Critical Thinking Skills During a Physical Therapist Professional Education Program

2005 ◽  
Vol 19 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Ann Vendrely
Keyword(s):  
Critical Thinking ◽  
Education Program ◽  
Professional Education ◽  
Physical Therapist ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Implementasi model controversial issue dalam mata kuliah Pendidikan Kewarganegaraan

2018 ◽  
Vol 15 (1) ◽  
pp. 62-73
Author(s):  
Alfiandra Alfiandra ◽  
Sani Safitri ◽  
Puspa Dianti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Education Program ◽  
Citizenship Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issue ◽  
Teaching Model ◽  
Classroom Action Research

Artikel ini bertujuan untuk menunjukkan efektifitas model pembelajaran controversial issue dalam meningkatkan kemampuan berfikir kritis mahasiswa pada mata kuliah Pendidikan Kewarganegaraan di Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research) sebanyak tiga siklus dimana setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran controversial issue dapat meningkatkan kemampuan berfikir kritis mahasiswa dalam pembelajaran mata kuliah Pendidikan Kewarganegaraan. Peningkatan kemampuan berfikir kritis tersebut terlihat pada keterampilan mahasiswa dalam mengidentifikasi masalah, mendefinisikan masalah, mengeksplorasi masalah, mengevaluasi dan mengintegrasikan berbagai macam solusi menjadi suatu jawaban yang komprehensif terhadap suatu permasalahan.--------------------------------------------------------------------------------------------------------------------------------This article tries to reveal the effectiveness of controversial issue based teaching model to increase students’ critical thinking skills at Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. It was a classroom action research with three cycles, each of which consists of planing, observation, evaluation and reflection. The results reveal that the implementation of controversial issue based teaching model can increase students’ critical thinking skills in Citizenship Education Program. This increasing of critical thinking skills was indicated by the skills to identify problem, to define problem, to explore problem, to evaluate, and to integrate any kinds of solutions in order to comprehend the problem.

Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

scholarly journals Survei Keterampilan Berpikir Kritis Mahasiswa pada Materi Usaha dan Energi

2019 ◽  
Vol 4 ◽  
pp. 162
Author(s):  
Sujiyani Kassiavera ◽  
A. Suparmi ◽  
Cari Cari ◽  
Sukarmin Sukarmin
Keyword(s):  
Critical Thinking ◽  
Survey Research ◽  
Education Program ◽  
Physics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Physics ◽  
The Subject ◽  
Main Basis ◽  
Physics Course

<p><em><span><strong>Abstract: </strong>This study aims to determine the critical thinking skills possessed by students. The Subject of this research were 131 students of physics education program from Bengkulu University and Indraprasta University. Subjects consist of 4<sup>th</sup> semester (56 students) and 6<sup>th</sup> semester (75 students) who have received the Basic Physics course previously. Instrument of this research using test concept. Based on the results of a survey conducted that students' critical thinking skills are still very low on business work- energy. This survey research will be the main basis for researchers to conduct further research with the same research location.</span></em></p><p><em><span><br /></span></em></p><p><em></em><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengetahui keterampilan berpikir kritis yang dimiliki mahasiswa. Subjek penelitian ini adalah 131 mahasiswa yang terdiri dari semester 4 (56 siswa) dan semester 6 (75 siswa) yang telah menerima materi Fisika Dasar sebelumnya. Teknik pengumpulan data menggunakan metode tes. Berdasarkan hasil survei yang dilakukan bahwa keterampilan berpikir kritis mahasiswa masih sangat rendah pada materi usaha dan energi. Penelitian survei ini akan menjadi dasar utama bagi peneliti untuk melakukan penelitian lanjutan dengan lokasi penelitian yang sama.</p>

scholarly journals Improvement of Student Critical Thinking Skills with the Natural Product Mini Project Laboratory Learning

2018 ◽  
Vol 16 (3) ◽  
pp. 322 ◽  
Author(s):  
Aliefman Hakim ◽  
Liliasari Liliasari ◽  
Asep Kadarohman ◽  
Yana Maolana Syah
Keyword(s):  
Critical Thinking ◽  
Natural Product ◽  
Education Program ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
State Universities ◽  
Student Learn ◽  
Verification Laboratory ◽  
Better Than

This research aims to investigate effect of learning using natural product mini project laboratory on students’ critical thinking skills. The research was conducted on sixth semester of 59 students of chemistry and chemistry education program from one of the state universities in West Nusa Tenggara, Indonesia in 2012/2013. This research revealed class where the student learn using natural product mini project laboratory had more critical thinking skills than those using verification laboratory. The average n-gain of critical thinking skills for experiment class was 0.58 while for the control class was 0.37. The highest n-gain in the experiment class was 0.70 for “deciding on an action (selecting criteria to judge possible solutions) indicators”, while the smallest n-gain was 0.47 for “the making and judging value of judgments (balancing, weighing, and deciding) indicators. We concluded that the natural product mini project laboratory was better than verification laboratory in improving the students’ critical thinking skills.

Hubungan Antara Kemahiran Berfikir Kritis Dengan Pencapaian Akademik Dalam Kalangan Pelajar Fakulti Pendidikan Universiti Teknologi Malaysia

2012 ◽  
Author(s):  
Marlina Ali ◽  
Shaharom Noordin
Keyword(s):  
Critical Thinking ◽  
Education Program ◽  
Physics Education ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Results ◽  
Age Range ◽  
The Relationship

Kajian ini dijalankan bertujuan untuk menentukan perkaitan di antara kemahiran berfikir kritis dengan Purata Nilai Gred Kumulatif (PNGK) dalam kalangan pelajar yang mengikuti program pendidikan Fizik di Universiti Teknologi Malaysia. Seramai 109 orang pelajar tahun satu dan empat program Pendidikan Fizik terlibat dalam kajian ini iaitu 26 orang pelajar lelaki dan 83 pelajar perempuan. Julat umur pelajar adalah di antara 19 hingga 28 tahun. Alat kajian yang digunakan dalam kajian ini ialah Watson Glaser Critical Thinking Appraisal (WGCTA–A). Korelasi Pearson–r merupakan statistik utama yang digunakan dalam kajian ini. Keputusan kajian menunjukkan bahawa terdapat pertalian yang bererti antara kemahiran berfikir kritis dengan CPA pelajar pada aras .05. Kemahiran interpretasi merupakan aspek WGCTA yang bererti dalam meramal PNGK pelajar berbanding kemahiran membuat inferens, mengusul periksa andaian, membuat deduksi dan penilaian hujah. Seterusnya, hasil kajian menunjukkan tidak terdapat pertalian yang bererti di antara tahun pengajian dengan tahap kemahiran berfikir kritis pelajar. Kata kunci: Kemahiran berfikir kritis; WGCTA; pelajar universiti; fizik; guru pelatih This study was conducted to determine the relationship between critical thinking skills and among students in the physics education program at the Universiti Teknologi Malaysia. A total of 109 students from year one and four from physics education program, which consists of 26 boys and 83 girls involved in the study. The age range of students involved was between 19 to 28 years. The instrument used in this study was the Watson Glaser Critical Thinking Appraisal (WGCTA–A). A Pearson correlation–r was the main statistics used in this study. Results showed that there was a significant relationship between critical thinking skills and CPA of students at the level of .05. Interpretation was significant in predicting student’s CPA as compared to other skills in WGCTA such as inference, recognition of assumptions, deduction, and evaluation of arguments. Next, the finding showed no significant relationship between years of study with the students’ critical thinking skills. Key words: Critical thinking; WGCTA; university students; physics; trainee teachers

scholarly journals Teacher education program supporting critical thinking skills: a case of primary school teachers

2021 ◽  
Vol 10 (41) ◽  
pp. 188-198
Author(s):  
Sevgi Celik
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Primary School ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
Primary School Teachers

This quantitative study investigates the needs of primary school teachers for better Teacher Education Program supporting critical thinking skills. The study was carried out at four different public and private primary and secondary schools in Erbil, Iraq, during the 2019–2020 academic year, when the COVID-19 pandemic caused the suspensión of classes and the closure of educational centers. An online survey was conducted with 48 physics, mathematics, Kurdish, and social science teachers to gather data regarding how teachers support students’ critical thinking skills in the classroom. The data was analyzed using descriptive statistics and revealed that teachers were inefficient in encouraging students to use critical thinking skills in the classroom. The findings indicated that teachers require training to improve skills such as open-mindedness, asking high-level questions, questioning information accuracy and reliability, and searching for causes or evidence. Hence, the study proposes a teacher education program to supporting critical thinking.

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