scholarly journals Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

2020 ◽  
Vol 8 (4A) ◽  
pp. 37-44
Author(s):  
Daniar Setyo Rini ◽  
Adisyahputra Adisyahputra ◽  
Diana Vivanti Sigit
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Critical Thinking Ability ◽  
Kinesthetic Learning ◽  
Thinking Ability

scholarly journals STUDENTS' CRITICAL THINKING ABILITY, CREATIVE AND LEARNING STYLE IN BAHASA INDONESIA LEARNING FOR GRADE IV SD NEGERI 112238 SEPADAN JAYA

2020 ◽  
Vol 1 (2) ◽  
pp. 167-182
Author(s):  
Ariati Ariati ◽  
Isda Pramuniati ◽  
Evi Eviyanti
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Kinesthetic Learning ◽  
School Year ◽  
Thinking Ability ◽  
Bahasa Indonesia

Abstract This study aims to describe students 'critical thinking ability, students' creativity skills, and the learning style of grade 4 students at SDN 112238 Sepadan Jaya in Indonesian language lessons. This research uses qualitative descriptive method with a population of all grade 4 students at SDN 112238 Sepadan Jaya in the 2020/2021 school year of 21 students. The variables in this study were students' critical thinking ability, creativity, and learning style which included visual, auditorial and kinesthetic. Data collection techniques using questionnaires and analysis techniques used are descriptive statistics. The results showed that the average grade 4 at SDN 112238 Sepadan Jaya in the 2020/2021 school year in Bahasa Indonesia has the majority ability in the highly critical thinking category, at around 47.6%. Ability majority in the creative category, in percentage about 66.67%. The majority of learning styles are Kinesthetic, students have a tendency to one of the visual, auditory or kinesthetic learning styles, with the average student having a tendency on visual learning style 33.33%, auditory learning style 14.28%, and kinesthetic learning style 52.38%.

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMK NEGERI 2 WATAMPONE

2017 ◽  
pp. 45
Author(s):  
Rusnilawarni Rusnilawarni
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Electrolyte Solution ◽  
Hypothesis Test ◽  
Visual Learning ◽  
Instructional Model ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to identify the influence of interaction instructional model and learning style to critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and nonelectrolyte solution. The type of research is quasi-experimental using factorial design 2x3. Population of the research is all of studentsin class X SMK Negeri 2 Watampone school year 2014/2015 consist of 9 class, which amounted to 288 students. The sample is taken by twice of purposive sampling, and the selected classesis X TITL 1 (electric installation technique) and X TITL 2. The Hypothesis test is conducted by SPSS 20 Program using two way Anova. The results of descriptive statistic are average critical thinking ability that students taught using inquiry learning model and cooperative tipe articulation learning are 75.78 and 66.40. Average score critical thinking ability of learners who have learning styles kinethetic, visual and auditory are 73.34, 65.00 and 63.15. The results of this study show that (1) There is no  influence of instructional model to critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (3) There is an interaction between the instructional model and learningstyles in influencing the critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution. Tukey HSD test result show that critical thinking ability of learners who have learning styles kinesthetic higher than the learners who have visual and auditory learning styles, and than critical thinking ability of learners who have learning styles visual and auditory learning style is not different.

scholarly journals Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation

2021 ◽  
Vol 73 ◽  
pp. 81-94
Author(s):  
Wei WANG
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
German Literature ◽  
Foreign Language Teaching ◽  
Learning Motivation ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Language Classrooms

The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize, reflect, inquire, fulfill, integrate, and content. This study takes the literature course that requires the highest critical thinking ability in the teaching of German major in universities as an example, and investigates the influence of the most easily neglected evaluation principle on students' learning motivation through quantitative experiments.

scholarly journals Pengaruh Motivasi Belajar dan Persepsi Kemampuan Berpikir Kritis Terhadap Hasil Belajar

Jurnal Ecogen ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 468
Author(s):  
Selsa Della Fitri ◽  
Armida S
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Validity And Reliability ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aims to determine how the influence of learning motivation and the perception of critical thinking skills on economic learning outcomes in class X IPS SMA Adabiah 2 Padang. This type of research is a causal descriptive and associative research using SPSS version 26. The instruments used in this study were questionnaires and research documentation. The existing population of 102 students in sampling using proportional random sampling with a total of 82 students. The instrument trials used validity and reliability tests. Data analysis with descriptive and inductive analysis using the normality test, heterokedasticity test, multicollinearity test, multiple regression test and hypothesis test using the F test and t test. From the results of the study show: (1) Learning Motivation and Perception of Critical Thinking Ability together have a positive and significant influence on student economic learning outcomes seen from the value of sig. 0,000> 0.05. (2) There is a positive and significant influence of learning motivation on student economic learning outcomes seen from Sig. 0,000> 0.05. (3) There is no significant effect on the perception of critical thinking skills on economic learning outcomes seen from Sig. 0.946> 0.05. Keywords: learning motivation, perception of critical thinking ability, learning outcomes

scholarly journals Fostering of Mathematical Critical Thinking Ability Using ARCS Model and Students’ Motivation

2021 ◽  
Vol 5 (1) ◽  
pp. 134
Author(s):  
Suherman Suherman ◽  
Adib Mustofa Zaman ◽  
Farida Farida
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Model Learning ◽  
Arcs Model ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical critical thinking skills in mathematics learning is an ability that needs to be mastered by every student in order to support students in the learning process. The purpose of this study was to analyzing the influence and interaction of the ARCS model and learning motivation on students' mathematical critical thinking skills. This research is a quasi-experimental design using cluster random sampling as a sampling technique. The data collection technique used an essay test to determine MCT and a questionnaire to see motivation. The data analysis technique used the normality test, homogeneity, and two-way ANOVA. The results have shown that there is an effect of the ARCS learning model on students' mathematical critical thinking ability, there is no influence of learning motivation on mathematical critical thinking skills, and there is no interaction between ARCS model learning and motivation towards mathematical critical thinking ability. Therefore, the ARCS model can be solution to fostering of mathematical critical thinking abilities. 

scholarly journals Peningkatan Motivasi Belajar dan Kemampuan Berpikir Kritis Peserta Didik Menggunakan Model Think Pair Share Berbantuan Alat Peraga Bahan Bekas

2019 ◽  
Vol 3 (2) ◽  
pp. 165
Author(s):  
Nurul Hidayah ◽  
Witri Anisa
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Average Score ◽  
Critical Thinking Ability ◽  
The Third ◽  
Achievement Score ◽  
Share Model ◽  
Thinking Ability

The purpose of this study is to improve students' motivation and critical thinking skills through think pair share model that is supported by used materials. Critical thinking ability is needed by students to be able to solve problems. To measure students’ motivation, this study used questionnaires and to measure students' critical thinking skills, this study applied a test. The results show that from the average score of motivation, students' learning motivation reaches 59.8% in the first cycle of study and this proves that there is no significant improvement in students’ motivation. Then, it increases up to 78,6 in the second cycle and 86.7% in the third cycle which means that students’ motivation increases significantly. In relation to students’ critical thinking skills, it is seen that there is a significant improvement in each skills, in which the average score of the test in cycle I is 54,2% and it increases up to 65,7% in cycle II and 83,8% in cycle III with the achievement score of 85%. From these results it can be concluded that there is an increase in students’ learning motivation and critical thinking skills through think pair share models supported with used material.

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