Critical Thinking Process of the Coffee Plantation Area Students in Solving the Problems

2018 ◽  
Vol 24 (4) ◽  
pp. 2400-2403
Author(s):  
Dian Kurniati ◽  
Suratno
Keyword(s):  
Critical Thinking ◽  
Coffee Plantation ◽  
Thinking Process

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals Profil Berpikir Kritis Mahasiswa PGMI dalam Memecahkan Masalah Matematika Dasar

2018 ◽  
Vol 6 (1) ◽  
pp. 11 ◽  
Author(s):  
Sintha Sih Dewanti
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Reciprocal Relationship ◽  
Applied Problem ◽  
Math Ability ◽  
Descriptive Research ◽  
Mathematics Problems ◽  
Thinking Process ◽  
High Level ◽  
Complex Translation

Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan profil berpikir kritis mahasiswa PGMI UIN Sunan Kalijaga Yogyakarta dalam memecahkan masalah matematika dasar. Pemecahan masalah merupakan proses mental tingkat tinggi dan memerlukan proses berpikir yang lebih kompleks termasuk berpikir kritis. Pemecahan masalah juga mempunyai hubungan timbal balik dengan berpikir kritis. Berpikir kritis pada penelitian ini mengacu pada berpikir kritis dengan kriteria FRISCO. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Pada penelitian ini diambil 9 subjek penelitian, yaitu 3 subjek pada kemampuan matematika dasar tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan pemberian soal pemecahan masalah dan wawancara. Ada 5 tipe masalah yang digunakan dalam soal pemecahan masalah yaitu: simple translation problem, complex translation problem, process problem, applied problem, dan puzzle problem. Profil berpikir kritis mahasiswa dalam memecahkan masalah matematika dasar menurut kriteria FRISCO pada setiap langkah pemecahan Polya sebagai berikut: a) Mahasiswa dengan KPM tinggi mengetahui fokus, alasan, situasi dan kejelasan dalam setiap tahap pemecahan masalah juga menjelaskan inferensinya pada setiap tahap pemecahan masalah Polya pada simple translation problem, complex translation problem, dan applied problem, tetapi belum dapat untuk 2 masalah lainnya; b) Mahasiswa dengan KPM sedang, mengetahui fokus, alasan, situasi dan kejelasan dalam setiap tahap pemecahan masalah juga menjelaskan inferensinya pada setiap tahap pemecahan masalah Polya pada simple translation problem dan applied problem tetapi belum dapat untuk 3 masalah lainnya; dan c) Mahasiswa dengan KPM rendah, mengetahui fokus, alasan, inferensi, situasi, klarifikasi dan memeriksa kembali pada setiap langkah pemecahan masalah Polya pada masalah simple translation problem, dan belum dapat pada puzzle problem, sedangkan untuk 3 masalah lainnya mengetahui fokus dan alasan hanya sampai pada langkah melaksanakan strategi, tetapi belum dapat mengetahui inferensinya. Kata kunci: berpikir kritis, pemecahan masalah, kemampuan matematika dasar Abstract The purpose of this research is to describe the critical thinking profile of PGMI UIN Sunan Kalijaga Yogyakarta students in solving basic mathematics problems. Problem solving is a high level mental process and requires a more complex thinking process including critical thinking. Problem solving also has a reciprocal relationship with critical thinking. Critical thinking in this study refers to critical thinking with the FRISCO criteria. The type of this research is descriptive research with qualitative approach. In this study, 9 subjects taken, that is 3 subject to the ability of high-basic mathematic, medium, and low. Data was collected by way of tests and interviews. There are 5 types of problems used in problem solving tests: simple translation problem, complex translation problem, problem process, applied problem, and puzzle problem. The profile of critical thinking of students in solving basic mathematics problems according to FRISCO criteria at each polya solving step as follows: a) Students with high problem solving abilitys know the focus, reason, situation and clarity in every problem solving step also explain the inferences at each stage of solving Polya problem on simple translation problem, complex translation problem, and applied problem, but not yet for 2 other problems; b) Students with medium problem solving abilitys know the focus, reason, situation and clarity in each stage of problem solving also explain the inferences at each stage of polya problem solving on simple translation problem and applied problem but not yet for the other 3 problems; and c) Students with low problem solving abilitys know the focus, reason, inference, situation, clarification and re-examine each step Polya problem solving on the problem of simple translation problem, and not yet in the puzzle problem, while for 3 other problems know the focus and reason only to the step of implementing the strategy, but not yet know the inferences. Keywords: critical thinking, problem solving, basic math ability

scholarly journals WRITING-INTENSIVE COURSES ACROSS THE LAW CURRICULUM: DEVELOPING LAW STUDENTS’ CRITICAL THINKING AND WRITING SKILLS

Obiter ◽  
2014 ◽  
Author(s):  
Theo Broodryk
Keyword(s):  
Critical Thinking ◽  
Writing Skills ◽  
Law Students ◽  
Writing To Learn ◽  
Course Structure ◽  
Intensive Courses ◽  
Substantive Content ◽  
Thinking Process ◽  
The Law ◽  
Writing Intensive Courses

This article will explore the use of writing-intensive courses across the law curriculum, vested in the belief that writing, as an articulation of thinking, enhances learning where it is meaningfully and intentionally embedded into a course structure. The article commences by pointing out that law students often regard the writing process and the critical thinking process as mutually exclusive and therefore fail to appreciate that writing is in fact the end-result of a process of argumentation or analysis. As a result of students‟ inability to engage effectively in a process of critical thinking, they tend to reach closure too quickly when presented with a critical-thinking problem. Consequently, students often fail to engage in a process of exploratory thinking, enabling them to suspend judgment and to enter into the spirit of opposing views. The article specifically focuses on the writing strategy recently implemented by the Faculty of Law, Stellenbosch University with the primary aim of establishing a coordinated approach to the development of research and writing skills within the LLB programme as an integral part of legal education within the Faculty. The Strategy is intended to enhance the writing and research skills of LLB students through a number of interrelated interventions implemented across the entire LLB programme. A principal aim is to inculcate both generic and specific writing skills in LLB graduates in a manner that is integrated into the curriculum. A key component of the Strategy, on which the article will focus, entails the identification and development of writing-intensive courses in terms of which writing and research assignments are integrated into substantive courses. Writing-intensive courses support the notion of “writing to learn” as opposed to “learning to write” and thus encourage critical thinking. They are assignment-centred rather than text- and lecture-centred; they are structured so as to enable exploratory thinking (and thus writing); they encourage students to become actively involved in their own learning processes; and they consist of assignments that require students to arrive at well-reasoned conclusions and solutions, testing them against relevant criteria and standards, justifying their ideas in writing or other appropriate modes. In these courses, students are instructed on writing skills alongside the substantive content of the particular course and given exercises to develop such skills with reference to the substantive content of the course. Each course is focused on specific writing skills and successive courses are focused on developing these skills. The article concludes by dealing with the practical difficulties and benefits associated with the development of writing-intensive courses, one of which is the fact that students not only develop generic writing skills, but they also develop specific writing skills within the academic discourse of our environment – they therefore do not only learn to write, but to write in law.

The internal auditor and the critical thinking process

1996 ◽  
Vol 11 (5) ◽  
pp. 5-13 ◽  
Author(s):  
Lydia L.F. Schleifer ◽  
Mary Brady Greenawalt
Keyword(s):  
Critical Thinking ◽  
Internal Auditor ◽  
Thinking Process

scholarly journals STUDENTS’ CRITICAL THINKING PROFILES IN SOLVING MATHEMATICAL PROBLEMS BADES ON ADVERSITY QUOTIENT (AQ)

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 211-220
Author(s):  
NILA NURCAHYANING KUSUMAWARDANI ◽  
RADEN SULAIMAN
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Good Communication ◽  
Mathematics Problem Solving ◽  
Mathematical Problems ◽  
Processing Information ◽  
Thinking Process ◽  
Mathematics Problem

Critical thinking is a thinking process in processing information logically starti from understanding, analyzing, evaluating and making precise conclusions. Critical thinking indicators are clarification, assessment, inference, and strategy that referred to Jacob and Sam. Mathematics is designed to improve students' critical thinking in a solving problem. One of the factors that affect students' critical thinking in solving a problem is AQ. This research is descriptive study with qualitative approach. The aim is to describe critical thinking profile of climber, camper, and quitter students in solving mathematical problems. The subjects were three students of VIII grade junior high school who represented each AQ category and had good communication skills. The instrument used was the ARP questionnaire, mathematics problem solving tests, and interview guidelines. The results shows that students’ critical thinking profile in understanding the problem is climber and camper student do all indicators of critical thinking in the clarification phase. Quitter student is only able mentioning known and asked information. In devising a plan, climber student implements all indicators of assessment and strategy phase. Camper student implements all indicators in assessment phase, but do not discuss the possible steps in strategy phase. Quitter student does not do both assessment and strategy phase. In carrying out the plan, climber and camper students do all indicators of inference phase, while quitter student does not. In the step of looking back, only climber student who carries out evaluating steps that have been done. Keywords: Jacob and Sam’s critical thinking, mathematical problem solving, adversity quotient

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