Inspiring geoscience — Earth Science Week 2018

2018 ◽  
Vol 37 (9) ◽  
pp. 700-701
Author(s):  
Geoff Camphire
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Risk Taking ◽  
Earth Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Geoscience Education ◽  
The Arts ◽  
Powerful Means ◽  
Creative Problem

Exploration always involves creative problem-solving, risk-taking, and critical-thinking skills. This is true in the arts as well as science. And that is why Earth Science Week 2018 is exploring the theme “Earth as Inspiration,” targeting artistic expression as a powerful means of promoting geoscience education and understanding.

scholarly journals Kemampuan Berpikir Kritis Matematis serta Habits Of Mind Menggunakan Model Inquiry Learning dan Model Creative Problem Solving

2021 ◽  
Vol 10 (1) ◽  
pp. 95-106
Author(s):  
Samsul Nurdiansyah ◽  
Rostina Sundayana ◽  
Teni Sritresna
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Creative Problem Solving ◽  
Quasi Experimental ◽  
Creative Problem

AbstrakKemampuan berpikir kritis matematis dan Habits of Mind merupakan salah satu kemampuan dasar yang harus dimiliki oleh siswa. Fakta menunjukkan bahwa kemampuan berpikir kritis matematis dan Habits of Mind siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind siswa salah satunya menggunakan model Inquiry Learning dan model pembelajaran Creative Problem Solving. Tujuan dari penelitian ini adalah menganalisis perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 11 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas X-MIPA 5 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model Inquiry Learning dan kelas  X-MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran Creative Problem Solving. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Likert. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind, model Inquiry Learning cocok digunakan. Mathematics Critical Thinking Ability And Habits Of Mind Using Inquiry Learning Model And Creative Problem Solving ModelAbstractMathematical Critical Thinking Skills and Habits of Mind are some of the basic abilities that students must have. The fact shows that the Mathematical Critical Thinking Skills and Habits of Mind are still low. Efforts are needed to improve the Mathematical Critical Thinking Skills and Habits of Mind, one of them using Inquiry Learning and Creative Problem Solving learning. The purpose of this research was to analyze the differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. The research method used a quasi-experimental with a population of all class X of SMAN 11 Garut. The sample consisted of two classes, class X Science 5 by 35 students as the first experimental class, which got Inquiry Learning model, and class X Science 6 by 35 students as the second experimental class which got Creative Problem-Solving learning model. The research instrument used a description test and a Likert scale questionnaire. Based on the results of statistical analysis, it is found that there are differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. To improve mathematical critical thinking skills and Habits of Mind, the Inquiry Learning model is suitable.

Assessing Problem-Solving Thought

1999 ◽  
Vol 4 (5) ◽  
pp. 305-311
Author(s):  
Annette Ricks Leitze ◽  
Sue Tinsley Mau
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Communication Skills ◽  
Risk Taking ◽  
Mathematics Curriculum ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Data Organization ◽  
Evaluation Standards ◽  
Recent Reform

Recent reform efforts that are based on the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for an increase in problem solving as part of the mathematics curriculum for students at all levels. Teachers can use problemsolving activities for multiple purposes, such as developing critical-thinking skills, data-organization skills, communication skills, and a risk-taking attitude, as well as making connections among mathematical topics. Regardless of the curriculum goal, teachers face many challenges in finding suitable activities and then assessing the work that students do on these activities. Neither task is easy.

Penerapan Pendekatan Creative Problem Solving Dalam Peningkatan Kemampuan Berpikir Kritis Matematis Pada Mahasiswa Program Studi Pendidikan Matematika Fkip Unsika

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rika Mulyati Mustika Sari
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Class I ◽  
Creative Problem Solving ◽  
Analytical Geometry ◽  
Purposive Sampling ◽  
Creative Problem

Penelitian ini dilatarbelakangi rendahnya minat mahasiswa dalam melaksanakan tugas dari dosen, daya tangkap mahasiswa dalam menerima pelajaran, kemampuan mahasiswa dalam menghubungkan materi perkuliahan dengan dunia nyata, kemampuan mahasiswa dalam belajar mandiri, kemampuan mahasiswa dalam menuliskan ide, kemampuan mahasiswa dalam mengerjakan tugas mandiri, keberanian mahasiswa dalam menyajikan temuan, keterampilan mahasiswa menulis dipapan tulis, dirasa masih rendah belum sesuai dengan kompetensi yang diharapkan dan belum sesuai dengan apa yang dikehendaki oleh matematika. Tujuan diadakannya penelitian ini adalah untuk mengetahui ada tidaknya peningkatan kemampuan berpikir kritis mahasiswa yang memperoleh pembelajaran matematika dengan pendekatan Creative Problem Solving serta untuk mengetahui ada tidaknya perbedaan peningkatan kemampuan berpikir kritis mahasiswa dalam matakuliah geometri analitik antara kelompok atas, tengah dan bawah setelah mendapatkan pembelajaran dengan pendekatan Creative Problem Solving.Penelitian ini merupakan penelitian quasi experiment atau eksperimen semu yang terdiri dari dua kelompok penelitian yaitu kelas eksperimen (kelas perlakuan) merupakan kelompok siswa yang pembelajarannya menggunakan pembelajaran Creative Problem Solving dan kelompok kontrol (kelas pembanding) adalah kelompok siswa yang pembelajarannya menggunakan pembelajaran biasa (konvensional). Populasi dari penelitian ini adalah mahasiswa semester I prodi pendidikan matematika Universitas Singaperbangsa Karawang. Sampel penelitian ditentukan berdasarkan purposive sampling. diperoleh mahasiswa kelas I A semester 1 sebagai kelas eksperimen sebanyak 35 mahasiswa dan kelas I B sebagai kelas kontrol sebanyak 35 mahasiswa. variabel penelitian melibatkan tiga jenis variabel yakni variabel bebas yaitu model pembelajaran Creative Problem Solving dan pembelajaran konvensional, sedangkan variabel terikat yaitu kemampuan berpikir kritis matematis mahasiswa serta variabel kontrol yaitu kategori pengetahuan awal matematika mahasiswa (atas, tengah, bawah). Instrumen digunakan dua jenis instrumen, yaitu tes dan non tes digunakan dua jenis instrumen, yaitu tes dan non tes. Hasil penelitian menunjukan Secara keseluruhan penerapan model pembelajaran Creative Problem Solving dapat meningkatkan kemampuan berpikir kritis matematis mahasiswa.selain itu terdapat perbedaan peningkatan kemampuan berpikir kritis matematis antara mahasiswa yang mendapatkan pembelajaran Creative Problem Solving dan mahasiswa yang mendapatkan pembelajaran konvensional, bila ditinjau dari kategori pengetahuan awal matematika siswa.   This research is motivated by the low interest of students in carrying out the duties of the lecturers, the students' ability to accept lessons, the ability of students to connect lecture material with the real world, the ability of students in independent learning, the ability of students to write ideas, the ability of students to work independently, student courage in presenting the findings, the skills of students writing on the writing board, it is still considered low, not in accordance with the expected competencies and not in accordance with what is desired by mathematics. The purpose of this study was to determine whether there was an increase in critical thinking skills of students who obtained mathematics learning using the Creative Problem Solving approach and to determine whether there was a difference in the improvement of students' critical thinking skills in analytical geometry between the upper, middle and lower groups after learning with approaches Creative Problem Solving. This study is a quasi-experimental study consisting of two research groups, namely the experimental class (treatment class) is a group of students whose learning uses Creative Problem Solving learning and the control group (comparison class) is a group of students whose learning uses learning ordinary (conventional). The population of this study were first semester students of the mathematics education study program at the University of Singaperbangsa Karawang. The research sample was determined based on purposive sampling. obtained by class I A students in semester 1 as an experimental class as many as 35 students and class I B as a control class as many as 35 students. The research variable involved three types of variables, namely the independent variable namely the Creative Problem Solving learning model and conventional learning, while the dependent variable was the mathematical critical thinking ability of students and the control variable, namely the category of students' initial mathematical knowledge (top, middle, bottom). Instruments used two types of instruments, namely tests and non-tests used two types of instruments, namely tests and non-tests. The results showed that the overall application of the Creative Problem Solving learning model could improve students' mathematical critical thinking skills. In addition there were differences in the increase in mathematical critical thinking skills between students who received Creative Problem Solving learning and students who received conventional learning, when viewed from the category of early mathematics knowledge students.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

scholarly journals Beliefs about Critical Thinking among English Teachers in Qasabet Al- Mafraq, Jordan: معتقدات عن التفكير الناقد بين معلمي اللغة الانجليزية في قصبة المفرق، الأردن

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Zainab Salem Ahmad
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Role Playing ◽  
English Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The North ◽  
Conceptual Maps ◽  
Asking Questions ◽  
Teacher's Knowledge

This study aimed to investigate the relationships between teachers' knowledge, beliefs and activities about critical thinking. . The study followed the descriptive approach. This research was based on a questionnaire designed to investigate English teachers' points of view about critical thinking for primary and secondary schools in Qasabet Al Mafraq which is a city in the north of Jordan The population of the study is 280 female and male teachers distributed through 160 primary and secondary school. The study sample was randomly selected and it represents 46% of all English teachers in Qasbet Al Mafraq. They are 40 male and 88 female teachers during the second semester 2018/2019. The results of the study indicate that most of the teachers know the higher and lower –order of critical thinking skills. Also, they are inclined to use the critical thinking strategy to achieve certain outcomes in the curriculum. According to the teachers' beliefs, they think critical thinking is an important and effective strategy for problem solving and decision making. On one hand, there is a positive correlation between teacher's knowledge, teachers' belief and critical thinking activitie such as role- playing, asking questions, problem- solving, conceptual maps, debate and game playing. But on the other hand, there are no statistically significant differences at (a= 0.05) due to the variables of gender, experience, number of students, and the stage they are teaching. The researcher recommends that more research should be done on the effect of critical thinking on the four skills reading, writing, speaking and listening.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

scholarly journals Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MELALUI BERMAIN SAINS PADA ANAK TK A DI LABORATORIUM PAUD YASMIN KABUPATEN JEMBER TAHUN AJARAN 2018/2019

2018 ◽  
Vol 2 (2b) ◽  
pp. 30-36
Author(s):  
Misyana Misyana ◽  
Indah Mayasari
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Guided Discovery ◽  
Group A ◽  
The Right ◽  
Academic Year ◽  
Collection Methods

ABSTRAK   Pada abad 21 dimana masyarakat sudah menggunakan teknologi, layak kalau anak-anak usia dini juga dipersiapkan untuk memiliki kemampuan yang lebih baik, utamanya di kemampuan berpikir. Sudah saatnya anak diberikan kegiatan yang lebih menantang dan menggunakan strategi yang tepat sehingga kemampuan anak benar-benar dapat meningkat lebih baik. Salah satu upaya untuk meningkatkan kemampuan berpikir kritis anak melalui bermain sains, salah satu permainan yang disukai anak yaitu bermain balon. Strategi  yang dipergunakan untuk meningkatkan kemampuan anak, pemecahan masalah (problem solving) dan penemuan terbimbing (Guided Discovery). Masalah yang akan dipecahkan pada tindakan ini adalah bagaimana permainan sains dapat meningkatkan kemampuan berpikir kritis anak, pada kelompok A (4-5 tahun) di Laboratorium Paud Yasmin Jember tahun ajaran 2018/2019. Adapun jenis penelitian yang dilakukan peneliti  adalah tindakan kelas, metode pengumpulan data yang digunakan dalam penelitian kali ini peneliti sebagai guru dan guru sebagai observer, wawancara dan dokumentasi. Data yang dikumpulkan berupa aktivitas anak selama kegiatan bermain sains, hasil wawancara dengan anak dan guru kelompok A. Berdasarkan hasil penelitian dapat disimpulkan bahwa bermain sains dapat meningkatkan keterampilan berpikir kritis secara signivikan. Secara klasikal dari 15 anak terdapat 13 anak yang berkembang kemampuan berpikir kritisnya secara individual dan 2 anak yang belum berkembang. Diketahui perkembangan kemampuan berpikir kritis anak secara klasikal yang diperoleh 86,66% yang berarti perkembangan kemampuan berpikir kritis anak kelompok A secara klasikal tercapai.   Kata Kunci: berfikir kritis, bermain sains, PAUD.   ABSTRACT   In the 21st century where people have used technology, it is feasible that early childhood are also prepared to have better abilities, especially being able to think. It's time for children to be given more challenging activities and use the right strategies, and the children ability can really improve better. One of the efforts to improve children's critical thinking skills through playing science, one of the games that children love is playing balloons. Strategies used to improve children's ability, problem solving and guided discovery. The problem that will be solved in this action is how the game of science can improve children's critical thinking skills, in group A (4-5 years) in the Laboratory of Paud Yasmin Jember 2018/2019 academic year. The type of lecturers conducted is class action lectures, data collection methods used in this lecture are observation, interviews and documentation. Data collected in the form of children activities during science playing activities, results of interviews with children and teacher of group A. Based on the results of lecturers, it can be concluded that playing science can improve critical thinking skills in a significant way. Classically from 15 children there are 13 children who develop their critical thinking skills, and 2 children are undeveloped. It is known that the development of children critical thinking abilities classically is 86.66% which means that the development of children critical thinking abilities in group A is classically achieved.   Keywords: Critical thinking, science games, PAUD.

scholarly journals Validity of Multimedia Peat Swamp Forest Concept Based on Problem Solving to Practice Critical Thinking Skills of Chemistry Students

2020 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Betty Agustina ◽  
Danang Biyatmoko ◽  
Aminuddin Prahatama Putra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Multimedia Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Flow ◽  
Swamp Forest ◽  
Peat Swamp Forest ◽  
Chemistry Students ◽  
Peat Swamp

The wetland learning system is still conventional and lecturer-centered so that students are not accustomed to doing problem solving activities that have an impact on the lack of students' critical thinking skills. This study aims to develop multimedia learning of problem solving based peat swamp forest concepts to determine the validity of multimedia to train students' critical thinking skills. The stages carried out following the ADDIE instructional design flow include analysis, design, development, implementation and evaluation. Data collection techniques used a validation sheet instrument for two material experts from Lambung Mangkurat University and one multimedia expert from Politeknik Hasnur. Readability test was conducted on three active students who had taken a course to introduce the wetland environment in FMIPA ULM. The results showed that the multimedia learning concept of problem solving peat swamp forest to train critical thinking skills of chemistry students of FMIPA ULM Banjarbaru is very valid.AbstrakSistem pembelajaran lahan basah masih bersifat konvensional dan berpusat pada dosen sehingga mahasiswa tidak terbiasa melakukan kegiatan pemecahan masalah yang berdampak pada kurangnya keterampilan berpikir kritis mahasiswa. Penelitian ini bertujuan untuk mengembangkan  multimedia pembelajaran konsep hutan rawa gambut berbasis problem solving untuk mengetahui bagaimana validitas multimedia untuk melatihkan keterampilan berpikir kritis mahasiswa. Tahapan yang dilakukan mengikuti alur desain instruksional ADDIE meliputi analisis, desain, pengembangan, implementasi dan evaluasi. Teknik pengumpulan data menggunakan instrumen lembar validasi terhadap dua ahli materi dari Universitas Lambung Mangkurat dan satu ahli multimedia dari Politeknik Hasnur. Uji keterbacaan dilakukan terhadap tiga mahasiswa aktif yang pernah mengambil mata kuliah pengenalan lingkungan lahan basah di FMIPA ULM. Hasil penelitian menunjukkan bahwa multimedia pembelajaran konsep hutan rawa gambut berbasis problem solving untuk melatihkan keterampilan berpikir kritis mahasiswa kimia FMIPA ULM Banjarbaru sangat valid.

Sign in / Sign up

Export Citation Format

Share Document