scholarly journals A Digital Game-Based Learning Method to Improve Students’ Critical Thinking Skills in Elementary Science

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 96309-96318 ◽  
Author(s):  
Mahmood H. Hussein ◽  
Siew Hock Ow ◽  
Loh Sau Cheong ◽  
Meow-Keong Thong
Keyword(s):  
Critical Thinking ◽  
Elementary Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Digital Game ◽  
Game Based Learning

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 Re-thinking Curriculum Design and Development for Optimizing Change in Education

2021 ◽  
Vol 9 (9) ◽  
pp. 1331-1339
Author(s):  
Haruna Audu Tukurah
Keyword(s):  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
The Enlightenment ◽  
Curriculum Design And Development ◽  
Teaching Learning ◽  
Learning Principles ◽  
Developed World

Abstract: A developing world like Africa inherited an educational system that laid high emphasis on what is known as the 3Rs (reading, writing, and arithmetic). This teaching/learning method was perhaps relevant then, due to the enlightenment gap that existed between learners and their instructors (Missionaries/Colonial masters). The 3Rs known as rote learning regurgitation of facts is teacher-centered that subjects learners to memorization of information for the expansion of knowledge. This learning principle mostly evaluate learners through the use of tests and examinations to ascertain their learning levels. However, as good as the 3Rs learning method is, it only prepares learners for job acquisition, not problem-solving. This paper will argue for a paradigm shift, to key in with the developed world like America and start wrestling with an educational curriculum that is learners focused; a curriculum that is concerned with the ‘how’ to think in learning than the ‘what to think.’ Urbanization, globalization, complex factories/technologies in this dispensation are calling for learning principles that can guide learners on how to move from learning assumptions to the application of daily realities of life using both the cognitive, affective and the psychomotor domains. The paper attempt to define the ‘how’ approach using. the perspective of applying critical thinking skills before drawing a conclusion. Keywords: Curriculum design, the 3Rs and the 4Cs, critical thinking, instructors and learners, reflective teaching.

scholarly journals Pengembangan kreativitas dan berpikir kritis pada anak usia dini melalui motode pembelajaran berbasis STEAM and loose part

2020 ◽  
pp. 263-278
Author(s):  
Zakiyatul Imamah ◽  
Muqowim Muqowim
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Childhood Education ◽  
Surrounding Environment ◽  
The World ◽  
Scientific Approach ◽  
Thematic Learning

STEAM is a new innovation in the era of disruption in the world of education. which is an integrative thematic learning, scientific approach and technology-based, STEAM Method is a unit of learning to improve critical and creative thinking skills that can be carried out by all educational fields including early childhood education, and this STEAM learning method uses loose-based media parts which are used to stimulate children's creativity. The purpose of this study is to develop the learning process using STEAM and loose part based learning methods. And to increase creativity and critical thinking in children is characterized by children able to solve problems and be able to make connections with the surrounding environment. Using a loose part based STEAM learning method that is able to develop creativity and critical thinking of children. Children's creativity can be seen from how to play, explore and have creative thinking skills and fluent, critical thinking skills that we can see in analyzing a problem, can explore in detail and systematically

scholarly journals PENGGUNAAN METODE ESTAFET LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH METODE NUMERIK

2020 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Heri Herwanto
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Study Program ◽  
The Relationship

The purpose of this study was to determine the effect of the application of estafet learning method to improve students' critical thinking skills, increase student learning outcomes, to determine the relationship of critical thinking to student learning outcomes and to determine the responses of students about the application of estafet learning method. This research is a quantitative research. The research instruments included test questions, observation sheets, and questionnaire sheets. The subjects in this study were students of the computer faculty of the fourth semester informatics engineering study program. Data analysis techniques used the gain test, correlation test and Likert scale analysis. The results showed an increase in critical thinking skills and learning outcomes in the medium category. The relationship between critical thinking skills and learning outcomes has a strong enough relationship in the very significant category. Student responses to the application of estafet learning method showed a positive response.

The Study of Using Digital Game-Based Learning to Develop Critical Thinking Skills through Self-Assessment Process

2021 ◽  
Vol 2 (2) ◽  
pp. 30-50
Author(s):  
Tan Bee Sian ◽  
Tan Wee Hoe ◽  
Ahmad Zamzuri Mohamad Ali
Keyword(s):  
Undergraduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Process ◽  
Digital Game ◽  
Game Based Learning ◽  
Self Assessment ◽  
Mobile Game ◽  
Test Study ◽  
Post Test

This study sought to investigate using the digital game based learning (DGBL) approach to learn the assessment process among undergraduate students. A digital mobile game named Inventors of Future (IOF) is developed by gamifying the SA process. In this paper the results of the findings are presented through a single pre and post-test study.

scholarly journals Method of discussion and learning styles towards student’s critical thinking ability

2020 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
A. Jauhar Fuad
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Analytical Technique ◽  
Critical Thinking Ability ◽  
Thinking Ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

scholarly journals Effectiveness of Game-Based Learning – Learning in Modern Education

2020 ◽  
Author(s):  
Cipto Wardoyo ◽  
Yogi Dwi Satrio ◽  
Dudung Ma’ruf
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Game ◽  
Control Group ◽  
Learning Needs ◽  
Game Based Learning ◽  
Dynamic Learning ◽  
Technological Developments

The experiential learning process is a relevant method used to enhance understanding of the field and the critical thinking skills of learners. Futher more, technological developments improve students ’ learning needs. In this case, learners are required to be able to learn and work dynamically by combining the concept of critical thinking and the way of life as demand for the 21st century. Therefore, dynamic learning and the ability to improve the cognitive and collaborative abilities of learners in their interactions with the environment and all changes are indispensable. This research aims to spread the educational game quiz Assistance to create fun and dynamic learning for students. In addition, developed media is expected to improve cognitive ability and critical thinking learners, especially in higher education. The development of this educational game is done in the economic field so that the material to be presented is a basic course of economics faculty. To measure the success of this game-based learning, researchers used 100 samples from three majors (development economics, management, and accounting). This method of analysis uses the method of gain-scores, where the learning outcomes of experimental Group with learning game treatment and control group learning outcomes are examined and analyzed to determine their effectiveness. Results from analyses showed that use of game- based learning is highly effective for improving learning outcomes. Keywords: Technology, educational game, game based learning, gamification Learning.

scholarly journals PENINGKATAN KETERAMPILAN BERPIKIR KRITIS MELALUI PEMBELAJARAN METODE PENEMUAN TERBIMBING DALAM UPAYA REMEDIASI MISKONSEPSI MATERI LISTRIK DINAMIS

2017 ◽  
Vol 1 (2) ◽  
pp. 62 ◽  
Author(s):  
M. Anas Thohir ◽  
Wasis Wasis ◽  
Sugimin WW
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Physics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Student Thinking ◽  
Learning Method ◽  
Guided Discovery ◽  
Stage Of Development

This research is focused to remediate students’s misconceptions to dynamic electrical materials. Remediation activities are performed by improving critical thinking skills through guided discovery learning method. This research through two stages, namely the stage of development of learning instrument that using the design of 4-D models Thiagarajan (1974) continued with the implementation of the 35 students on Physics Education 2011 class A at State University of Surabaya by one group pretest-posttest design. The results of data analysis showed that the devices in good category, assement of the implementation of guided discovery learning method derived from observer with good category. Implementation of guided discovery methods of learning dynamicelectric materials can improve critical thinking skills of the students. Profiles initial misconceptions are found in each of the concepts before learning and decreased after remediation. The result is closely linked to increased student thinking skills. Based on data analysis, it can be concluded that learning instrument was developed to enhance the learning of critical thinking skills in an effort to remediate student’s misconceptions dynamical electric material, but the result of correlation analysis between improving critical skill with remediation of misconceptions is not significant. Penelitian ini bertujuan untuk meremediasi miskonsepsi mahasiswa materi listrik dinamis. Kegiatan remediasi dilakukan dengan meningkatkan keterampilan berpikir kritis melalui pembelajaran metode penemuan terbimbing. Penelitian ini melalui dua tahap, yaitu tahap pengembangan perangkat mengikuti rancangan 4-D model Thiagarajan (1974) dilanjutkan dengan implementasi perangkat pada 35 mahasiswa Pendidikan Fisika 2011 kelas A di Universitas Negeri Surabaya dengan desain One Group Pretest-Posttest Design. Analisis yang digunakan adalah analisis deskriptis dan kuantitatif.  Data hasil penelitian menunjukkan penilaian perangkat dalam kategori baik, keterlaksanaan pembelajaran metode penemuan terbimbing diperoleh dari penilaian pengamat mendapatkan nilai rata-rata keterlaksanaan 3,6 dengan katagori sangat baik. Implementasi pembelajaran metode penemuan terbimbing materi listrik dinamis dapat meningkatkan keterampilan berpikir kritis mahasiswa. Profil miskonsepsi awal ditemukan pada setiap konsep sebelum pembelajaran dan menurun setelah remediasi. Penemuan tersebut tidak terlepas dari meningkatnya keterampilan berpikir mahasiswa. Berdasakan hasil analisis data, dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan dapat meningkatkan keterampilan berpikir kritis dalam upaya remediasi miskonsepsi mahasiswa materi listrik dinamis, namun hasil analisis pengaruh peningkatan keterampilan berpikir kritis terhadap remediasi miskonsepsi tidak signifikan.

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