanation, and self-regulation.

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