Critical thinking level in geometry based on self-regulated learning

Abstract Background: Previous studies indicate professional identity formation (PIF), or formation of self-identity with internalized values and norms of professionalism, might influence self-regulated learning (SRL). However, it remains unclear whether or not PIF-oriented education can improve SRL in medical students. Methods: Rural community-based clinical clerkships (rCBCC) for Year 5 (Y5) students in Jichi Medical University (JMU) provide a learning environment where undergraduates will work in future with alumni directly mentoring them. To make rCBCC more PIF-oriented, we created a learning platform using Google Forms and a PIF-oriented teaching manual for mentors. These were designed to help undergraduates articulate future ‘self’ images as professionals, and have in-depth communication with mentors as role models pertaining to medical professionalism. Forty-one Y5 JMU students experienced PIF-oriented rCBCC, while 41 Y5 control subjects experienced the original format rCBCC. Changes in SRL between the two groups were compared using 15 categories of motivated strategies for learning questionnaire (MSLQ). We also explored how the PIF-oriented rCBCC changed their SRL by thematic analysis of questionnaire and interview data.Results: A moderate improvement of intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement of critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented rCBCC. Qualitative analysis revealed they started viewing ‘professional responsibility’ as self-study motivator. Awareness of ‘responsibility’ led to pursuit of authenticity and medical knowledge applicability, and fostered critical thinking about learning contents. They also began elaborating learning contents in line with processes. Conclusion: This is the first study showing some effects of PIF-oriented education on SRL improvement. Fostering PIF may be important for stimulating learners’ intrinsic SRL behaviors.

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Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study

The Asia Pacific Scholar ◽

10.29060/taps.2021-6-4/oa2443 ◽

2021 ◽

Vol 6 (4) ◽

pp. 49-64

Author(s):

Yasushi Matsuyama ◽

Hitoaki Okazaki ◽

Kazuhiko Kotani ◽

Yoshikazu Asada ◽

Shizukiyo Ishikawa ◽

...

Keyword(s):

Critical Thinking ◽

Qualitative Analysis ◽

Professional Identity ◽

Identity Formation ◽

Goal Orientation ◽

Control Group ◽

Clinical Clerkship ◽

Professional Identity Formation ◽

Self Regulated Learning ◽

Regulated Learning

Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement in critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.

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Penerapan Reciprocal Teaching Untuk Meningkatkan Berpikir Kritis Dan Kemandirian Belajar Siswa MA

Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika ◽

10.31316/j.derivat.v5i1.141 ◽

2019 ◽

Vol 5 (1) ◽

pp. 1-8

Author(s):

Dayat Hidayat

Keyword(s):

Critical Thinking ◽

Cognitive Learning ◽

Teaching Approach ◽

Learning Ability ◽

Reciprocal Teaching ◽

Control Treatment ◽

Self Regulated Learning ◽

Regulated Learning ◽

Randomized Control ◽

Control Treatment Group

The purpose of this study is to know: 1) How the application of reciprocal teaching approach can increase the ability of critical thinking and self-regulated learning; 2) whether there is a relationship between the ability to think critically self-regulated learningwith reciprocal teaching approach. This research is implemented Madrasah Aliyah Negeri Bandung Barat with the population are all MA students in West Bandung regency. The method used in this research is Quasi Eksperimen where there are two classes that one class by using reciprocal teaching and one class again using ordinary learning. The study design was a non-randomized control-treatment group, pretest-posttest design. The population of this study was all students in West Bandung regency and the sample subjects were two classes in MAN Bandung Barat with the total number of 72 students, 1 as experiment class and one class as control class. The results of research to improve learning ability by using reciprocal teaching and cognitive learning ability with student learning independence with the reciprocal teaching approachKeywords: reciprocal teaching approach, critical thinking, self-regulated learning.The purpose of this study is to know: 1) How the application of reciprocal teaching approach can increase the ability of critical thinking and self regulated learning; 2) whether there is a relationship between the ability to think critically self regulated learningwith reciprocal teaching approach. This research is implemented Madrasah Aliyah Negeri Bandung Barat with the population are all MA students in West Bandung regency. The method used in this research is Quasi Eksperimen where there are two classes that one class by using reciprocal teaching and one class again using ordinary learning. The study design was a non-randomized control-treatment group, pretest-posttes design. The population of this study were all students in West Bandung regency and the sample subjects were two classes in MAN Bandung Barat with total number of 72 students, 1 class as experiment class and one class class as control class. The results of research to improve learning ability by using reciprocal teaching and cognitive learning ability with student learning independence with reciprocal teaching approach. Keywords: reciprocal teaching approach, critical thinking, self regulated learning.

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The Role of Problem Based Learning on Improving Students’ Mathematical Critical Thinking Ability and Self-Regulated Learning

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v1i2.p60-69 ◽

2018 ◽

Vol 1 (2) ◽

pp. 60

Author(s):

Musriana Retnaningsih ◽

Asep Ikin Sugandi

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Control Group ◽

Control Group Design ◽

Critical Thinking Ability ◽

Self Regulated Learning ◽

Conventional Teaching ◽

Thinking Ability ◽

Regulated Learning

This study is a pre test-post test experimental control group design having a goal to analyze the role of problem based learning on students’ mathematical critical thinking ability and self regulated learning. The study involved 60 eighth grade students of an MTs, a mathematical critical thinkng test, and a mathematical self regulated learning scale. The study found that on mathematical critical thinking ability, its gain, and on mathematical self regulated learning, students getting treatment with problem based learning approach attained better grade than that of students taught by conventional teaching. The first group students obtained at fairly good grades level, while the students taught by conventional teaching attained at medium grades level. The other findings, there was fairly good association between mathematical critical thinking ability and mathematical self regulated learning.

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CRITICAL THINKING IN SELF-REGULATED LEARNING

EDULEARN18 Proceedings ◽

10.21125/edulearn.2018.1728 ◽

2018 ◽

Author(s):

Tatiana Baranovskaya ◽

Valentina Shaforostova ◽

T. Balykhina ◽

E. Lapteva

Keyword(s):

Critical Thinking ◽

Self Regulated Learning ◽

Regulated Learning

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Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i4.6074 ◽

2021 ◽

Vol 16 (4) ◽

pp. 2049-2069

Author(s):

Shaye Alshaye

Keyword(s):

Critical Thinking ◽

Prospective Teachers ◽

Reading Skills ◽

Digital Storytelling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Critical Reading ◽

Learning Skills ◽

Self Regulated Learning ◽

Regulated Learning

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills. Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

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Using Robotics for Teaching Critical Thinking, Problems Solving, and Self-Regulated Learning for Freshmen Engineering Students

10.18260/1-2--18885 ◽

2020 ◽

Author(s):

Gordon Skelton ◽

Qing Pang ◽

Wei Zheng ◽

HuiRu Shih ◽

Tzusheng Pei

Keyword(s):

Critical Thinking ◽

Engineering Students ◽

Self Regulated Learning ◽

Regulated Learning

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The Influence of Self Regulated Learning to Mathematics Critical Thinking Ability on 3D-Shapes Geometry Learning using Geogebra

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v7i1.2965 ◽

2018 ◽

Vol 7 (1) ◽

pp. 40 ◽

Cited By ~ 1

Author(s):

Destia Wahyu Hidayati ◽

Lenny Kurniati

Keyword(s):

Critical Thinking ◽

Quantitative Research ◽

Student Centered ◽

Student Centered Learning ◽

Critical Thinking Ability ◽

Self Regulated Learning ◽

Thinking Ability ◽

Regulated Learning ◽

And Mathematics ◽

3D Shapes

3D-Shapes Geometry is one of the subjects material that must be taught to students in Mathematics Education Program, which later after graduation will become a math teacher. Learning 3D-Shapes Geometry has relevance to the mathematics critical thinking ability. Students who have the ability to think critically can think rationally by collecting information as completely as possible. Learning that can stimulate the ability of critical thinking should be learning in which there are activities that are student-centered learning. One of the lessons in 3D-Shapes Geometry that can be used is learning using Geogebra Software . Learning 3D-Shapes Geometry using GeoGebra aided is very possible to make students practice independently spatial capabilities that will foster self regulated learning. The existence of self-regulated learning in the student's learning will make the students able to interpret, analyze, evaluate, and infer in learning. These capabilities will form the mathematics critical thinking ability. The purpose of this research is to determine whether or not there is a relationship between self regulated learning and mathematics critical thinking ability and to find out coefficient of correlation of them. This research is a quantitative research. Before the research begins, the researchers took the value of the task as the preliminary data and it is tested normality. Data collection techniques in this research is the scale of self regulated learning and tests in the form of mathematics critical thinking ability. The scale of self regulated learning and mathematics critical thinking ability tests are validated first. Data test of mathematics critical thinking ability of is tested normality, then data of scale self regulated learning and test of mathematics critical thinking ability are tested regression. The result of this research is there is influence of self regulated learning to the mathematics critical thinking ability of 45 , 7 %.

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THE ROLE OF INQUIRY APPROACH AND COGNITIVE STAGE ON STUDENT’S MATHEMATICAL CRITICAL THINKING ABILITY AND SELF REGULATED LEARNING

Journal Of Educational Experts (JEE) ◽

10.30740/jee.v3i2p74-86 ◽

2020 ◽

Vol 3 (2) ◽

pp. 74

Author(s):

Nana Sukarna ◽

Utari Sumarmo ◽

Rudi Kurniawan

Keyword(s):

Critical Thinking ◽

Critical Thinking Ability ◽

Self Regulated Learning ◽

Inquiry Approach ◽

Thinking Ability ◽

Regulated Learning ◽

Concrete Operational ◽

Level 2 ◽

Better Than

The goal of this research is to analize the role of inquiry approach (IA) and cognitive stage (CS) on students’mathematical critical thinking ability (MCTA) and self regulated learning in mathematics (MSRL). The research adopted a pretest and postest design and involved 60 eleventh grade students of 16 – 18 years old, a MCTA test, the TOLT, and Longeot test, and a MSRL scale, and student’s opinion on IA lessons. The study revealed that percentage of student’ CS, were as follow 11.7% at concrete stage, 65.0% at transition stage, and 23.3% at formal stage. In further analysis the study found that IA and CS took a good role on obtaining student’s MCTA, but not for MSRL. The formal operational stage students obtained higher grades on MCTA than the transitional and concrete operational stages, conversely the concrete operational stage students obtained higher grades on MSRL than the formal and transitional operational. Students taught by saintific approach (SA) realized more difficulties in solving MCTA tasks than students getting treatment with IA. The study also found 1) MCTA students whose learning with IA is better than SA at medium grade level 2) no association between MCTA and CS, MCTA and MSRL, and CS and MSRL. Beside that, students performed intense activities during the IA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary.

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Pengaruh geogebra online berbasis scaffolding dan tingkat self regulate learning terhadap kemampuan berpikir kritis

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v15i2.34499 ◽

2020 ◽

Vol 15 (2) ◽

Author(s):

Asih Miatun ◽

Hikmatul Khusna

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Self Regulated Learning ◽

Significant Difference ◽

Regulated Learning ◽

Cluster Random Sampling ◽

Quasi Experiment

Penelitian ini bertujuan untuk menguji (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripda mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

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