scholarly journals PhysioArt: a teaching tool to motivate students to learn physiology

2020 ◽  
Vol 44 (4) ◽  
pp. 564-569
Author(s):  
Atalia Ferreira Lima Flôr ◽  
Francineide Fernandes Costa ◽  
João Marcos Lima Garcia ◽  
Valdir A. Braga ◽  
Josiane Campos Cruz
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Activity ◽  
Pedagogical Strategies ◽  
Pedagogical Tool ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Subject

Learning physiology is challenging for students. The nature of the discipline, which includes many complex mechanisms, makes the subject complicated. Furthermore, the length of the textbooks and the usual multiple-choice tests, which prioritize memorizing instead of understanding, tend to discourage the students. Therefore, different pedagogical strategies have been adopted to motivate and facilitate the learning of physiology. In this sense, many pedagogical strategies have been using art as a tool to motivate and induce students to self-learn. Besides, art as a pedagogical tool has also been shown to be important in developing self-assurance, self-pride, as well as the development of critical-thinking skills in the students. Here, we incorporate a new practice of self-directed teaching and learning, which involves artwork interpretation in a physiological context. This extra-classroom activity integrating art and physiology (The PhysioArt Project) improved students’engagement, increasing their interest in the discipline by providing a more creative, pleasurable, and enthusiastic atmosphere for enjoying and learning physiology, which also has contributed to the development of creativity, critical thinking, and students’ self-assurance. Interestingly, the benefits elicited by The PhysioArt Project activities have also helped us to enhance the student-professor relationship, inducing a more humanized education.

VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 35-44
Author(s):  
Nurul Hidayati ◽  
Elly Yustina ◽  
Sri Hendra Suryani ◽  
Juli Eka Nugraheni
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Learning Models ◽  
Teaching Process ◽  
Validation Criteria ◽  
Final Score ◽  
The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi.  Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

scholarly journals Students’ Critical Thinking Skills in The Reflective Class of Islamic Cultural History

2021 ◽  
Vol 7 (2) ◽  
pp. 195-204
Author(s):  
Ratu Suntiah
Keyword(s):  
Critical Thinking ◽  
Cultural History ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Working Together ◽  
The Subject ◽  
Learning Development

This study investigates students’ critical thinking skills in the subject of Islamic Cultural History, built within reflective teaching. It applied qualitative method using descriptive analytic. The study involved students from Class-XI aged 16-17 years old in MAN 1 and MAN 2 in Bandung, West Java, Indonesia. The data were collected using observation and documentation for the contemplative teaching and learning process. The data then were analysed using Miles and Hubermen covering data reduction, presentation, and conclusion. The results show that the reflective class supported the students’ learning development and their critical thinking. The students prepared well for learning, engaged in the learning activities, contributed to the discussion, and enthusiastically compiled personal journals. When it comes to their critical thinking development, the students showed their progressive capacities in building their ideas, evaluating theirs and others’ arguments and working together to solve problems. 

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

Empirical Representations in Multimedia Materials

2005 ◽  
pp. 158-183 ◽  
Author(s):  
Paul Kawachi
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Transactional Distance ◽  
Learning Contexts

A multimedia construct for learning based on the Theory of Transactional Distance has been developed consisting of four stages of decreasing transactional distance. This model has been applied in various teaching and learning contexts, on- and off-line, and its validation was investigated. Results confirmed in practice the four distinct sequential stages. Difficulties were discovered in navigating through the collaborative second and third stages, consistent with findings from related studies on acquiring critical thinking skills. Specific areas for attention were identified to promote learning using multimedia.

scholarly journals Place of Critical Thinking in EFL

2018 ◽  
Vol 7 (4) ◽  
pp. 26
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Great Role ◽  
Important Place ◽  
Learning And Teaching ◽  
Mathematics History ◽  
Vital Component ◽  
Shed Light

Developing the ability to think critically is vital component of real, meaningful teaching and learning. Critical thinking helps us solve problems, make decisions and reach our goals. Thinking is not a passive but an active process. If students’ critical thinking skills are activated, for example while writing, very successful results can be attained. It can be said that critical thinking can be considered in two respects: to achieve a goal and to make a decision. As for teaching, there is very little evidence that students at universities acquire the skills of critical thinking in their learning and teaching activities. In accordance with its important place of in learning and teaching periods, it has been a concept recently highlighted in the field of EFL, like in many other fields of education such as mathematics, history and geography. The skill of critical thinking plays a great role and it has been accepted as an important step in every area of teaching and learning, particularly nowadays due to developments cognition and intelligence. So, in order to understand the awareness of the students for critical thinking, an experiment was performed in the fall of AY 2017-18, with 79 students in Karabuk University, Turkey. In this study, the significance of critical thinking and result of the experiments were discussed in detail, it also shed light on the students’ perceptions of it.

Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process

2016 ◽  
Vol 22 (12) ◽  
pp. 4004-4006
Author(s):  
Jamil Abd Baser ◽  
Rasidayanty Saion ◽  
Siti Salwa Ab Manap ◽  
Azman Hasan ◽  
Abdul Rasid Abdul Razzaq
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

Using Debate to Enhance Critical Thinking in the Accounting Classroom: The Sarbanes-Oxley Act and U.S. Tax Policy

2010 ◽  
Vol 25 (4) ◽  
pp. 655-675 ◽  
Author(s):  
Julia M. Camp ◽  
Anne L. Schnader
Keyword(s):  
Critical Thinking ◽  
Tax Policy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Business World ◽  
Pedagogical Tool ◽  
Extant Literature ◽  
Sarbanes Oxley

ABSTRACT: While critical thinking is necessary for accountants in today’s business world, cultivating students’ critical thinking skills in an accounting classroom can be a challenge. The extant literature suggests that debate is a well-established pedagogical tool for enhancing student critical thinking skills, yet debate is not often used effectively in accounting classrooms. We provide suggestions for developing debates for use in the accounting classroom and two examples of debates used by the authors. The first requires students to argue for or against the extension of tax provisions currently being deliberated by Congress. The second requires students to examine the provisions of Sarbanes-Oxley and propose amendments to the bill.

scholarly journals Application of the Problem Based Learning Model to Improve Critical Thinking Skills for Grade IV Elementary School Students

2021 ◽  
Vol 3 (4) ◽  
pp. 104
Author(s):  
Elyana Rahmawati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Fourth Grade Students ◽  
Field Notes ◽  
The Subject

<p><em>This study aims to improve critical thinking skills through the application of a Problem Based Learning based. This research is a classroom action research conducted in two cycles with planning, implementation, observation, and reflection stages. Data collection instruments use question instruments, observation sheets, documentation, and field notes. The subject of the study was the fourth grade students of SDN 1 Muryolobo. The results showed an increase in critical thinking skills as indicated by the data in the pre cycle of 42%, in the first cycle increased by 67,23%, and in the second cycle increased by 80,72%. Increasing critical thinking skills also affects the students learning outcomes. This is indicated by the learning outcomes on Indonesian language in pre cycle, cycle I, and cycle II, are 45%, 68%, and 81%. Furthermore, the learning outcomes of IPS in pre cycle, cycle I, and cycle II are 36%, 63%, and 81%.</em></p>

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