scholarly journals Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories

2020 ◽  
Vol 10 (1) ◽  
pp. 84-94
Author(s):  
H. Halimah
Keyword(s):  
Short Stories ◽  
Critical Thinking ◽  
Critical Literacy ◽  
Short Story ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Awareness ◽  
Paired Samples ◽  
Experimental Group

This paper presents experimental results about the use of the Critical Literacy Approach (CLA) in literary appreciation using Indonesian short stories. The purpose of the study is to find better teaching strategies to improve students’ critical thinking skills and critical awareness to comprehend the conditions of the world, including social relationships involving disproportionate power relations. This study uses the randomized pretest-posttest control group design (RPPCGD), which is a randomized design by giving pretest and posttest to the experimental group (CLA) and control group (expository). The effect of both teaching strategies is calculated through the difference between the pretest and posttest of both groups. This research involved 170 students in the Department of Indonesian Language and Literature Education of an education university in Indonesia. The results are presented in the form of analytical descriptions of paired samples test and paired samples correlations of each group. The results show that students who did a short story analysis with CLA had significantly increased critical thinking skills and critical awareness compared to students of expository strategy. The average posttest of the experimental group is 80.33, which is considerably higher than the control group, with an average of 76.13. The average increase in skills (posttest-pretest) of the experimental group is 38.71 points, and the control groups have an average increase of 31.19 points. Therefore, it is clear that the teaching of literary appreciation using Indonesian short stories with CLA is effective. The use of CLA strategies in increasing students’ critical thinking skills and critical awareness through literary appreciation of Indonesian short stories shows positive results. The results of this study can contribute to the field of learning design with new ideas to improve critical thinking skills and critical awareness of Indonesian students through effective short story analysis or fictional prose analysis.

scholarly journals Literature Circle: A Strategy in Improving Critical Thinking Skills

2021 ◽  
Vol 3 (2) ◽  
pp. 65-85
Author(s):  
Mary Nerissa T. Castro, MST
Keyword(s):  
Critical Thinking ◽  
Short Story ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Research Subjects ◽  
Significant Difference ◽  
Literature Circle ◽  
Experimental Group

Reading is the prime foundation of one’s academic and social status. However, this vital skill is what most students lack attention and interest. As a result, it deteriorates their critical thinking skills. To address the problem, Harvey Daniel introduced his literature circle strategy. It showcases different features that likely aid student’s struggles in the aspect of reading. This study, therefore, aims to determine the effectiveness of the literature circle strategy in improving critical thinking skills in reading among students at the University of Cebu-Banilad Campus. The study utilized a quasi-experimental method where the 48 ABM Grade 12 research subjects of the study were divided into two groups, namely: control and experimental. Strategies employed in these groups were different. The traditional method was practiced in the control group, while the literature circle strategy was implemented in the experimental group. For data gathering, a researcher-made test about the short story “Dead Stars” by Paz Marquez Benitez was used as the main instrument. Another short story entitled “The Small Key” by Paz Latorena was used as a springboard in the implementation of strategies for both groups. Statistical treatments used for data analysis were simple percent, t-test for Correlational Samples, and t-test for Two Independent Samples. Findings revealed that in measuring subjects’ critical thinking skills in reading, there is a significant difference between the posttest performances of the groups. The research subjects under experimental group performed higher than the control group. The study concludes that literature circle strategy is effective in enhancing student’s critical thinking skills in reading.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

scholarly journals The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

2019 ◽  
Vol 9 (3) ◽  
pp. 72
Author(s):  
Dr. Jehad .Abed Rabbo
Keyword(s):  
Critical Thinking ◽  
Educational Level ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teacher Competencies ◽  
Talented Students ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

scholarly journals The effects of critical thinking instruction through asynchronous learning tools on writing

2020 ◽  
Vol 5 (2) ◽  
pp. 176
Author(s):  
Sibel Ayg�n ◽  
Fatih Yavuz
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Asynchronous Learning ◽  
Control Group ◽  
Learning Tools ◽  
Before And After ◽  
Students Attitudes ◽  
Thinking Disposition ◽  
Experimental Group

In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students� use of critical thinking skills in their writings. In addition, students� attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students� writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS� use of critical thinking skills while writing.

scholarly journals The Effectiveness Analysis of Discovery Learning Assisted by Interactive Video toward Social Study Critical Thinking Skills of Primary School

2020 ◽  
Vol 9 (3) ◽  
pp. 278-285
Author(s):  
Hilda Dhaniartika Nurma’ardi ◽  
Rusdarti Rusdarti ◽  
Murwatiningsih Murwatiningsih
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Interactive Video ◽  
Social Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
School Students ◽  
Experimental Group

Critical thinking skills must be owned by primary school students to face the 21st-century learning era. It can be trained in schools by implementing a discovery learning model in learning processes. This research aims to analyze and find out how discovery learning effectiveness assisted by interactive video toward critical thinking skills of Social study for fourth graders. The research methodology was quasi-experimental research while the technique of sampling was purposive sampling. In this research, Public Primary School 02 Pringapus functions as control group which was intervened by discovery learning and Public Primary School 01 Pringapus functions as experimental group which was intervened by discovery learning assisted by interactive video. The techniques of collecting data were critical thinking skill question, questionnaire, interview, and documentation. The results of classical accomplishment showed that the result of control group was 54.84% with average score 70. Meanwhile, the experimental group obtained 96.67%, with average score 76.67. The results of n-gain score of control group was 0.34 while the experimental group was 0.42. Both of them were categorizeed moderate. The findings showed that discovery learning implementation assisted by interactive video was effective in improving social study critical thinking skills of primary school students. This research is expected to be basis of developing and improving social study critical thinking skills for primary school students.

scholarly journals Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students

2020 ◽  
Vol 19 (10) ◽  
pp. 77-99
Author(s):  
Mohammad Salih Al-Shehri
Keyword(s):  
Critical Thinking ◽  
Differentiated Instruction ◽  
Instructional Strategy ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Instructional Program ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Before And After ◽  
Experimental Group

The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.

scholarly journals The Effect of using the 5E Instructional Strategy in developing critical thinking skills for third-grade intermediate students in the jurisprudence course: أثر استخدام استراتيجية دورة التعلم الخماسية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط في مقرر الفقه

2021 ◽  
Vol 5 (47) ◽  
pp. 124-95
Author(s):  
Ahlam Merji Al- Muhammadi Ahlam Merji Al- Muhammadi
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Instructional Strategy ◽  
Study Groups ◽  
Thinking Skills ◽  
Third Graders ◽  
Critical Thinking Skills ◽  
Control Group ◽  
And Control ◽  
Experimental Group

This study investigates the effect of the 5E Instructional strategy on the development of critical thinking skills of intermediate third graders through Jurisprudence course compared to the normal way of teaching. In order to achieve this goal the researcher adopted a pre- post two- group (experimental and control) quasi- experimental research methodology. The tool of the study was a critical thinking skills test based on Mary McFarland's strategy. After the validation and calculation of the tool's reliability, the researcher piloted the tool at a random sample consisting of (63) female intermediate third graders in thirtieth Medina School. The study used a number of appropriate statistical analyses which included: means of scores, standard deviation, alpha Cronbach coefficient reliability test of critical thinking skills, and T- test for independent samples to ensure group homogeneity of study groups, and to see the effect of using the 5E Instructional strategy on developing the critical thinking skills of the students. The obtained results indicated that there are statistically significant differences at the level of significance (a = 0.05) between the mean scores of experimental group and control group students in the critical thinking skills test in favor of the experimental group. In the light of these results, a number of recommendations have been made, namely: religious science teachers should be supervised towards more attention to the development of critical thinking skills; paying attention to the involvement of the student in the learning process; encouraging students to express their opinions and being able to defend their point of view in order to increase the level of critical thinking skills and finally to employ the 5E Instructional strategy in teaching jurisprudence course. Based on the findings of the study, a group of suggestions for future studies have been made that can be considered as extension to the current study.

scholarly journals Boosting EFL Learners Critical Thinking through Guided Discovery: a Classroom- Oriented Research on First-Year Master Students

2021 ◽  
Author(s):  
Wahida YAICHE
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Intellectual Development ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Guided Discovery ◽  
Efl Learners ◽  
Experimental Group

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners’ critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners’ critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners’ critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students’ critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.

scholarly journals Efektifitas Pengembangan Buku Ajar Berbasis Nilai-Nilai Karakter Multikultural Terhadap Keterampilan Berpikir Kritis Siswa

2021 ◽  
Vol 11 (1) ◽  
pp. 54-62
Author(s):  
Sony Ari Wibowo ◽  
Murtono ◽  
Santoso ◽  
Sri Utaminingsih
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Test Results ◽  
Significance Level ◽  
Fourth Grade Students ◽  
Experimental Group

This study aims to describe the effectiveness of multicultural-based learning to improve students' critical thinking skills in elementary schools. This is a Research and Development (R & D), with the steps of potential problems analysis, data collection, product design, design validation, design revisions, product trials, and product revisions. This research was conducted in grade IV in SD 1 Tritis and SD 1 Karangnongko, combined as the experimental group, while SD 1 Daren and SD 3 Nalumsari as a control group, all in Nalumsari District, Jepara Regency. The results showed the t-test results found that t arithmetic> T table is 8.994> 1699, the value data were analyzed with a significance level of 0.05. So, as the basis for decision making, it can be concluded that Ho was rejected and Ha was accepted. Thus, it can be concluded that multicultural-based learning is effective in improving the critical thinking skills of fourth grade students of elementary schools.

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