برنامج مقترح في التربية الأسرية قائم على التعلم المنظم ذاتيا و فاعليته في تنمية التحصيل المعرفي و مهارات التفكير الناقد لدى طالبات كلية التربية بسوهاج = A Suggested Program in Family Education Based on Self-Regulated Learning and Its Effectiveness in Developing Cognitive Achievement and Critical Thinking Skills for the Female Students of the Faculty of Education at Sohag University

2014 ◽  
pp. 43-92
Author(s):  
هيام عبد الراضي أبو المجد
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Family Education ◽  
Cognitive Achievement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Faculty Of Education

scholarly journals Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

2021 ◽  
Vol 16 (4) ◽  
pp. 2049-2069
Author(s):  
Shaye Alshaye
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Reading Skills ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.   Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

scholarly journals Pengaruh geogebra online berbasis scaffolding dan tingkat self regulate learning terhadap kemampuan berpikir kritis

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Asih Miatun ◽  
Hikmatul Khusna
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Cluster Random Sampling ◽  
Quasi Experiment

Penelitian ini bertujuan untuk menguji  (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripda mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS XI MELALUI PENDEKATAN METAKOGNITIF

2018 ◽  
Vol 1 (4) ◽  
pp. 607
Author(s):  
Ajeng Yulia Rahmawati ◽  
Euis Eti Rohaeti ◽  
Anik Yuliani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Low Level ◽  
Self Regulated Learning ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Medium Level ◽  
High Level

This research is a quantitative research that aims to (1) examine the differences of students 'mathematical critical thinking ability in terms of  self regulated learning which gain learning with metacognitive approach and students who only get ordinary learning (2) examine the influence of self regulated learning on students' mathematical critical thinking ability and (3) to describe students' mathematical critical thinking skills in terms of self regulated learning. Subjects in this research were students of class XI in MAN 1 Cimahi with the subject amounted to 64 students consisting of the control class and experimental class. Subjects were divided into three groups based on self-regulated learning level,  specifically high level, medium level, and low level. Based on the results of the research, it’s found that (1) the ability of mathematical critical thinking in the experimental class is better than the mathematical critical thinking ability of the control class (2) the students' self-regulated learning of the experimental group positively influences the critical thinking skills of mathematics (3) The students of high level already able the indicators of critical thinking ability. The students of medium level are still experiencing errors in the algorithm resulting in incorrect results and conclusions. The Students of low level have not been able to meet the indicators of critical mathematical thinking ability.

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

2021 ◽  
Vol 10 (2) ◽  
pp. 187-199
Author(s):  
A. Ramdani ◽  
A. W. Jufri ◽  
G. Gunawan ◽  
M. Fahrurrozi ◽  
M. Yustiqvar
Keyword(s):  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
Female Students ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Cycle ◽  
Teaching Material ◽  
Control Group ◽  
Male And Female

Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.

scholarly journals The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

2019 ◽  
Vol 9 (3) ◽  
pp. 72
Author(s):  
Dr. Jehad .Abed Rabbo
Keyword(s):  
Critical Thinking ◽  
Educational Level ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teacher Competencies ◽  
Talented Students ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

scholarly journals The Impact of Using Blogs on the Development of Critical Thinking Skills Among Learners of the Faculty of Education Who are Enrolled in Arabic Language Course Case Study: Middle East University

2019 ◽  
pp. 15-24
Keyword(s):  
Critical Thinking ◽  
Middle East ◽  
Arabic Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Post Evaluation ◽  
Faculty Of Education ◽  
Level Of Significance ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of using blogs on the development of critical thinking skills among learners of the faculty of education who are enrolled in Arabic language course. The study has been applied to 90 male and female learners from the Faculty of Education at the Middle East University. The researcher has used a semi-experimental approach and the equivalent set method, since it fits the purposes of the study. Watson-Glaser™ Critical Thinking Appraisal has been used in developing a test to measure learners’ level of critical thinking skills. The study revealed statistically significant differences at the significance level of (0.01) in favor of the experimental group regarding Inference, Deduction, Recognition of Assumptions and Interpretation dimensions. The results also revealed statistically significant differences at the level of significance (0.05) in favor of the experimental groups regarding Recognition of Assumptions dimension. Moreover, the study unveiled statistically significant differences at the level of significance (0.01) between the experimental group and control group that can be attributed to critical thinking skills in favor of the experimental group. There are also statistically significant differences at the level (0.01) of significance, between the pre and post evaluation regarding argument evaluation, interpretation and inference skills in favor of the post evaluation. Differences were significant in identifying the hypotheses and deviations at the level of (0.05) in favor of the post-evaluation. Finally, it became clear that statistically significant differences at a level of significance less than (0.05) exist between the pre and post evaluations in favor of the post-evaluation of critical thinking skills.

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