The Effect of Undergraduate Student Involvement on Critical Thinking: A Meta-Analysis of the Literature 1991-2000

The major purpose of this study is to improve the critical thinking of undergraduate student in a government communication field, UIN STS Jambi. The subject of this study was undergraduate students in semester VA in academic 2018/2019. The instruments used in this study was the last report of student results, observation paper, and a text reading with a title "hoax, de vide et impera millenial" with three questions: Q1 What does the topic about?, Q2 How do you manage the phenomenon? And Q3 How do you think about the text’s contents?. This study employs action research with two stages from October to December 2018. The result indicates that DRA methods is able to improve the critical thinking of undergraduates students.

Download Full-text

Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature

Journal of Studies in Education ◽

10.5296/jse.v5i4.8249 ◽

2015 ◽

Vol 5 (4) ◽

pp. 100 ◽

Cited By ~ 7

Author(s):

Nancy J. McCormick ◽

Linda M. Clark ◽

Joan M. Raines

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Learning Styles ◽

Everyday Life ◽

Student Motivation ◽

Student Involvement ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Review Of The Literature ◽

Research On Teaching

Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life. In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts. For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills. The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.

Download Full-text

THE CONCEPT OF CRITICAL THINKING IN THE CONTEXT OF HIGHER EDUCATION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol1.3692 ◽

2019 ◽

Vol 1 ◽

Author(s):

Odeta Merfeldaite ◽

Valdonė Indrašienė ◽

Violeta Jegelevičienė ◽

Asta Railienė ◽

Jolanta Pivorienė ◽

...

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Cognitive Skills ◽

Scientific Literature ◽

Meta Analysis ◽

Specific Area ◽

Problem Solution ◽

Professional Activities ◽

Multidisciplinary Studies ◽

Professional Fields

Critical thinking is considered a key competence, which is necessary for the citizens in participation in daily life, and in the society and enables employees to make decisions and start activities; it becomes one of the essential characteristics that employers expect their future employees to have. Scientists continuously raise the question of critical thinking (Lloyd & Bahr, 2010, Liu, Mao, Frankel, Xu, 2016 and others), what specific skills of critical thinking should be developed and how to make them adjustable in practice and remain stable, if the existing instruments of assessment are sufficient (Facione, Facione, 2013; Lai, 2011, Gudžinskienė, 2006). The existing variety of conceptions of critical thinking presupposes discussions about the skills, which are necessary for a critically thinking individual. The purpose of this presentation is to analyse the concept of critical thinking in higher education context based on multidisciplinary studies of critical thinking. In the investigation of the concept of critical thinking relating to multidisciplinary researches of critical thinking in Lithuania and abroad the analysis of discourse was involved. The selected strategy of the research helps to understand the concept of critical thinking in higher education context, to analyse this phenomenon in the background of different disciplines. Analysis of scientific literature and theoretical meta-analysis were used in the research. The performed research showed that cognitive and non-cognitive dimensions develop in the interpretation of the concept of critical thinking in higher education context. Critical thinking is identified as cognitive and reflexive process of thinking including components of cognitive skills and dispositions, which enable to identify, analyse, justify decisions and arguments, to make decisions and to present problems for consideration. When analysing the interpretations of the concept of critical thinking it is important to identify which elements of the critical thinking concept and which results of critical thinking are emphasized in different sciences or in different areas of professional activities. The research has established that the skills of critical thinking are not linked to any specific area of science; in all of them the focus is on the skills orientated towards the process of problem solution in different professional fields.

Download Full-text

Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis

Eduma Mathematics Education Learning and Teaching ◽

10.24235/eduma.v10i2.8958 ◽

2021 ◽

Vol 10 (2) ◽

pp. 206

Author(s):

Suparman Suparman ◽

Dadang Juandi ◽

Bambang Avip Priatna Martadiputra

Keyword(s):

Critical Thinking ◽

Treatment Duration ◽

Meta Analysis ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills

Download Full-text

Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v14i1.789 ◽

2018 ◽

Vol 14 (1) ◽

pp. 9

Author(s):

Indri Anugraheni

Keyword(s):

Critical Thinking ◽

Meta Analysis ◽

Problem Based Learning ◽

Analysis Data ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Google Scholar ◽

Learning Models ◽

School Students ◽

Test Technique

This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.BAHASA INDONESIA ABSTRAK: Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%.

Download Full-text