scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals Implementasi model controversial issue dalam mata kuliah Pendidikan Kewarganegaraan

2018 ◽  
Vol 15 (1) ◽  
pp. 62-73
Author(s):  
Alfiandra Alfiandra ◽  
Sani Safitri ◽  
Puspa Dianti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Education Program ◽  
Citizenship Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issue ◽  
Teaching Model ◽  
Classroom Action Research

Artikel ini bertujuan untuk menunjukkan efektifitas model pembelajaran controversial issue dalam meningkatkan kemampuan berfikir kritis mahasiswa pada mata kuliah Pendidikan Kewarganegaraan di Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research) sebanyak tiga siklus dimana setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran controversial issue dapat meningkatkan kemampuan berfikir kritis mahasiswa dalam pembelajaran mata kuliah Pendidikan Kewarganegaraan. Peningkatan kemampuan berfikir kritis tersebut terlihat pada keterampilan mahasiswa dalam mengidentifikasi masalah, mendefinisikan masalah, mengeksplorasi masalah, mengevaluasi dan mengintegrasikan berbagai macam solusi menjadi suatu jawaban yang komprehensif terhadap suatu permasalahan.--------------------------------------------------------------------------------------------------------------------------------This article tries to reveal the effectiveness of controversial issue based teaching model to increase students’ critical thinking skills at Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. It was a classroom action research with three cycles, each of which consists of planing, observation, evaluation and reflection. The results reveal that the implementation of controversial issue based teaching model can increase students’ critical thinking skills in Citizenship Education Program. This increasing of critical thinking skills was indicated by the skills to identify problem, to define problem, to explore problem, to evaluate, and to integrate any kinds of solutions in order to comprehend the problem.

scholarly journals CARD GAME TO IMPROVE CRITICAL THINKING

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Julia Gressick ◽  
Joel B. Langston
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Social Contexts ◽  
Student Understanding ◽  
Critical Thinking Skills ◽  
Social Reasoning ◽  
Classroom Implementation ◽  
Iterative Design

Fostering critical thinking skills is a ubiquitous goal across disciplines and social contexts. Productive solutions to educational, content-based and social problems can emerge through well-reasoned conversation. How best to support the development of these skills has been a topic of debate. In this study, we investigated the design and effectiveness of a card-based game focused on undergraduate student understanding of common fallacies in thinking. 13 Fallacies was designed with the intention of improving students’ reasoning. In our study, we completed an iterative design phase, play testing phase and have collected data on student learning outcomes from two semesters as a result of classroom implementation. Results indicate that 13 Fallacies improved student understanding of common fallacies in thinking and promoted social reasoning for at-risk undergraduate students.

scholarly journals Critical thinking skills: The academic ability, mastering concepts and analytical skill of undergraduate students

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tutut Indria Permana ◽  
Iin Hindun ◽  
Ndzani Latifatur Rofi'ah ◽  
Ardiani Samti Nur Azizah
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Technology Development ◽  
Biology Education ◽  
Thinking Skills ◽  
Academic Ability ◽  
Critical Thinking Skills ◽  
Final Exam ◽  
Correlated Factors ◽  
Analytical Skill

Science and technology development in the 21st-century has been demanding educators to provide learning activities which stimulate students’ critical thinking skills. This study aimed to find out the correlated factors of the students’ critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All of the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students’ critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students’ critical thinking skills.

scholarly journals Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 359
Author(s):  
Dominikus Tulasi
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Behavior ◽  
Empirical Evaluation ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered Learning ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind. 

scholarly journals The development of audio-visual media with contextual teaching learning approach to improve learning motivation and critical thinking skills

2020 ◽  
Vol 2 (2) ◽  
pp. 98
Author(s):  
Khairani Sarwinda ◽  
Eli Rohaeti ◽  
Mirra Fatharani
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Visual Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Control Group ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Passing Grade

The study aims at developing the valid Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in order to improve the learning motivation and the critical thinking skills significantly and also at identifying the effectiveness level of the Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in improving the students’ learning motivation and critical thinking skills. Therefore, autoatically the nature of the study is research and development. During the conduct of the study, the data were gathered by using the random sampling technique. Then, the data gathering instruments that had been implemented were the media assessment questionnaire, the observation, the motivation questionnaire and the critical thinking skills test. The results of the study show that the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media that has been developed by using the Borg & Gall model is considered valid. The students’ learning motivation has increased as having been confirmed by the fact that the students are more enthusiastic, more interested and happier in attending to the learning process. Furthermore, the results of the students’ critical thinking skills test in the experimental group show that 25 students have met the passing grade while the remaining 6 students have not met the passing grade. On the other hand, the results of the students’ critical thinking skills test in the control group show that 20 students have met the passing grade while the remaining 12 students have not met the passing grade. In other words, these findings show that the learning process through the use of the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media is able to improve the students’ learning motivation and critical thinking skills.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals Re-thinking Curriculum Design and Development for Optimizing Change in Education

2021 ◽  
Vol 9 (9) ◽  
pp. 1331-1339
Author(s):  
Haruna Audu Tukurah
Keyword(s):  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
The Enlightenment ◽  
Curriculum Design And Development ◽  
Teaching Learning ◽  
Learning Principles ◽  
Developed World

Abstract: A developing world like Africa inherited an educational system that laid high emphasis on what is known as the 3Rs (reading, writing, and arithmetic). This teaching/learning method was perhaps relevant then, due to the enlightenment gap that existed between learners and their instructors (Missionaries/Colonial masters). The 3Rs known as rote learning regurgitation of facts is teacher-centered that subjects learners to memorization of information for the expansion of knowledge. This learning principle mostly evaluate learners through the use of tests and examinations to ascertain their learning levels. However, as good as the 3Rs learning method is, it only prepares learners for job acquisition, not problem-solving. This paper will argue for a paradigm shift, to key in with the developed world like America and start wrestling with an educational curriculum that is learners focused; a curriculum that is concerned with the ‘how’ to think in learning than the ‘what to think.’ Urbanization, globalization, complex factories/technologies in this dispensation are calling for learning principles that can guide learners on how to move from learning assumptions to the application of daily realities of life using both the cognitive, affective and the psychomotor domains. The paper attempt to define the ‘how’ approach using. the perspective of applying critical thinking skills before drawing a conclusion. Keywords: Curriculum design, the 3Rs and the 4Cs, critical thinking, instructors and learners, reflective teaching.

scholarly journals IT teachers’ experience of teaching-learning strategies to promote critical thinking

10.28945/2124 ◽  
2015 ◽  
Author(s):  
Elsa Mentz ◽  
Roxanne Bailey
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pair Programming ◽  
Thinking Strategies ◽  
The Subject ◽  
Teaching Learning

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Information Technology (IT) high school learners are constantly struggling to cope with the challenges of succeeding in the subject. IT teachers therefore need to be empowered to utilize appropriate teaching-learning strategies to improve IT learners’ success in the subject. By promoting critical thinking skills, IT learners have the opportunity to achieve greater success in the most difficult part of the curriculum, which is programming. IT teachers received a once-of face-to-face professional development where some teachers received professional development in critical thinking strategies and other IT teachers received professional development in critical thinking strategies infused in pair programming. To determine how teachers experience these suggested strategies, teachers participated in initial interviews as well as follow-up interviews after they had implemented the suggested strategies. From the interviews it became evident that teachers felt that their learners benefited from the strategies. Teachers in the pair programming infusing critical thinking strategies focused more on the pair programming implementation. Although teachers are initially willing to change their ways, they are not always willing to implement new teaching-learning strategies.

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