فاعلية إستراتيجية التعلم التشاركي الإلكتروني في تنمية التفكير الناقد والثقة بالنفس لدى طالبات كلية التربية بجامعة الأميرة نورة بنت عبد الرحمن = The Effectiveness of Electronic - Collaborative Learning Strategy in the Development of Critical Thinking and Self-Confidence among Students of the Faculty of Education at the University of Princess Noura bint Abdul Rahman

2016 ◽  
Vol 5 (9 Part 2) ◽  
pp. 455-474
Author(s):  
منى سعد الغامدي ◽  
إبتسام عباس عافشي
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Learning Strategy ◽  
Self Confidence ◽  
Faculty Of Education ◽  
The University

scholarly journals PEMBERDAYAAN MAHASISWA UNTUK BERPIKIR KRITIS, KREATIF, DAN KOLABORATIF MELALuI PENGEMBANGAN PERANGKAT PEMBELAJARAN KOLABORASI

2015 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
NFN Mustaji
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Product Evaluation ◽  
Instructional Materials ◽  
Design Development ◽  
Implementation Phase ◽  
Education Management ◽  
Addie Model ◽  
Faculty Of Education ◽  
Media Learning

The purpose of this research is to develop a learning device in the form of Syllabus and Class events Unit, instructional materials, student activity sheet, sheet assessment of students and using collaborative learning model. The device was developed to improve the ability of critical thinking, creative and collaborative environment for students in the Faculty of Education, State University of Surabaya. The development of learning device uses a ADDIE model. Its activities include the analysis phase, planning, design, development), implementation, evaluation and revision. Phase evaluation and revision is an ongoing activity conducted in each phase alongthe development cycle. Learning device which have been developed consisting of three courses namely introduction of graphic media, learning to draw, and education management. Learning device has been validated in the first year and meet the acceptability of the usefulness, feasibility, and accuracy. In the second year learning device was implemented in three courses, namely, Education Technology, Education Management, and Early Childhood Education. Implementation Phase uses experimental research design one group pre test - posttest design. The research instrument used to collect data comprising: of result of learning test, observation sheets, product evaluation sheets and questionnaires of collaborative skills. The data of this study were analyzed descriptively and statistically. The results showed that the use of collaborative learning device can improve the ability of critical thinking, creative and collaborative AbstrakTujuan penelitian ini adalah mengembangkan perangkat pembelajaran berupa silabus dan satuan acara perkuliahan, bahan ajar, lembar kegiatan mahasiswa dan lembar Penilaian dengan menggunakan model pembelajaran kolaborasi. Perangkat tersebut dikembangkan untuk meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif bagi mahasiswa di lingkungan Fakultas Ilmu Pendidikan UniversitasNegeri Surabaya. Pengembangan perangkat pembelajaranmenggunakan model ADDIE. Kegiatannya meliputi fase analisis (analysis), perencanaan (planning), perancangan (design), pengembangan (development), implementasi (implementation), evaluasi dan revisi (evaluation and revision). Fase evaluasi dan revisi merupakan kegiatan berkelanjutan yang dilakukan pada tiap fase di sepanjang siklus pengembangan. Perangkat pembelajaran yang telah dikembangkan terdiri dari 3 mata kuliah yakni pengantar media grafis, pembelajaran menggambar, dan manajemen pendidikan. Perangkat pembelajaran telah divalidasi pada tahun pertama dan memenuhi akseptabilitas dari sisi kegunaan, kelayakan, dan ketepatan. Pada tahun kedua perangkat pembelajaran dimplementasikan pada tiga program studi, yakni: Teknologi Pendidikan, Manajemen Pendidikan, dan Pendidikan Anak Usia Dini. Fase implementasi dengan menggunakan desain penelitian experimental one group pretest - postest design. Instrumen penelitian yang digunakan untuk mengumpulkan terdiri atas: tes hasil belajar, lembar observasi, lembar penilaian produk, dan angket keterampilan kolaboratif. Data hasil penelitian ini dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukkan bahwa penggunaan perangkat pembelajaran kolaborasi dapat meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif.

scholarly journals Analysis of Critical Thinking Dispositions Regarding Teachers’ Schematic Representation of Resource Systems

2021 ◽  
Vol 10 (4) ◽  
pp. 129
Author(s):  
Menekse Seden Tapan-Broutin ◽  
Sirin Ilkorucu
Keyword(s):  
Critical Thinking ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Schematic Representation ◽  
Thinking Dispositions ◽  
Self Confidence ◽  
Critical Thinking Dispositions ◽  
Faculty Of Education ◽  
Resource System ◽  
Resource Systems

Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers’ creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes “truth-seeking”, “open-minded”, “analytic”, “systematic” and “self-confidence” were found in the schematic presentation of mathematics teacher candidates’ critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.

scholarly journals Actitud hacia las matemáticas en el Grado de Maestro de Primaria

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Rosa Nortes Martínez-Artero ◽  
Andrés Nortes Checa
Keyword(s):  
Negative Attitude ◽  
The Self ◽  
Education Students ◽  
Self Confidence ◽  
Confidence Factor ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
The One ◽  
The University ◽  
Futuros Maestros

La actitud hacia las matemáticas de los futuros maestros puede condicionar la enseñanza de esta materia en los primeros niveles educativos. Para conocer cual es la actitud de los alumnos del Grado de Maestro de Primaria se ha consultado a lo largo de seis cursos académicos a 1150 alumnos de la facultad de Educación de la universidad de CCC de 2.º, 3.º y 4.º. Se les ha aplicado el cuestionario de Auzmendi (1992) que consta de 25 ítems en una escala de Likert de 1 a 5. Los resultados indican que uno de cada tres alumnos tiene una actitud negativa (inferior a 3), y que los alumnos de 4.º tienen una actitud más alta. El ítem de mejor puntuación es uno del factor confianza y el de peor uno del factor agrado. Future teachers' attitudes towards mathematics can influence the teaching of this subject-matter in the earlier years. In order to know their attitudes, 1,150 Primary Education students (2nd, 3rd and 4th years) of the Faculty of Education at the University of CCC were surveyed during 6 academic years. They were given the Auzmendi (1992) test which is composed of 25 items on a 1-5 Likert scale. The results show that 1 in 3 students has a negative attitude (lower than 3). They also show that men have a more favourable attitude than women and that 4th-year students have the highest attitude. The item with the highest score refers to the self-confidence factor whereas the one with the lowest score relates to the liking factor.

scholarly journals PEMBERDAYAAN MAHASISWA UNTUK BERPIKIR KRITIS, KREATIF, DAN KOLABORATIF MELALuI PENGEMBANGAN PERANGKAT PEMBELAJARAN KOLABORASI

2015 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
NFN Mustaji
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Product Evaluation ◽  
Instructional Materials ◽  
Design Development ◽  
Implementation Phase ◽  
Education Management ◽  
Addie Model ◽  
Faculty Of Education ◽  
Media Learning

The purpose of this research is to develop a learning device in the form of Syllabus and Class events Unit, instructional materials, student activity sheet, sheet assessment of students and using collaborative learning model. The device was developed to improve the ability of critical thinking, creative and collaborative environment for students in the Faculty of Education, State University of Surabaya. The development of learning device uses a ADDIE model. Its activities include the analysis phase, planning, design, development), implementation, evaluation and revision. Phase evaluation and revision is an ongoing activity conducted in each phase alongthe development cycle. Learning device which have been developed consisting of three courses namely introduction of graphic media, learning to draw, and education management. Learning device has been validated in the first year and meet the acceptability of the usefulness, feasibility, and accuracy. In the second year learning device was implemented in three courses, namely, Education Technology, Education Management, and Early Childhood Education. Implementation Phase uses experimental research design one group pre test - posttest design. The research instrument used to collect data comprising: of result of learning test, observation sheets, product evaluation sheets and questionnaires of collaborative skills. The data of this study were analyzed descriptively and statistically. The results showed that the use of collaborative learning device can improve the ability of critical thinking, creative and collaborative AbstrakTujuan penelitian ini adalah mengembangkan perangkat pembelajaran berupa silabus dan satuan acara perkuliahan, bahan ajar, lembar kegiatan mahasiswa dan lembar Penilaian dengan menggunakan model pembelajaran kolaborasi. Perangkat tersebut dikembangkan untuk meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif bagi mahasiswa di lingkungan Fakultas Ilmu Pendidikan UniversitasNegeri Surabaya. Pengembangan perangkat pembelajaranmenggunakan model ADDIE. Kegiatannya meliputi fase analisis (analysis), perencanaan (planning), perancangan (design), pengembangan (development), implementasi (implementation), evaluasi dan revisi (evaluation and revision). Fase evaluasi dan revisi merupakan kegiatan berkelanjutan yang dilakukan pada tiap fase di sepanjang siklus pengembangan. Perangkat pembelajaran yang telah dikembangkan terdiri dari 3 mata kuliah yakni pengantar media grafis, pembelajaran menggambar, dan manajemen pendidikan. Perangkat pembelajaran telah divalidasi pada tahun pertama dan memenuhi akseptabilitas dari sisi kegunaan, kelayakan, dan ketepatan. Pada tahun kedua perangkat pembelajaran dimplementasikan pada tiga program studi, yakni: Teknologi Pendidikan, Manajemen Pendidikan, dan Pendidikan Anak Usia Dini. Fase implementasi dengan menggunakan desain penelitian experimental one group pretest - postest design. Instrumen penelitian yang digunakan untuk mengumpulkan terdiri atas: tes hasil belajar, lembar observasi, lembar penilaian produk, dan angket keterampilan kolaboratif. Data hasil penelitian ini dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukkan bahwa penggunaan perangkat pembelajaran kolaborasi dapat meningkatkan kemampuan berpikir kritis, kreatif dan kolaboratif.

scholarly journals Integrating collaborative learning in cyclic learning sessions to promote students’ reading comprehension and critical thinking

2019 ◽  
Vol 6 (5) ◽  
pp. 303-308 ◽  
Author(s):  
Nengah Dwi Handayani ◽  
Ida Bagus Nyoman Mantra ◽  
I Nyoman Suwandi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Collaborative Learning ◽  
Classroom Practices ◽  
Learning Strategy ◽  
Teaching Reading ◽  
Learning Achievement ◽  
Effective Learning ◽  
English Reading ◽  
English Reading Comprehension

The advancement of technology requires higher skill in obtaining information due to the rapid flows of information in this recent globalization era. Consequently,  reading comprehension becomes an important language skill for students to nurture. In classroom practices, Indonesian students still encounter problems in English reading comprehension. The present classroom action study dealt with improving reading comprehension through collaborative learning. This is due to some studies revealed that collaborative learning is an effective learning strategy to improve students' learning achievement. The data were collected by administering a pre-test in reading comprehension prior to the teaching cycle and two post-tests at the end of every teaching cycle. The results showed that collaborative learning is significantly effective to improve students' reading comprehension and critical thinking. This study implies that teachers should consider the integration of collaborative learning in teaching reading comprehension.

scholarly journals The Importance of Using Collaborative Learning Strategy in Learning English Writing

2018 ◽  
pp. 43-63
Author(s):  
Sumaia Abuhabil ◽  
Sana Aswese ◽  
◽  
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Collaborative Learning ◽  
Mixed Method ◽  
Learning Strategy ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Efl Learners ◽  
English Writing ◽  
Method Approach

This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not interested when engaging collaboratively .It is a suitable and applicable strategy for improving students' English writing performance and to develop their critical thinking. Moreover, working collaboratively has a good impact on all members in a group since collaboration engages students to express their opinions and respect others' opinions; it fosters negotiation, and it engages students to share their knowledge.

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