scholarly journals Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

Astrobiology ◽  
2015 ◽  
Vol 15 (1) ◽  
pp. 89-99 ◽  
Author(s):  
Jamie S. Foster ◽  
Judith D. Lemus
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals LEARNING OF REACTION RATES WITH NESTED CURRICULAR ARRANGEMENT WHICH IS COMBINED WITH CONNECTED CURRICULAR ARRANGEMENT TO IMPROVE CRITICAL THINKING SKILLS OF THE STUDENTS

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Khoirotus Sa'adah ◽  
Suyono Suyono
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Scientific Inquiry ◽  
Test Score ◽  
Reaction Rates ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Post Test ◽  
Standard Value ◽  
Very High

Abstract. This study aims to evaluate a learning of reaction rates with nested curricular arrangement which is combined with connected curricular arrangement to improve critical thinking skills of the students. The evaluation of this study is based on the result of data collecting toward the implementation of learning, students’ activities, learning outcomes, critical thinking skills, and students’ responses. This study is conducted using scientific inquiry. The research design used in this study is one group pretest-posttest design including pre-experimental research. The subjects of this study are 36 X graders of MIPA 8 at SMAN 1 Manyar Gresik. The result of this study shows that the implementation of a learning of reaction rates with nested curricular arrangement which is combined with connected curricular arrangement to improve critical thinking skills of the students is in very high value category with percentage of agreement around ≥75% and value of the relevant students’ activity is greater than the percentage of the irrelevant students’ activity so that it has a better category. The students’ learning outcomes and critical thinking skills have significantly improved after conducting a learning about reaction rates with nested curricular arrangement which is combined with connected curricular arrangement which is analyzed using t-test. However, there are some students get post-test score under the expected standard value. This learning about reaction rates with nested curricular arrangement which is combined with connected curricular arrangement receives a positive responses from the students of 87, 22% by collecting data using a questionnaire response.Keywords: Critical Thinking Skills, Inquiry, Nested, Connected

scholarly journals THE EFFECT OF MODEL SCIENTIFIC INQUIRY USING MEDIA PhET TOWARD SKILLS PROCESS OF SCIENCE VIEWED FROM CRITICAL THINKING SKILLS

2017 ◽  
Vol 6 (1) ◽  
pp. 33
Author(s):  
Nanda Safarati
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Physics Students ◽  
Direct Model ◽  
The Media ◽  
Better Than

The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who have the critical thinking skills using a model of scientific inquiry over average better than students who have critical thinking skills using a direct model of instruction above average, there is interaction scientific inquiry model using the media PhET with critical thinking skills of students in improving students' science process skills.

scholarly journals URGENCE OF SAINTIFIC-BASED INQUIRY IMPLEMENTATION IN IMPROVING STUDENT'S CRITICAL THINKING ABILITY

2019 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Devi Afriyuni Yonanda ◽  
Yuyun Dwi Haryanti
Keyword(s):  
Critical Thinking ◽  
Human Resources ◽  
Scientific Inquiry ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Scientific Approach ◽  
School Learning

<em>Emphasis on learning in the 2013 Curriculum puts forward the development of knowledge, attitudes and skills of students. The Scientific Approach is believed to be a gold platform to produce quality human resources because the learning process is scientific.As we know in Elementary School learning emphasizes on memorization alone where students must memorize all the material that has been learned.Rote learning is certainly not meaningful for students because students will easily forget what they have learned.The ability that students must possess is one of them is critical thinking.Scientific based inquiry needs to be applied in improving students' critical thinking skills, especially in elementary school.Inquiry-based scientific learning models cultivate scientific thinking skills,developing sense of inquiry and students' creative thinking skills.Through writing about inquiry-based scientific inquiry empirically it can be used as an effort to improve students' critical thinking skills.</em>

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI (ABI) UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA

2015 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Saiful Prayogi ◽  
Muhali Muhali
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Self Regulation ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Score Range

The purpose of this research was to develop an inquiry base active (IBA) learning model to develop students' critical thinking skills. Inquiry was chosen as the base for the development of the model, because according to Arends (2012) the inquiry learning model was developed for the purpose of how learners think, in this case including critical thinking. Elements of critical thinking skills developed, namely interpretation, analysis, evaluation, inference, explanation and self-regulation. The IBA learning model was based on scientific inquiry activities, thus indirectly practicing scientific process skills on students. In general, the validator assessment of the developed learning model was valid with the score range 4 to 4.56. The conclusion of the validity test of this learning model was the inquiry based active learning model valid and proper to be used as a reference to develop the learning device and implemented / experimented to develop students' critical thinking skill.

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

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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