scholarly journals An Analysis of the Units “I’m Learning my Past” and “The Place where We Live” in the Social Studies Textbook Related to Critical Thinking Standards

2016 ◽  
Vol 16 (65) ◽  
pp. 1-35
Author(s):  
Birsel AYBEK ◽  
Serkan ASLAN
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
The Social

scholarly journals PENERAPAN MODEL INKUIRI SOSIAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA CALON GURU SD

2020 ◽  
Vol 6 (2) ◽  
pp. 244-254
Author(s):  
Deasy Rahmawati ◽  
Ike Annita
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Social Inquiry ◽  
The Social

ABSTRACT This aims of this study is to comprehend  the increase in the critical thinking skills of PGSD students through the implementation of social inquiry models in elementary social studies education courses. The population of this study were all 3rd semester students of the PGSD FKIP Unla study program. Sampling was carried out by using saturated sampling technique, where all members of the population were sampled, class A01 as a control class that applied conventional learning and class A02 as an experimental class that was treated with social inquiry learning models. The data in this study were obtained through the results of the pretest and posttest using the critical thinking essay test instrument. The results of this study indicate that there are differences in the increase in the critical thinking skills of PGSD students in the SD social studies course after the social inquiry learning model is applied. Beside that, the critical thinking skills of PGSD students in the Elementary Social Sciences Education course after applying the social inquiry learning model are better than the control class using conventional learning methods.   ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis mahasiswa PGSD melalui penerapan model inkuiri sosial dalam mata kuliah pendidikan IPS SD.  Populasi dalam penelitian ini adalah seluruh mahasiswa semester 3 program studi PGSD FKIP Unla. Penarikan sampel dilakukan dengan teknik sampling jenuh, dimana seluruh anggota populasi dijadikan sampel, yaitu kelas A01 dijadikan kelas kontrol yang menerapkan pembelajaran konvensional dan kelas A02 dijadikan kelas eksperimen yang mendapatkan perlakuan model pembelajaran inkuiri sosial. Data yang dalam penelitian ini diperoleh melalui hasil pretes dan postes dengan menggunakan instrumen tes uraian berpikir  kritis. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model  pembelajaran inkuiri sosial. Selain itu, kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model  pembelajaran inkuiri sosial lebih baik daripada kelas kontrol yang menggunakan metode pembelajaran konvensional.

scholarly journals THE EFFECTS OF PBL METHOD USING THE HYPERMEDIA TO THE STUDENTS’ CRITICAL THINKING SKILL ON THE SOCIAL STUDIES SUBJECT

2014 ◽  
Vol 2 (2) ◽  
pp. 40
Author(s):  
Dicky Iranto ◽  
S Suparno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Social Studies ◽  
Problem Based Learning ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
The Social ◽  
Experiment Method

Education as human’s process to gain knowledge is very important to create thinking skill for the human being. Related to that thing, implemented the learning with Problem Based Learning method which is the learning that is oriented to enhance the students’ critical thinking skill. In the constructivism learning theory, the students should be able to construct the knowledge through problem solving so they got the truth which is useful for the existence. This research is using the quasi experiment method with non-equivalent group design. The conclusion of this research shows that there is enhancement to the students’ critical thinking skill significantly and suggested to use this method on another topic, schools gives the hypermedia facilities, and researching another learning competences.   Keywords: Problem Based Learning, Hypermedia, Critical Thinking Skill

scholarly journals The Need Analysis of Probing Prompting in Social Studies Learning to Improve Students' Critical Thinking Skills in the Covid-19 Pandemic

2021 ◽  
Vol 8 (8) ◽  
pp. 487
Author(s):  
Sudarmiani Sudarmiani ◽  
Supri Wahyudi ◽  
Agus Trilaksana
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Social ◽  
Learning Policies ◽  
Conventional Models ◽  
Data Collection Technique

The present research aims to analyze the need for the Probing Prompting model in social studies learning to improve students' critical thinking skills during the Covid-19 pandemic. This study employs qualitative research with a descriptive analysis approach (Moleong, 2014). The data collection technique used is documentation that involves the study of some books, journals, and the regulation that is issued by the Minister of Education and Culture regarding learning policies during the Covid-19 pandemic. The results in the study show that there are various problems experienced during the social studies learning process during the Covid-19 pandemic. The problems found are (1) The social studies learning during the Covid-19 pandemic still employs conventional models, (2) Teachers assign tasks to students without providing learning materials, and (3) The social studies learning only focuses on completing materials and learning outcomes in the cognitive aspects. Therefore, the Probing Prompting model can be used as a solution and reference for teachers in the social studies learning process. The reason is that Probing Prompting model is proven to be able to improve the quality of social studies learning and improve students' critical thinking skills that are undeniably required in dealing with the Covid-19 pandemic in Indonesia.

Critical Thinking—What Is It?

1951 ◽  
Vol 44 (7) ◽  
pp. 466-470
Author(s):  
Robert E. Pingry
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Mathematics Teachers ◽  
The Social

What is critical thinking? Can we mathematics teachers tell what we mean by the phrase? Do mathematics teachers mean the same by critical thinking as do the teachers of the social studies or the logician or the psychologist?

scholarly journals Critical Thinking in the Schools: Why Doesn't Much Happen?

2001 ◽  
Vol 22 (2) ◽  
Author(s):  
Ian Wright
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Recent Literature ◽  
Public Schooling ◽  
Post Secondary ◽  
The Social ◽  
Teachers Beliefs ◽  
Widespread Acceptance

The teaching of critical thinking in public schooling is a central aim. Yet, despite its widespread acceptance in curriculum documents, critical thinking is rarely taught. Motivated by Onosko (1991), and by the efforts of some post-secondary instructors of critical thinking to get critical thinking taught in schools, I look at the recent literature on (a) critical thinking in the social studies, (b) definitions of, and programs in critical thinking, (c) teachers beliefs, and (d) the milieus in which teachers work. I pose three questions and provide tentative hypotheses as to why critical thinking is not being implemented in schools.

Writing and Critical Thinking in the Social Studies

1978 ◽  
Vol 8 (4) ◽  
pp. 291 ◽  
Author(s):  
Henry A. Giroux
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
The Social

Awakening and Elaborating Differentiation in Social Studies Content and Instruction

2002 ◽  
Vol 25 (3) ◽  
pp. 18-23 ◽  
Author(s):  
Sandra N. Kaplan
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Research Methodology ◽  
Instructional Methods ◽  
Gifted Students ◽  
Role Playing ◽  
Independent Study ◽  
Differentiated Curriculum ◽  
The Social ◽  
Curricular Elements

There appears to be a natural alignment between the content and instruction of social studies and the concept of differentiating curricula and instruction for gifted students. Inherent in the social studies context is the opportunity to develop complex concepts and generalizations, critical thinking, and research methodology. Each of these curricular elements is regarded as essentials of a differentiated curriculum. Typical instructional methods of social studies, such as simulations, role playing, and independent study, are considered to be fundamental learning experiences for gifted students.

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