scholarly journals Research in Food Science Education: Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

2010 ◽  
Vol 9 (3) ◽  
pp. 68-75 ◽  
Author(s):  
Wayne T. Iwaoka ◽  
Yong Li ◽  
Walter Y. Rhee
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Test Problem ◽  
Problem Based Learning ◽  
Human Nutrition ◽  
Learning Activities ◽  
Food Science ◽  
Journal Entries

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA KOTAK KEHIDUPAN PADA TEMA 6 CITA-CITAKU

2020 ◽  
Vol 1 (1) ◽  
pp. 7-13
Author(s):  
Syarifa Rahma Amalia ◽  
Fina Fakhriyah ◽  
Sekar Dwi Ardianti
Keyword(s):  
Critical Thinking ◽  
Model Problem ◽  
Fourth Graders ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Dependent Variables ◽  
Data Collections

This research described implementation of Problem Based Learning to improve teacher’s teaching skill, the students’ learning activities, and critical thinking ability of the students.This classroom action research was conducted for fourth graders of SD 1 Barongan Kudus. consisting of 41 students. It lasted in two cycles. The independent variables were Problem Based Learning model and life box. The dependent variables were critical thinking ability. Data collections in this research consist are test, observation, interview, and documentation. The data analysis were quantitative and qualitative.The result showed improvement. Teacher’s skill improved in cycle I, from 78.7 into 89.1 in cycle II. The students’ learning activities improved from cycle I, 78.8 into cycle II, 88.6. Critical thinking ability of the students from cycle I, 73.2 improved into 86.8 in cycle II.It is concluded that critical thinking ability of the students could be improved through Problem based Learning model with life box media in SD 1 Barongan Kudus.

scholarly journals Problem-Based Learning To Improve Concept Understanding and Critical Thinking Ability of Science Education Undergraduate Students

2021 ◽  
Vol 2 (1) ◽  
pp. 65-72
Author(s):  
Mellyta Uliyandari ◽  
Emilia Candrawati ◽  
Anna Ayu Herawati ◽  
Nurlia Latipah
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Conceptual Understanding ◽  
Problem Based Learning ◽  
Learning Models ◽  
Test Question ◽  
Concept Understanding ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability

This reserach was conducted to improve conceptual understanding and critical thinking ability of fourth-semester students of the Science education study program, Bengkulu University by applying  PBL. The research method used in this study is quasi experimental, which in its implementation uses single class or one group pretest-posttest design. The test question was the instrument used in this study. The findings showed that there was an improvement in students‘ conceptual understanding and critical thinking ability of students‘ since implementing problem-based learning models in environmental chemistry courses. This improvement can be seen from the results of the gain test for  each class group on the test of conceptual understanding and critical thinking ability which are in the "medium" category, while the t-test results for concept understanding and critical thinking ability show a significant difference (0.000 <0.05). ), In other words, the implementation of the PBL  learning influences the students‘ conceptual understanding and critical thinking ability. Further the implementation of the problem-based learning model in teaching and learning process presents problems with real conditions so that it can stimulate students to not only think and understand at the rote level but also interpret the problem. Quiet in-depth research on the implementation of problem-based learning models in learning is highly recommended to get more comprehensive results.

scholarly journals PENINGKATAN AKTIVITAS BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPA DENGAN PENDEKATAN PROBLEM BASED LEARNING (PBL) DI KELAS V SDN 06 LIMBANANG KECAMATAN SULIKI

2020 ◽  
Vol 3 (2) ◽  
pp. 228
Author(s):  
Yati Yati ◽  
Mudjiran Mudjiran ◽  
Yanti Fitria
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Action Observation ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Academic Year

The background of this research is the lack of fifth students’ learning activities and critical thinking skills of science learning. This study aims to discuss and obtain data about the improvement of students’ learning activities and critical thinking skills in science learning with a problem-based learning (PBL) approach in grade 4 in a public elementary school in Suliki District. This type of research is classroom action research consisting of four stages, namely planning, action, observation, and reflection. This research consists of two cycles and the subjects in this study were 21 fifth grade students, consisting of 11 boys and 10 girls in 2016/2017 academic year. Data collection techniques used were observation sheets and tests. The data were analyzed using percentages and data reduction. The results showed that the implementation of problem-based learning (PBL) approach increased students’ learning activities and critical thinking skills in science learning which was marked by an increase of an average student's critical thinking ability from 69 in cycle I to 81 in cycle II.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

Modifikasi Model Pembelajaran Problem Based Learning (PBL) dengan Strategi Pembelajaran Tugas dan Paksa

2019 ◽  
Vol 2 ◽  
Author(s):  
Tita Mila Mustofani ◽  
Ita Hartinah
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Material ◽  
Task Strategies ◽  
The Right ◽  
Increasing Student Learning

This writing aims to help teachers to increase motivation, activity, creativity, and critical thinking of students in solving problems in class. The way to increase student motivation in learning in class is to choose the right learning model with ongoing learning material. One learning model that increases students' creativity and critical thinking in problem solving is a Problem Based Learning (PBL) learning model. To improve students' insights in order to easily solve problems there is a need to do tasks, if students do not do the task then they must accept the agreed upon consequences when making learning contracts, thus modifying the Problem Based Learning (PBL) learning model with task strategies and forced. The results of the modification of learning with the Problem Based Learning (PBL) learning model through forced and forced strategies are expected to improve the learning process so that students become more disciplined and do not waste time doing assignments. The advantages of modifying the Problem Based Learning (PBL) learning model with task and forced learning strategies are increasing student learning motivation, improving the quality of learning, training students' understanding by giving assignments continuously, teaching discipline to students in order to be accountable for tasks assigned, and reducing laziness in students.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN SEJARAH DITINJAU DARI MOTIVASI BELAJAR DI SMA MARTAPURA

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Muhammad Dody Hermawan
Keyword(s):  
Critical Thinking ◽  
Interaction Effect ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Positive Influence ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Influence Model ◽  
Data Collection Technique

The purpose of this reaserch are (1) find differences influence model of Group Investigation (GI) and Problem Based Learning (PBL). (2) find differences influence learning motivation of students to critical thinking abilities of learners. (3) find the interaction effect between learning models and learning motivation of the critical thinking skills of learners. This study will be conducted in SMA Martapura, Banjar regency, South Kalimantan. Subjects of the study were students of class XI SMA Martapura academic year 2015/2016. This type of research to be carried out in this study is a quantitative study using experimental methods. Design of this research is 2 X 2 factorial design to data collection technique motivation questionnaire and tests critical thinking skills. The result, 1) There is a difference between the positive influence of the Model Group Investigation (GI) and Problem Based Learning (PBL). 2) There are differences positively influence the motivation of students to critical thinking ability of students in learning the history. 3) There are nointeractions influence student learning model and motivation for students' critical thinking skill There is no interaction effect Learning Model and the Motivation of students' critical thinking skills of students in Learning Historys. Keywords: PBL Models, GI Models, Learning Motivation

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