scholarly journals A discrepancy in the improvement of critical thinking skills exists between ESL and non‐ESL students after content‐based instruction and peer discussion (531.19)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
Deanne Hryciw ◽  
Ronan Burder ◽  
Kathy Tangalakis
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Esl Students ◽  
Peer Discussion ◽  
Based Instruction

scholarly journals EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Sumiati Sumiati
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Oral Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Material ◽  
Learning Method ◽  
Lecture Method ◽  
Peer Discussion ◽  
Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah.  Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

scholarly journals Implementasi Model Problem Based Instruction terhadap Penguasaan Materi Hukum Newton dan Kecakapan Berpikir Kritis Siswa

2021 ◽  
Vol 4 (2) ◽  
pp. 82-90
Author(s):  
Umayya Ulfa ◽  
Anggu Winata
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Psychomotor Activity ◽  
Newton's Law ◽  
Newton’S Law ◽  
Significant Difference ◽  
Average Change ◽  
Post Test ◽  
Based Instruction

This study aims to determine the difference in the achievement of students' average scores between the implementation of the problem based instruction (PBI) model and conventional learning on student activities, mastery of Newton's Law material, and students' critical thinking skills. This research method is a true experiment using a randomized control-group pre-test-post-test design, where the experimental class and the control class are given pre-test and post-test. The results of this study indicate, a) in the psychomotor aspect, the percentage of the good category for the experimental class is on average higher than the control class, while in the affective aspect there is no significant difference; b) there is a significant difference in the mastery of Newton's Law material between students taught through the implementation of the PBI model with an average change in value of 56.59 compared to conventional learning of 46.14; c) there is a significant difference in critical thinking skills between students taught through the implementation of the PBI model with an average change in score of 55.85 compared to conventional learning of 45.62. The conclusion, that the implementation of PBI the average score of psychomotor activity, mastery of Newton's Law material, and students' critical thinking skills are significantly different compared to conventional learning. Keywords: Critical Thinking Skills, Newton's Law Material, Problem Based Instruction Model, Conventional Learning

scholarly journals Promoting ESL Students’ Critical Thinking Skills Through a Transitivity Analysis of Authentic Materials

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Ender Velasco
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Esl Students ◽  
Authentic Materials ◽  
Adult Esl ◽  
Langue Seconde ◽  
Human Actors ◽  
Esl Classroom

Using authentic materials in the English as a second language (ESL) classroom can develop students’ critical thinking (CT) skills, expose them to more realistic English, and support their motivation. Carrying out text analyses of authentic materials in the ESL classroom can also help students become more critical in their approach to reading. Grounded in systemic functional linguistics (SFL) concepts, this paper puts forward a series of text analysis tasks, so ESL teachers can introduce their adult students to the concepts of transitivity and intentionality found in opposing newspaper articles dealing with conflict. Overall, these analyses show how the active voice can highlight the semantic value of intentionality via material processes, and how writers use strategies such as passivization and fronting of items in clauses to emphasize the responsibility for wrongdoing when reporting news. The analyses also show that context is important in determining degrees of intentionality, and intentionality can be attributed to the material processes of human actors portrayed as non-human actors. Understanding these concepts can help adult ESL students become better critical readers/thinkers. Utiliser des matériaux authentiques dans la classe d’anglais langue seconde (ALS) peut développer la pensée critique (PC) des étudiants et les exposer à un anglais plus réaliste et soutenir leur motivation. Effectuer des analyses de textes de matériaux authentiques dans la classe d’ALS peut aussi aider les étudiants à devenir plus critiques dans leur approche de la lecture. Enraciné dans les concepts de la linguistique systémique fonctionnelle (LSF), cet article présente une série d’exercices d’analyse de texte, de façon à ce que les enseignants d’ALS puissent présenter à leurs étudiants adultes les concepts de transitivité et d’intentionnalité qu’on retrouve dans des articles de presse contradictoires qui traitent du conflit. Dans l’ensemble, ces analyses montrent comment l’utilisation de la voix active peut mettre en lumière la valeur sémantique de l’intentionnalité par l’entremise de processus matériels, ainsi que la façon dont les écrivains utilisent des stratégies comme la passivisation et la mise en avant d’éléments dans les propositions pour accentuer la responsabilité d’actes répréhensibles quand ils font un reportage. Les analyses montrent également que le contexte est important pour déterminer les degrés d’intentionnalité et que celle-ci peut être attribuée aux processus matériels des acteurs humains dépeints comme des acteurs non-humains. Comprendre ces concepts aide les étudiants adultes d’ALS à devenir de meilleurs lecteurs ou penseurs critiques.

scholarly journals The Effectiveness of the Problem Baesd Instruction Model with Videos on Critical Thinking Abilities of Senior High School 1 Mayong Students

2019 ◽  
Vol 8 (3) ◽  
pp. 322-329
Author(s):  
Nurul Mauludah ◽  
Endah Peniati ◽  
Priyantini Widiyaningrum
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Senior High School ◽  
Critical Thinking Skills ◽  
Conservation Attitudes ◽  
Independent Variable ◽  
Based Instruction ◽  
Instruction Model

The ability to think critically is needed in the 21st century so that students must have the ability to think critically.Withthese abilities, students are more able to master the concept of material, able to provide further explanation and provide alternative problem-solving so that students are expected to be able to solve problems in the environment in the future. This study aims to analyze the problem-based instruction model with effective video applied to senior high school 1 Mayong students on the ability to think critically and analyze the problem-based instruction model with video so that it can improve the critical thinking skills of senior high school 1 Mayong students. This study used pre-experimental design with one group pretest-posttest design. The sample of this study were students of class XI MIPA 3 and XI MIPA 4 Senior High School 1 Mayong which were determined using purposive sampling technique. The independent variable is a problem-based instruction model with an immune system video media. Dependent variables besides critical thinking skills are also conservation attitudes that are expected to arise during the learning process. The researcher collected the data using test questions and observation sheets. The results of data analysis showed that students' critical thinking skills reached 92.5% completeness. On average, every aspect of students' critical thinking skills are in critical and very critical criteria and the average conservation value of students is honest, creative and humanist in good, good and very good criteria. The average N-gain in both classes is included in the criteria of medium (0.69) and high (0.71). Based on the results of the study, it can be concluded that the problem-based instruction model with effective video is applied to senior high school 1 Mayong students towards critical thinking skills and problem-based instruction models with videos can improve the critical thinking skills of senior high school 1 Mayong students

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MELALUI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) PADA MATA KULIAH FILSAFAT SAINS

2016 ◽  
Vol 4 (2) ◽  
pp. 68 ◽  
Author(s):  
Irnin Agustina Dwi Astuti
Keyword(s):  
Critical Thinking ◽  
Model Problem ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Percentage ◽  
Reflection Data ◽  
Field Notes ◽  
Based Instruction ◽  
Data Collections

Critical thinking skills the students of Physical Education remains low. It is caused by several factors, including the learning process is not optimal. This study aims to determine the increase in critical thinking skills by learning model Problem Based Instruction (PBI). The method used is a classroom action research that includes planning, implementation, observation, and reflection. Data collections are done by observation, questionnaires, documentation, field notes and tests. Forms of data analysis used qualitative analysis. It can be concluded that the implementation of learning with Problem Based Instruction learning model can improve the critical thinking skills students in Philosophy of Science. This is evidenced by the increase in the average percentage of critical thinking skills of each cycle. In the first cycle, the average critical thinking skills students are 66.87%. In the second cycle into 80.19% or an increase of 13.32%. Thus the average percentage of critical thinking skills students has exceeded predetermined success criteria with the category is "very critical".

scholarly journals The Effect of Multiple Intelligence-Based Instruction on Critical Thinking of Full Day Islamic Elementary Schools Students

Ta dib ◽  
2016 ◽  
Vol 21 (1) ◽  
pp. 31
Author(s):  
Alhamuddin Alhamuddin ◽  
Bukhori Bukhori
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Multiple Intelligences ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Knowledge Based ◽  
Based Instruction ◽  
The Impact

Lack of critical thinking skills of elementary schools’ students was influenced by teachers’ domination in instructional activities; meanwhile students did not play independently as the learners. Theoretically, multiple intelligences based instruction is an appropriate solution. For that reason, this research aims to know the impact of multiple intelligences based instruction on students' critical thinking skills. The research was conducted at Al-Amanah and Buahati Islamic Elementary Schools by using a quantitative approach with case study method. Data collected through critical thinking tests was analyzed by using independent sample t-test to examine the impact of instruction on students' critical thinking skills. The results showed that the implementation of multiple intelligences based intruction had significant effect on students’ critical thinking skills. From the finding, some recommendations are given as follows: 1) The teacher’s role is not only for transferring knowledge based on his/her competencies but also students’ characteristics reflecting their instruction styles; and 2) for further researcher, it is suggested to investigate this issues more specifically and comprehensively. Kurangnya keterampilan berpikir kritis dari siswa sekolah dasar dipengaruhi oleh dominasi guru dalam kegiatan pembelajaran; Sementara itu siswa tidak bermain secara independen sebagai peserta didik. Secara teoritis, pendekatan berbasis kecerdasan ganda merupakan solusi yang tepat. Untuk itu, penelitian ini bertujuan untuk mengetahui dampak pendekatan berbasis kecerdasan ganda pada keterampilan berpikir kritis siswa. Penelitian ini dilakukan di Sekolah Dasar Islam Al-Amanah dan Buahati dengan menggunakan pendekatan kuantitatif dengan metode studi kasus. Data dikumpulkan melalui tes berpikir kritis dianalisis dengan menggunakan sampel independent t-test untuk menguji dampak dari pendekatan pada keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa pelaksanaan pendekatan berbasis kecerdasan ganda memiliki dampak yang signifikan terhadap kemampuan berpikir kritis siswa. Dari temuan tersebut, beberapa rekomendasi yang diberikan sebagai berikut: 1) Peran guru tidak hanya untuk mentransfer pengetahuan berdasarkan kompetensinya, tapi juga karakteristik siswa mencerminkan gaya pendekatan mereka; dan 2) bagi peneliti selanjutnya, disarankan untuk menyelidiki ini secara lebih spesifik dan komprehensif.

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