scholarly journals THE CORRELATION OF PROSPECTIVE TEACHERS’ TENDENCY OF CRITICAL THINKING AND THEIR CRITICAL THINKING SKILLS TOWARDS THEIR LEARNING OUTCOMES

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Yayuk Andayani
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Chemistry Education ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Pearson Correlation Test ◽  
Essay Tests

This research employs Ex Facto approach to analyse the relation between prospective teachers’ critical thinking tendency (CTT) and their critical thinking skills (CTS) towards their learning outcome. The subject of this research the fifth semester students of Chemistry Education, Faculty of Teaching, Universitas Mataram academic year of 2017/2018. The research focuses on the teaching of Chemical Physics III subject to 40 people who are chosen under purposive sampling method. The variable of attribute is the use of project-based learning and CTT while the dependent variable is the CTS and students’ learning outcome. The data of CTT were obtained through questionnaires focusing on the matter while the students’ CTS and learning outcome were measured using essay tests. The analysis of the data utilizes Pearson correlation test. The result of the test showed significant relevance between CTT and CTS (rcount ; 0.341 > rtable ;0.312). Meanwhile, the total of CTT and learning outcome do not show significant coexistence (rcount ; 0.096 < rtable ;0.312), even though the indicator of open-mindedness displayed a significant coherence to learning outcome (rcount ; 0.449 > rtable ;0.312). Based on the result, to sum up, there is a significant relation between critical thinking tendency and critical thinking skills.

Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

2018 ◽  
Vol 1 (1) ◽  
pp. 12 ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Laboratory School ◽  
Teaching Tools ◽  
Model Based ◽  
Language Writing ◽  
School Laboratory ◽  
Research Type

<em>This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in </em><em>Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.</em>

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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

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

scholarly journals Penerapan Model Pembelajaran Problem Based Learning untuk Mengukur Kemampuan Berpikir Kritis Mahasiswa Calon Guru pada Mata Kuliah Psikologi Pendidikan

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Uus Toharudin ◽  
Iwan Setia Kurniawan
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Educational Psychology ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Test Results ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

This study aims to determine the critical thinking skills of prospective teachers of biology at Pasundan University in the course of educational psychology. Implementation of Problem Based Learning learning model aims to measure students' critical thinking skills. The method used in this study is a quasi-experimental design with Randomized Control Group Posttest, data obtained based on the analysis, the data is described to obtain information or a description of the results of this research. The population in this study were 104 students, the sample in this study were 39 students for the experimental group-1 and 39 students for the experimental group-2. Data collected test data obtained from the test results of students who are given a score based on the indicators. results of research show that the critical thinking skills of prospective teachers of biology in educational psychology courses including category sufficient for the experimental group-1 and category well for the experimental group-2. The average score of the experimental group-1 amounted to 2.73, and the average score of the experimental group-2 by 3.05. Indicators of critical thinking skills at the highest indicator 3 (I-3) with an average of 3.38 for the experimental group-1 and 3.41 for the experimental group-2. Indicators of critical thinking skills are the lowest in two indicators (I-2) that is equal to 2.23 for the experimental group-1 and 2.74 for the experimental group-2. The average percentage of absorption problems in the experimental group-1 amounted to 51.25%, while the experimental group-2 amounted to 57.21%. The results of significance test p-value (0.008). Based on the significance of the test results can be concluded that the experimental group-2 has the critical thinking skills is better than the experimental group-1.

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

Development and validation of an instrument to measure undergraduate chemistry students’ critical thinking skills

2020 ◽  
Vol 21 (1) ◽  
pp. 62-78
Author(s):  
Stephen M. Danczak ◽  
Christopher D. Thompson ◽  
Tina L. Overton
Keyword(s):  
Critical Thinking ◽  
Convergent Validity ◽  
Chemistry Education ◽  
Reliability And Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Internal Reliability ◽  
Validity Testing ◽  
Chemistry Students ◽  
Undergraduate Chemistry

The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at universities. Commercial critical thinking assessments, which are often generic in context, are available. However, literature suggests that assessments that use a context relevant to the students more accurately reflect their critical thinking skills. This paper describes the development and evaluation of a chemistry critical thinking test (the Danczak–Overton–Thompson Chemistry Critical Thinking Test or DOT test), set in a chemistry context, and designed to be administered to undergraduate chemistry students at any level of study. Development and evaluation occurred over three versions of the DOT test through a variety of quantitative and qualitative reliability and validity testing phases. The studies suggest that the final version of the DOT test has good internal reliability, strong test–retest reliability, moderate convergent validity relative to a commercially available test and is independent of previous academic achievement and university of study. Criterion validity testing revealed that third year students performed statistically significantly better on the DOT test relative to first year students, and postgraduates and academics performed statistically significantly better than third year students. The statistical and qualitative analysis indicates that the DOT test is a suitable instrument for the chemistry education community to use to measure the development of undergraduate chemistry students’ critical thinking skills.

scholarly journals A Study on Critical Thinking Assessment System of College English Writing

2015 ◽  
Vol 8 (11) ◽  
pp. 176 ◽  
Author(s):  
Tian Dong ◽  
Lu Yue
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment System ◽  
Writing Proficiency ◽  
College English ◽  
English Writing ◽  
Independent Variables ◽  
Writing Competence

<p>This research attempts to discuss the validity of introducing the evaluation of students’ critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students’ CTS and the final scores of collected writing samples were respectively regarded as two independent variables to make a correlation analysis through Pearson Correlation of SPSS17.0 software. In addition, Excel was also used as an instrument to analyze the research results. The findings suggest that the two variables are significantly and positively correlated with each other, that is, students’ CTS greatly influence their English writing proficiency. Thus, it is quite necessary to cultivate students’ CTS to improve their English writing competence.<strong> </strong></p>

scholarly journals Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

2019 ◽  
Vol 4 (7) ◽  
pp. 874
Author(s):  
Sumardiana Sumardiana ◽  
Arif Hidayat ◽  
Parno Parno
Keyword(s):  
Critical Thinking ◽  
Mixed Method ◽  
Thinking Skills ◽  
Experimental Models ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
School Level ◽  
Learning Models ◽  
High School Level ◽  
Model Project

<p class="Abstrak"><strong>Abstract:</strong> Critical thinking skills can be grown with learning project based learning models. The purpose of this study was to analyze Critical Thinking abilities with project-based learning (PjBL) students at temperature and heat at the high school level. This research was conducted at SMAN 2 Batu class XI. The subjects of this study were 35 students. This type of research is a mixed method embedded in experimental models. With a test of critical thinking skills the essay forms as many as 8 items. The results showed that there were differences in critical thinking of students before and later getting PjBL training on the material heat and temperature. The result of the research showed that students’ critical thinking has increas.</p><strong>Abstrak:</strong> Keterampilan berpikir kritis dapat ditumbuhkan dengan model pembelajaran <em>project based learning</em>.<em> </em>Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis dengan <em>project based learning</em> (PjBL) siswa pada suhu dan kalor pada tingkat SMA. Penelitian ini dilakukan di SMAN 2 Batu kelas XI. Subjek penelitian ini berjumlah 35 siswa. Jenis penelitian ini <em>Mixed method embedded experimental model</em>. Dengan test kemampuan berpikir kritis berbentuk <em>essay</em><em> </em>sebanyak delapan butir. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis siswa sebelum dan sesudah mendapatkan perlakuan PjBL pada materi suhu dan kalor. Kemampuan berpikir kritis siswa mengalami peningkatan pada setiap indikator.

scholarly journals THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

2020 ◽  
Vol 4 (1) ◽  
pp. 5-10
Author(s):  
Riyani Septi Indriyana ◽  
Susilowati Susilowati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Science Technology ◽  
Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on  STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA  test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

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