Critical thinking, curriculum mapping, and economic education: an essay

Learning achievement is one of the benchmarks of student ability. in this case affecting the learning achievement there are two external and internal. In this case the data obtained will be low while the liveliness of PGRI Situbondo STKIP students in the classroom as well as the development of data of graduates decreased levels of GPA. The purpose of this research that determines the effect of learning motivation, self-control and Critical Thinking on student achievement, economic education STKIP PGRI Situbondo. This research study Associative manifold with the causal relationship is causal with a quantitative approach. This study population is students of economics education study program STKIP PGRI force situbondo 2012, 2013, 2014, amounting to 210 students. Data collection method in this research is the method enclosed questionnaire that supported an open questionnaire on 138 samples. The test results indicate there are significant learning motivation on learning achievement, there is a self-control influence on learning achievement, and there is the influence of Critical Thinking on learning achievement. While simultaneously there are significant learning motivation, self-control and Critical Thinking on student achievement Prodi Economic Education STKIP PGRI Situbondo.

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Means of future economists’ professional self-development in the educational process of foreign language studying

Economics ecology socium ◽

10.31520/2616-7107/2018.2.3-5 ◽

2018 ◽

Vol 2 (3) ◽

pp. 45-56

Author(s):

Natalia Mushynska

Keyword(s):

Critical Thinking ◽

Professional Training ◽

Business Environment ◽

Economic Education ◽

Educational Process ◽

Problem Solving Skills ◽

Cognitive Motivation ◽

Self Development ◽

Professional Self ◽

Creative Tasks

Introduction.The research significance is conditioned by the fact that the problem of students’ professional self-development acquires great priority in the modern economic education. Today we aquire specialists who are capable on lifelong education, ready to expand their professional experience and possess abilities for critical thinking and problem-solving skills in a business environment. Future economist should be competitive in the conditions of innovations and rapid market changes. Aim and tasks. In the given article the system of creative tasks is presented to organize professional training of future professional and researcher, his professional creative self-development, self-actualization, self-breeding, self-realization. Research results. Summarizing the results of structural-analytical research of the contest of modern educationally-qualifying documentation, the basic requirements are distinguished and systematized to the modern bachelors of economy, who must have large cultural education, mature scientific worldview, personal integrity. They should constantly improve their professional level taking into account economic prosperity demands of Ukraine. Future economist should estimate market situation, determine the prospects of his further functioning at the market, to expose problems in financial-economic activity and develop the projects of its innovative improvement, to be structural in professionally-personality communication in different formats. Conclusion. The system of creative tasks was developed for the professional disciplines from the curricula, which realizes professional self-development of future economists by means of the tasks that enable actualization of acquired professional skills, create conditions for cognitive motivation, critical thinking, which activate motivation for professional self-development, self-perfection, self-realization. Creative tasks actualize professional self-development of future economists, enable to enrich students’ knowledge resources, their experience and intellectual-cognitive motivation for individual and professional self-development, self-perfection, self-realization.

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Analisis Kompetensi Calon Guru Ekonomi Di Era Revolusi Industri

Jurnal Ecogen ◽

10.24036/jmpe.v4i1.11043 ◽

2021 ◽

Vol 4 (1) ◽

pp. 112

Author(s):

Neneng Ayu Komala Formi ◽

Yulhendri Yulhendri

Keyword(s):

Critical Thinking ◽

Prospective Teachers ◽

Teaching And Learning ◽

Industrial Revolution ◽

Economic Education ◽

State University ◽

Snowball Sampling ◽

Learning Methods ◽

Face To Face ◽

Expert Choice

This study aims to analyze effective learning methods and priorities in the world of education which are based on the competencies that must be possessed by prospective economics teachers in the Economics Education Department, Faculty of Economics, Padang State University in the Industrial Revolution Era. The object of this research is students of the 2016 and 2017 classes of Economic Education, Faculty of Economics, Padang State University. This research uses Analytic Hierarchy Process (AHP) and Expert Choice Software to see the relationship between the competence of prospective teachers in the Industrial Revolution Era as seen from the learning methods collected through questionnaires and documentation. This study uses sampling through Snowball Sampling. The results of this study indicate that 1) the results of the respondents' experiences indicate that creativity is a priority competency for prospective economics teachers in the Industrial Revolution Era. Where creativity is the ability of a prospective teacher to create discoveries regarding learning methods. 2) After researching appropriate learning methods to improve 4Cs, each competency has different results of learning methods in achieving it. In critical thinking and creativity competencies, the method that supports its achievement is hybrid, where hybrid is a learning method that combines traditional face-to-face learning with web-based online learning or learning using computers or others. In addition to improving learning outcomes, hybrid-based learning also improves communication relationships. This hybrid is a supporter of the development of critical thinking competencies and creativity, where when studying online, prospective teachers are asked to be more creative in learning so that students can think critically at the same time. Besides, when learning traditionally is face-to-face, prospective teachers are required to think more critically to make the teaching and learning process between teachers and students more creative.Keywords : 4cs, comptences, methods, ahp, expert choice

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Problem Based Learning Model Analysis in Improving Student's Critical Thinking Ability

Economic Education Analysis Journal ◽

10.15294/eeaj.v10i3.50682 ◽

2021 ◽

Vol 10 (3) ◽

pp. 543-553

Author(s):

Widya Hestiningtyas ◽

Yoh Rizal ◽

Fanni Rahmawati

Keyword(s):

Critical Thinking ◽

Social Life ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Economic Education ◽

Critical Thinking Skills ◽

Education Students ◽

Thinking Ability ◽

Academic Year

This reseach aimed to determine the level of critical thinking skills of Economic Education students at Universitas Lampung in the 2021/2022 academic year through a problem based learning model. The ability to think critically is one indicator of intelligence that must be possessed by every individual in facing the era of society 5.0, in an effort to respond to various challenges in the midst of social life. The population in this study were 256 students with a sample size of 144 students, which was obtained by using the Isaac-Michael formula. Methods of data collection used questionnaires, documentation, and interviews. Based on the results of the study, it was found that there was an effect of applying the problem based learning model on increasing students' critical thinking skills, which was 66.5% and the rest was influenced by other factors.

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