The Undergraduate English Students’ Perception, Plan, and Implementation of Critical Thinking Skills in Their Presentation

Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. Theoretically, critical thinking skills are fundamental to be implemented in higher education students. Practically, the result of this study gave benefit for the lecturer in giving students challenging tasks that encourage them to use their critical thinking skills. Pedagogically, the implementation of critical thinking skills in students’ presentations needs a student-lecturer relationship.

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Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

Redesigning Higher Education Initiatives for Industry 4.0 - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7832-1.ch003 ◽

2019 ◽

pp. 41-55

Author(s):

Mohan Rathakrishnan ◽

Arumugam Raman

Keyword(s):

Online Learning ◽

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

Online Discussion ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Foundation Programme ◽

The University ◽

The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

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Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch104 ◽

2021 ◽

pp. 2090-2104

Author(s):

Mohan Rathakrishnan ◽

Arumugam Raman

Keyword(s):

Online Learning ◽

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

Online Discussion ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Foundation Programme ◽

The University ◽

The Given

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The Influence of Inquiry Learning Strategy and Critical Thinking Ability on the Results of Islamic Education Learning at SMA Negeri 2 Tanjung Morawa, Deli Serdang District

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i3.1190 ◽

2020 ◽

Vol 3 (3) ◽

pp. 1378-1383

Author(s):

Abd. Mukti ◽

Afrahul Fadhila Daulai ◽

Oktrigana Wirian

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Learning Strategies ◽

Analysis Of Variance ◽

Learning Strategy ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Islamic Education ◽

Education Students

The objectives of this study were: (1) to determine the learning outcomes of Islamic Education students who were taught with inquiry strategy were higher than the learning outcomes of students taught by conventional learning; (2) to find out the learning outcomes of Islamic Education students who have higher critical thinking skills than students who have low critical thinking skills, and; (3) to determine the interaction between learning strategies and critical thinking skills on the learning outcomes of Islamic Education. The research method is a quasi experiment. The study design was a two-factorial analysis of variance. The research instruments were questionnaires and tests. The data analysis technique used was analysis of variance at α 0.05. The findings of the study show: (1) the average learning outcomes of Islamic Education students who are taught with Inquiry learning strategies are higher than the average learning outcomes of Islamic Education students taught with conventional learning, (2) the average educational learning outcomes Islamic students with high critical thinking skills are higher than the average learning outcomes of students with low critical thinking skills, and (3) there is an interaction between learning strategies and critical thinking skills where students with high critical thinking skills are appropriately taught using Inquiry learning strategies can be seen that on average the learning outcomes of Islamic Education are higher.

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Teaching Linear Algebra in Engineering Courses Using Critical Thinking

Open Education Studies ◽

10.1515/edu-2020-0141 ◽

2021 ◽

Vol 3 (1) ◽

pp. 76-83

Author(s):

Paula Catarino ◽

Paulo Vasco

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Learning Strategies ◽

Linear Algebra ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Education Students ◽

Thinking Dispositions ◽

Critical Thinking Dispositions ◽

Learning Principles

Abstract Nowadays it is important to improve in higher education students the critical thinking skills and dispositions in the different curricular units that are part of their schooling. Since “Linear Algebra” is a curricular unit part of any degree in engineering, we show that it is possible to integrate activities in their classes that enable the development of skills and critical thinking dispositions by students. We present examples of such activities for one item/topic of the syllabus of Linear Algebra as a proposal for future implementation in the teaching process. We will apply principles of instructional design planning and evaluation of those activities that develop critical thinking skills and dispositions in students. We will also apply active learning principles and cooperative learning strategies, including the learning based on problem solving, using questioning.

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Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽

10.1515/seeur-2017-0004 ◽

2017 ◽

Vol 12 (1) ◽

pp. 53-68 ◽

Cited By ~ 1

Author(s):

Brikena Xhaferi ◽

Gezim Xhaferi

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Thinking Skills ◽

Careful Consideration ◽

Critical Thinking Skills ◽

Good Tool ◽

Self Reflection ◽

Positive Attitudes ◽

Study Results ◽

The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

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Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0

Journal of Natural Science and Integration ◽

10.24014/jnsi.v3i2.8791 ◽

2020 ◽

Vol 3 (2) ◽

pp. 114

Author(s):

Oktariani Oktariani ◽

Asyti Febliza ◽

Nurul Fauziah

Keyword(s):

Critical Thinking ◽

Chemistry Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Score ◽

Education Students ◽

Ability Test ◽

Chemistry Teachers ◽

Critical Thinking Ability ◽

Thinking Ability

This research was conducted to identify and describe prospective teachers’ critical thinking skills profile as readiness to face the industrial revolution 4.0. This research was a descriptive research. Research subjects were chemistry education students who are prospective chemistry teachers. The instruments used in this study were the Critical Thinking Ability Test and Critical Thinking Ability Questionnaire. The instrument used is valid and reliable. The results of the study showed that the critical thinking skills of prospective chemistry teacher students are still in sufficient criteria with average score 46,7. It was also found that students' critical thinking skills in 5th semester were better than those in semester 3rd and 1st with average score 57,46 and 41. This result was also supported by differences in student performance for each indicator of critical thinking skills. Chemistry students show better performance on indicators of building basic skills compared to other critical thinking skills indicators. Meanwhile, the indicators on building strategies and tactics of chemistry education students still showed poor performance than other indicators. This needs to be improved immediately in order to prepare prospective chemistry teachers who are ready to compete in facing the industrial revolition 4.0. Improvements can be made by designing learning methods, teaching materials and evaluation tools that can improve students' critical thinking skills.Keywords: critical thinking skill, education 4.0., prospective chemistry teachers, revolutioanl industry 4.0ABSTRAK.Penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan profil keterampilan berpikir kritis calon guru kimia sebagai kesiapan dalam menghadapi revolusi industri 4.0. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian merupakan mahasiswa pendidikan kimia yang merupakan calon guru kimia. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis dan kuisioner keterampilan berpikir kritis. Instrumen yang digunakan sudah valid dan reliabel. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis calon guru kimia masih berada pada kriteria cukup yaitu dengan skor rata-rata 46,7. Selain itu juga ditemukan bahwa keterampilan berpikir kritis mahasiswa semester 5 lebih baik dibandingkan semester 3 dan semester 1 dengan skor rata-rata masing-masingnya yaitu 57, 46 dan 41. Hasil ini juga didukung dengan adanya perbedaan performa mahasiswa untuk masing-masing indikator keterampilan berpikir kritis. Calon guru kimia menunjukkan performa yang lebih baik pada indikator membangun keterampilan dasar dibandingkan dengan indikator keterampilan berpikir kritis lainnya. Sementara itu, pada indikator membangun strategi dan taktik calon guru kimia masih menunjukkan performa yang kurang baik dibandingkan dengan indikator yang lainnya. Hal ini perlu segera diperbaiki guna mempersiapkan calon guru kimia yang siap bersaing menghadapi era revolusi industri 4.0. Perbaikan dapat dilakukan dengan cara merancang metode pembelajaran, bahan ajar dan alat evaluasi yang dapat mengasah keterampilan berpikir kritis peserta didik. Kata kunci: calon guru kimia, keterampilan berpikir kritis, pendidikan 4.0, revolusi industri 4.0

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Fostering Critical Thinking Using Instructional Strategies in English Classes

Handbook of Research on Critical Thinking and Teacher Education Pedagogy - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7829-1.ch016 ◽

2019 ◽

pp. 299-316

Author(s):

Şenol Orakcı ◽

Mehmet Durnali ◽

Osman Aktan

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Language Learners ◽

Critical Literacy ◽

English Language ◽

Thinking Skills ◽

Critical Thinking Skills ◽

English Language Teaching ◽

Self Assessment ◽

English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

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Improving Collaborative Critical Thinking Skills of Physics Education Students through Implementation of CinQASE Learning Model

Journal of Physics Conference Series ◽

10.1088/1742-6596/1108/1/012101 ◽

2018 ◽

Vol 1108 ◽

pp. 012101

Author(s):

Hunaidah ◽

E Susantini ◽

Wasis ◽

B K Prahani ◽

M A Mahdiannur

Keyword(s):

Critical Thinking ◽

Physics Education ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Education Students

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Prediction of Performance in an Academic Course by Scores on Measures of Learning Style and Critical Thinking

Psychological Reports ◽

10.2466/pr0.1997.81.2.595 ◽

1997 ◽

Vol 81 (2) ◽

pp. 595-602 ◽

Cited By ~ 15

Author(s):

Bernadette M. Gadzella ◽

Dean W. Ginther ◽

G. Wendell Bryant

Keyword(s):

Critical Thinking ◽

Learning Style ◽

Test Scores ◽

Function Analysis ◽

Thinking Skills ◽

Learning Processes ◽

Critical Thinking Skills ◽

Deep Processing ◽

Psychology Courses ◽

Undergraduate Psychology

Three scores were used to predict how 38 students who received A grades and 25 students who received C grades in introductory psychology courses differed in learning style and critical thinking skills. The subjects were 63 students enrolled in undergraduate psychology classes with one instructor. Students were given course outlines, test schedules, and scores on their tests and reports and computed their own course standing throughout the semester. At the beginning of the semester, students responded to the Inventory of Learning Processes and Watson-Glaser Critical Thinking Appraisal. Ten scores on the two inventories were analyzed by discriminant function analysis which showed that the combination of the three test scores: Deep Processing and Methodical Study (from the Inventory of Learning Processes) and the Total Critical Thinking (from the Watson-Glaser Critical Thinking Appraisal) correctly classified 84.2% of the students with A grades and 68.0% of the students with C grades.

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Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions

Teaching Public Administration ◽

10.1177/0144739416680850 ◽

2017 ◽

Vol 35 (2) ◽

pp. 190-208 ◽

Cited By ~ 2

Author(s):

Robert A Peters ◽

Janice Maatman

Keyword(s):

Critical Thinking ◽

Learning Strategies ◽

Design Thinking ◽

Learning Strategy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

The Great Recession ◽

1960S And 1970S ◽

The 1960S ◽

Fiscal Pressure

The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.

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