scholarly journals Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Rachel C. F. Sun ◽  
Eadaoin K. P. Hui
Keyword(s):  
Critical Thinking ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Cognitive Skills ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Task Completion ◽  
Cognitive Competence ◽  
Completion Problem

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed.

Confucian virtues and Chinese adolescent development: a conceptual review

2013 ◽  
Vol 25 (4) ◽  
pp. 335-344 ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Xiao Fu
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Filial Piety ◽  
Chinese Culture ◽  
Character Strengths ◽  
Developmental Research ◽  
Service Leadership ◽  
Chinese Adolescent

Abstract Despite the fact that different Chinese communities have already undergone industrialization and urbanization, Confucian virtues are still regarded as developmental ideals in Chinese culture. Unfortunately, while Confucian virtues are commonly discussed under Chinese philosophies, they are rarely examined in the context of developmental research. In this paper, several key Confucian virtues are discussed, including loyalty (“zhong”), filial piety (“xiao”), benevolence (“ren”), affection (“ai”), trustworthiness (“xin”), righteousness (“yi”), harmony (“he”), peace (“ping”), propriety (“li”), wisdom (“zhi”), integrity (“lian”) and shame (“chi”). These Chinese traditional virtues are also linked to the concepts of character strengths and positive youth development constructs highlighted in Western culture. It is argued that Confucian virtues provide an indigenous conceptual framework to understand character strengths and positive youth development in Chinese culture. Furthermore, when service leadership is considered in Chinese contexts, these virtues should be regarded as important cornerstones.

scholarly journals ANALISIS MATERI POKOK BAHASA INDONESIA PADA BUKU TEMATIK KELAS III MI/SD REVISI 2018

2020 ◽  
Vol 12 (2) ◽  
pp. 91-100
Author(s):  
Umi Salma Fauziyah
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui relevansi dari materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan beberapa aspek yaitu ruang lingkup materi berdasarkan Permendikbud No 21 tahun 2016; HOTS (Higher Order Thinking Skills); 4Cs (creative thinking, critical thinking, communication, collaboration); literasi membaca-menulis; literasi digital. Metode penelitian yang digunakan adalah kualitatif dengan jenis analisis wacana pada materi bahasa Indonesia di buku tematik kelas 3 revisi 2018. Hasil penelitian menunjukkan adanya relevansi antara materi bahasa Indonesia pada buku tematik kelas 3 revisi 2018 dengan aspek yang sudah disebutkan dengan hasil 46% materi sudah disajikan, keterampilan HOTS tidak imbang karena mayoritas critical thinking yaitu 66,7% dan decision making tidak ada, keterampilan 4Cs sudah merata meski critical thinking lebih banyak yaitu 40,5%, literasi membaca persentasenya 78,9% dan literasi menulis 21,1%, literasi digital dibahas pada satu bagian tersendiri yaitu pada tema 7 subtema 3 meskipun materinya masih tahap pengenalan. Secara keseluruhan materi bahasa Indonesia pada buku tematik kelas 3 sudah cukup relevan dengan aspek-aspek yang berkaitan meski ada yang masih kurang merata pada beberapa aspek.

scholarly journals Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Guided Inquiry ◽  
Central Java ◽  
Before And After ◽  
The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale

2017 ◽  
Vol 25 (1) ◽  
pp. 156-170 ◽  
Author(s):  
Girija Gopinathan Nair ◽  
Laurie-Ann M. Hellsten ◽  
Lynnette Leeseberg Stamler
Keyword(s):  
Critical Thinking ◽  
Content Validity ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Assessment Scale ◽  
Monitoring Methods ◽  
Self Assessment ◽  
Content Relevance

Background/Purpose: Critical thinking skills (CTS) are essential for nurses; assessing students’ acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students’ self-monitoring. Methods: An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts’ content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken’s content validity coefficient (VIk). Results: 115 items were retained (range of I-CVI values = .70 to .94 and range of VIkvalues = .69–.95; significant atp< .05). Conclusion: The CTSAS is the first CTS instrument designed specifically for self-assessment purposes.

scholarly journals HIGHER ORDER THINKING SKILLS DALAM KOMPETENSI DASAR BAHASA ARAB

2020 ◽  
Vol 5 (2) ◽  
pp. 177
Author(s):  
Ahmad Muradi ◽  
Faisal Mubarak ◽  
Ridha Darmawaty ◽  
Arif Rahman Hakim
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Literature Review ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Learning Arabic is more dominant as a skill than a Science. The learners’ goals are able to use Arabic both spoken and written well and correctly. While HOTS is more dominant in requiring learners to think integrally. Therefore, it is important to consider the extent to which the Ministerial Regulation accommodates HOTS through a study of the basic competence of Arabic contained in it. This study is a literature review of the basic competence of Arabic in the Decree of the Minister of Religion (KMA) number 183 in 2019 in HOTS perspective. The object of this study is the basic competence of Arabic in KMA 183 in 2019. The result shows the basic competence of Arabic in KMA 183 in 2019 to accommodate the ability in higher order thinking such as problem solving, critical thinking, and reasoning. While the Basic Competence in KMA didn’t achieve creative thinking and decision making.

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

scholarly journals Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners

2020 ◽  
Vol 4 (1) ◽  
pp. 14-29
Author(s):  
Dipesh Karki ◽  
Roshee Lamichhane
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Difference In Differences ◽  
Standard Difference ◽  
Teaching Learning ◽  
Critical And Creative Thinking

Abstract With technological innovations happening at workplaces, 21st century organizations demand competencies in thinking creatively and critically. These two skills will potentially help prospective employees become confident individuals, concerned citizens, self-directed learners, and active professionals. In this context, it becomes imperative to overhaul the lecture-based and banking model of the traditional pedagogical approach in order to impart such skills among undergraduate and graduate students. To address this issue, a lab-based teaching-learning method focused on problem-solving and design thinking was introduced at OAMK Labs in Finland. This study assesses the efficacy of lab-based learning in enhancing creativity and critical thinking among students from engineering, management, and science backgrounds of Kathmandu University, Nepal. The study was conducted in a workshop setting using a randomized control trial (RCT) where participants were divided into control and treatment groups. Participants in treatment group took part in a design thinking workshop that applied lab-based learning pedagogy, while those in the control group were given some reading material on improving creativity and critical thinking. Standard tests on both critical and creative thinking in a pre- and post-stages were administered to both groups. Data was analyzed using standard Difference-in-Differences technique. The results showed that while the level of critical thinking improved significantly, among the learners in treatment group alone, the creativity level in the post-stage increased significantly among learners in both groups. Results validated the efficacy of lab-based teaching-learning in addressing the need for critical and creative thinking skills among learners. Keywords: critical thinking, creativity, lab based learning, innovation, higher education, Difference-in-Differences

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