scholarly journals Scaffolding Based Learning: Strategies For Developing Reflective Thinking Skills (A Case Study On Random Variable Material in Mathematics Statistics Courses)

2021 ◽  
Vol 1940 (1) ◽  
pp. 012093
Author(s):  
Arif Hidayatul Khusna
Keyword(s):  
Learning Strategies ◽  
Reflective Thinking ◽  
Random Variable ◽  
Thinking Skills ◽  
Statistics Courses

scholarly journals REFLECTIVE READING JOURNAL IN TEACHING WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 39
Author(s):  
Yanuarti Apsari
Keyword(s):  
Decision Making ◽  
Reflective Thinking ◽  
Journal Writing ◽  
Case Study Research ◽  
Thinking Skills ◽  
Specific Aspect ◽  
Teaching Writing ◽  
Writing Skill ◽  
Journal Entries

A number of studies suggested that journal writing is a supportive tool that encourages learners� reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students� texts. The results of the study revealed that reflective reading journal can be used �effectively to improve students� writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to students� journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.Keywords: reflective reading journal; writing; benefit; EFL; ELT.

scholarly journals The development of reading skills in the Oshiwambo languages of the Oshana region of Namibia : a case study of Oshikwanyama and Oshindonga in Junior Primary phase

2019 ◽  
Author(s):  
◽  
Eino Nghiikoshi Haifidi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Reading Skills ◽  
Thinking Skills ◽  
Primary Phase ◽  
Indigenous Languages ◽  
Inappropriate Use ◽  
Teaching Aids

The development and promotion of indigenous languages have been given little attention in Africa (Batibo, 2005). Namibia being part of Africa is no exception and hence there is a lack of literature regarding the indigenous languages (Smit, 2012). The study was motivated by Tötemeyer’s (2009) argument that there is a lack of reading culture which affects the development of reading skills, particularly in indigenous languages in Namibia. Since little research has been conducted in this area (Smit, 2012), there is a lack of information on indigenous language learning and development in Namibia. The study is the first of its kind done in Namibia looking at the development of reading skills in Oshikwanyama and Oshindonga concurrently as verified by the intensive review of literature done by me. This research in form of a case study is a response to this gap in literature. The study focused on development of reading skills in two dialects of the Namibian Oshiwambo languages; namely Oshikwanyama and Oshindonga in the Junior Primary (JP) phase (grades 2 and 3). Data collected was essentially qualitative, relating to how teachers develop reading skills in indigenous languages with focus on factors facilitating or hindering the development of the reading skills. The data was collected through questionnaires, observations, interviews and focus groups discussions. The study used the interpretivist paradigm, although there are few elements of positivism. In the findings, the study outlined factors facilitating the development of reading skills (e.g. drilling, repetition, peer reading/teaching, songs, poems, rhymes and short stories, using the Directed Reading Thinking Activity (DRTA), using scaffolding, modelling and cooperative learning strategies, using the Higher Order Thinking Skills (HOTS), using well illustrated story books with big font size, a print rich classroom environment, etc.), as well as factors hindering the development of reading skills (e.g. inappropriate use of punctuation marks, lack of readers with familiar texts and not using relevant children’s prior knowledge, poor knowledge of the relationship between letters and sounds (phonics), lack of a methodology for teaching reading, teachers’ unpreparedness, difficulties with teaching digraphs, trigraphs, quadgraphs, diphthongs and vowel confusion, lack of teaching aids and reflective teaching, lack of in-service training/workshop on reading development in Oshiwambo languages, etc.) in the two Oshiwambo languages (Oshikwanyama and Oshindonga). The study concluded with a list of recommendations for the improved development of reading skills in these languages.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS METAKOGNITIF UNTUK MELATIHKAN KEJUJURAN SISWA

2017 ◽  
Vol 5 (2) ◽  
pp. 1009
Author(s):  
Mochammad Yasir ◽  
Muslimin Ibrahim ◽  
Wahono Widodo
Keyword(s):  
Learning Strategies ◽  
Reflective Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Learning Material ◽  
Thinking Skill ◽  
Biology Learning ◽  
D Model ◽  
Academic Year ◽  
Research Show

The purpose of this research is produce Biology learning material based on metacognitive that valid, practical, and effective to practice reflective thinking skill. The development of learning material use the 4-D model and try out to do in class X 1 and X-2 of SMAN 1 Driyorejo second semester in academic year 2014/2015. Design of try out is One-Group Pretest-Posttest Design. The method of collecting data used document, observation, validation, test, and quetionnaires. The data analysis techniques used descriptive analysis of quantitative and qualitative. The results of this research are: 1) learning material developed has a valid category; 2) learning material in terms implementation of lesson plans category in feasibility and the activities of students according to the steps of metacognitive learning strategies with STAD cooperative model; and 3) the effectiveness of learning material in terms of: (a) improving student aspect of knowledge learning outcomes visible from the n-gain score with high category; (b) the completeness honesty of students respectively by 82.64% and 86.11% with the good category; c) the students responds toward material and implementation of learning positive. The conclusion is acquired from the results of this research show that the learning material based on metacognitive are proper valid, practical, and effective to practice reflective thinking skills of student. Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran Biologi berbasis metakognitif yang valid, praktis, dan efektif untuk melatihkan kejujuran siswa. Pengembangan perangkat pembelajaran menggunakan model 4-D dan uji coba dilakukan di kelas X-1 dan X-2 SMAN 1 Driyorejo semester genap tahun ajaran 2014/2015 dengan rancangan penelitian One-Group Pretest-Posttest Design. Pengumpulan data menggunakan metode dokumen, observasi, validasi, tes, dan angket. Teknik analisis data   menggunakan  analisis   deskriptif   kuantitatif   dan   kualitatif.   Hasil   penelitian   menunjukkan: 1) perangkat pembelajaran yang dikembangkan berkategori valid;   2) perangkat pembelajaran ditinjau dari keterlaksanaan RPP berkategori praktis dan aktivitas siswa sesuai pada tahap-tahap strategi belajar metakognitif dengan model kooperatif tipe STAD; dan 3) keefektifan perangkat pembelajaran ditinjau dari: (a) peningkatan hasil belajar aspek pengetahuan siswa terlihat dari n-gain dengan kategori tinggi; (b) ketuntasan kejujuran siswa masing-masing sebesar 82,64% dan 86,11% dengan kategori baik; dan (e) respon siswa terhadap perangkat dan pelaksanaan pembelajaran positif. Simpulan yang diperoleh dari hasil penelitian menunjukkan bahwa perangkat pembelajaran berbasis metakognitif yang dikembangkan layak valid, praktis, dan efektif untuk melatihkan kejujuran siswa

scholarly journals Berpikir Reflektif Siswa Kelas V-A MI Tanwirul Fuad Sumberjo dalam Memecahkan Masalah Matematika Materi Pecahan

2021 ◽  
Vol 3 (2) ◽  
pp. 179-194
Author(s):  
Dianis Izztul Yuanita ◽  
Mohamad Muchib Azhari
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Reflective Thinking ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Study Data ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Deep Meaning

So far, the tendency of mathematics teachers to not optimize students' mathematical thinking skills in learning, especially higher order thinking skills. One of the higher order thinking skills is reflective thinking. Reflective thinking is a directed and precise process in which individuals analyze, evaluate, motivate, gain deep meaning, using appropriate learning strategies. The reflective thinking ability according to Surbeck, Han and Moyer has 3 phases/levels, namely reacting, comparing, and contemplating. The purpose of this study was to describe students' reflective thinking skills in solving math problems with fractions in class V-A MI Tanwirul Fuad Sumberjo. As a source of data taken 6 students from 27 students. In this study data collection techniques used, namely tests, interviews and documentation. The data analysis technique used is qualitative data analysis with data reduction steps, data presentation, and drawing conclusions. Data analysis was carried out by: 1) presenting the data, 2) comparing the test result data with interviews conducted with students, and 3) concluding the data. [Selama ini kecenderungan para guru matematika kurang mengoptimalkan kemampuan berpikir matematika siswa dalam pembelajaran, terutama kemampuan berpikir tingkat tinggi. Salah satu kemampuan berpikir tingkat tinggi adalah berpikir reflektif. Berpikir reflektif adalah proses terarah dan tepat dimana individu menganalisis, mengevaluasi, memotivasi, mendapatkan makna mendalam, menggunakan strategi pembelajaran yang tepat. Kemampuan berpikir reflektif menurut Surbeck, Han dan Moyer memiliki 3 fase/tingkatan yaitu reacting, comparing, dan contemplating. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir reflektif siswa dalam memecahkan masalah matematika materi pecahan di kelas V-A MI Tanwirul Fuad Sumberjo. Sebagai sumber data diambil 6 siswa dari 27 siswa. Dalam penelitian ini teknik pengumpulan data yang digunakan, yaitu tes, wawancara dan dokumentasi. Teknik analisis data yang digunakan yaitu analisis data kualitatif dengan langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Analisis data dilakukan dengan cara: 1) menyajikan data, 2) membandingkan data hasil tes dengan wawancara yang dilakukan terhadap siswa, dan 3) menyimpulkan data]

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

Learning during developing and implementing new bank offerings

2005 ◽  
Vol 23 (1) ◽  
pp. 54-72 ◽  
Author(s):  
Eric Stevens ◽  
Sergios Dimitriadis
Keyword(s):  
Learning Strategies ◽  
Qualitative Methodology ◽  
Development Process ◽  
Development Project ◽  
Longitudinal Case Study ◽  
Learning Mechanisms ◽  
Content Type ◽  
Development Processes ◽  
Informal Development

PurposeKnowledge of the management issues for developing new bank offerings efficiently is limited. Furthermore, recent research suggests that organisational learning can contribute greatly to the success of innovation projects. The aims of this paper are to provide a detailed description of the development process of a new financial product and to identify learning actions that may contribute to its effectiveness.Design/methodology/approachReports findings from a qualitative, longitudinal case study of a well‐known French bank.FindingsThe results revealed an informal development process consisting of a sequence of issues to solve and decisions to make.Research limitations/implicationsThough observations fit with the theoretical model, the findings cannot be generalized due to the use of a qualitative methodology. Thus, selecting a development project that brings variance to the scope and degree of innovativeness could enrich the observed learning mechanisms. Second, as services are very heterogeneous, further research should be done on the development processes of different new services, for example standardised versus customised. Third, mechanisms of adoption or avoidance of learning procedures remain to be explored extensively. Understanding the reasons of choice and adoption of learning strategies according to the environment and nature of the project could lead to further managerial recommendations.Practical implicationsImplications for banks to encourage learning during innovation are discussed and several opportunities for further research are suggested.Originality/valueAn informal development process is revealed, consisting of a sequence of issues to solve and decisions to make. Multiple learning actions and strategies are identified that enhance process effectiveness and efficiency.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

scholarly journals History Teaching Approaches Preferred by Turkish and Russian History Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 62
Author(s):  
Osman Akhan
Keyword(s):  
Descriptive Analysis ◽  
Thinking Skills ◽  
Russian History ◽  
History Teachers ◽  
History Teaching ◽  
Classroom Activities ◽  
Questionnaire Form ◽  
Academic Year ◽  
E Mail

The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020- 2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.

Sign in / Sign up

Export Citation Format

Share Document