Developing Critical Thinking of Students with Hearing Impairment for Computational Thinking in Mathematics with E Module Design

This research aims to analyse and design the e-module learning based on computational thinking for increasing the critical thinking skill of students with hearing impairment. This research used the qualitative descriptive approach. The subjects of the research are the students of the VII grade of Special Junior High School of Djojonegoro Temanggung. The data collection instruments used in this research were the guidelines for the validation of the e-module design, the guidelines for observing the implementation of learning in class, and the interview guidelines for the teacher. Data is analyzed by reducing, serving, and concluding. The result of the research is analyzing the necessity of the e-module and designing the e-model based on analysis needs. The e-module designed based on computational thinking to increase the critical thinking skill of the students with hearing impairment appropriated by their character, curriculum, and student's tasks. The results of this study can be used as a guide for mathematics teachers in developing e-module that make students understand mathematics and have critical thinking skills simultaneously. The advantage of this research is to integrate critical thinking skills into e-module.

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IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS DALAM MEMECAHKAN MASALAH MATEMATIKA

Sigma ◽

10.36513/sigma.v6i2.864 ◽

2020 ◽

Vol 6 (1) ◽

pp. 26

Author(s):

Ardi Dwi Susandi

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Junior High School Students ◽

Thinking Skill ◽

Critical Thinking Skill ◽

School Students

This Mathematics critical thinking skill is one of the components a student must possess. This skill will assist them to be able to make the right decision. In fact, however, not many of them having a high of critical thinking skill. It causes them to be lack of skills in completing the mathematics cases. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the focus, reason, inference, situation, clarity, dan overview. This was descriptive research with a qualitative approach. This research involved 32 subjects comprising 15 male students and 17 female students. The method used in this research is test, interview, and triangulation. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The findings showed that: (1) the critical thinking skills of junior high school students were in a low category; (2) overview became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills

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Profile Enhancement Students’ Critical Thinking Skills of 7th Grade Junior High School in Natural Science Learning with Environmental Polution Subject Assisted by PODE worksheet

Science Education and Application Journal ◽

10.30736/seaj.v1i2.133 ◽

2019 ◽

Vol 1 (2) ◽

pp. 56

Author(s):

Imega Syahlita Dewi ◽

Rina Puji Utami

Keyword(s):

Critical Thinking ◽

Junior High School ◽

Natural Science ◽

Science Learning ◽

Self Regulation ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Design Type

This research describes the profile of improving critical thinking skills of class VII.3 students at SMPN 4 Nganjuk in natural science learning of environmental pollution subject with the help of PODE worksheet (Predict, Observe, Discuss, Explain). Indicators of critical thinking skills assessed in this research those are: 1) Interpretation, 2) Analysis, 3) Explanation, 4) Inference, 5) Evaluation and 6) Self Regulation. The six indicators of critical thinking skill can be trained through the activities presented in the PODE worksheet. This type of research is Classroom Action Research. The method used is a pre-experimental design type One Shot Case Study, meaning that there is a group given treatment then the results are observed. The initial profile of students’ critical thinking skills before using PODE worksheet shows an unfavorable category with an average overall percentage of 40.88%. Furthermore, students’ critical thinking skills experience improvement after being given PODE worksheet which contains learning activities to train students’ critical thinking through many of problems in everyday life using successive steps starting from: Students predict problems, Students make observations with experiments, Students analyze the results of the experiment through discussion activities, and the last students explained by presentation. This is evidenced by the average acquisition of an overall percentage of 70.05% which shows a fairly good category. Thus it can be concluded that the profile of students' critical thinking skill has increased with the help of PODE worksheet.

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Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v9i1.21884 ◽

2020 ◽

Vol 9 (1) ◽

pp. 97-105

Author(s):

I. D. Pursitasari ◽

E. Suhardi ◽

A. P. Putra ◽

I. Rachman

Keyword(s):

High School ◽

Critical Thinking ◽

Junior High School ◽

Junior High ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Thinking Skill ◽

Critical Thinking Skill

This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

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Problem-Based Learning with Argumentation as a Hypothetical Model to Increase the Critical Thinking Skills for Junior High School Students

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v9i3.19282 ◽

2020 ◽

Vol 9 (3) ◽

pp. 340-350

Author(s):

R. W. Akhdinirwanto ◽

R. Agustini ◽

B. Jatmiko

Keyword(s):

High School ◽

High School Students ◽

Critical Thinking ◽

Junior High School ◽

Junior High ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill

The Problem-Based Learning with Argumentation (PBLA) model is a development model of Problem-Based Learning (PBL) added to the Toulmin Argumentation activity to increase the critical thinking skill in junior high school. The research aims to determine the feasibility of PBLA in terms of its validity and effectiveness. The research samples are two groups of students (class 1 and class 2) with 26 students in each class. Before learning to use PBLA, each class was given a pretest, and after learning to use PBLA were also given a posttest. PBLA validity data were obtained through validity sheets and analyzed through expert agreement. PBLA effectiveness data was obtained through critical thinking skill tests and analyzed by paired t-test, n-gain, and two-average similarity test. The results showed that the content validity and the construct validity categorized as valid with a score of 3.5 and 3.3. The reliability scores obtained are 77.10% and 77.67%. The critical thinking skill data showed a significant increase in critical thinking skill at α = 5%, the average n-gain was categorized high, and there was a similarity in increasing critical thinking skills for the two classes. In conclusion, PBLA is effective in increasing critical thinking skills for junior high school students

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PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2720 ◽

2014 ◽

Vol 2 (2) ◽

pp. 209 ◽

Cited By ~ 3

Author(s):

Pricilla Anindyta ◽

Suwarjo Suwarjo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Significance Level ◽

Class E

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5TH GRADERS ABSTRACT The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021. Keywords: problem-based learning, expository learning, critical thinking skill, self-regulation.

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The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v7i3.6923 ◽

2019 ◽

Vol 7 (3) ◽

pp. 148

Author(s):

Binar Kurnia Prahani ◽

Budi Jatmiko ◽

Zainal Arifin Imam Supardi ◽

Munasir M ◽

Utama Alan Deta ◽

...

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Physics Teachers ◽

Physics Courses ◽

Analysis Technique ◽

The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

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Assessing the Critical Thinking Skills of Students at Higher Secondary Level

Review of Education, Administration & LAW ◽

10.47067/real.v4i2.158 ◽

2021 ◽

Vol 4 (2) ◽

pp. 451-462

Author(s):

Uzma Shahzadi ◽

Syed Nasir Hussain ◽

Mubashrah Jamil

Keyword(s):

Critical Thinking ◽

Sampling Technique ◽

Secondary Level ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Human Beings ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Teaching Methodologies ◽

Multistage Sampling

The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.

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PENGARUH STRATEGI RECIPROCAL TEACHING TERHADAP KETERAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN TEMATIK KELAS V SD

EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru ◽

10.17509/eh.v11i1.9766 ◽

2019 ◽

Vol 11 (1) ◽

pp. 1

Author(s):

Sundahry Sundahry ◽

Yanti Fitria ◽

Rakimahwati Rakimahwati

Keyword(s):

Critical Thinking ◽

Teaching Strategy ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Reciprocal Teaching ◽

Educational Goals ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Quasi Experimental

Abstract:. The basic criteria of integrated teaching are: teaching includes educational goals in which learners actively participate in the learning process, teaching begins with a theme relevant to the learner's life, learners engage in learning and active thinking processes to practice critical thinking skills. Critical thinking skill is an activity of thinking about an idea or idea related to a given concept or a presented problem. Critical thinking is also understood as the activity of analyzing ideas or ideas in a more specific way, distinguishing them sharply, choosing, identifying, studying, and developing them in a more perfect direction. The purpose of this study was to investigate: the influence of reciprocal teaching strategies on the critical thinking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is porpusive sampling. Data from the research results obtained from critical thinking skills tests. The results showed that the critical thinking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning. Keyword: Reciprocal teaching, Critical Thinking Skill, Thematic Abstrak: Kriteria mendasar tentang pengajaran terintegrasi antara lain; pengajaran meliputi tujuan pendidikan dalam hal peserta didik secara aktif berpartisipasi dalam proses belajar, pengajaran dimulai dari suatu tema yang relevan dengan kehidupan peserta didik, peserta didik terlibat dalam proses belajar dan berpikir aktif untuk melatih keterampilan berpikir kritis. Keterampilan berpikir kritis adalah suatu kegiatan cara berpikir tentang ide atau gagasan yang berhubungan dengan konsep yang diberikan atau masalah yang dipaparkan. Berpikir kritis juga dipahami sebagai kegiatan menganalisis idea atau gagasan ke arah yang lebih spesifik, membedakannya secara tajam, memilih, mengidentifikasi, mengkaji, dan mengembangkannya ke arah yang lebih sempurna. Tujuan penelitian ini adalah untuk menyelidiki: pengaruh strategi reciprocal teaching terhadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian jenis quasi eksperimen. Populasinya adalah seluruh peserta didik di SD Nanggalo Tarusan Pesisir Selatan dan sampelnya adalah peserta didik kelas VA dan VB sebanyak 50 orang. Teknik pengeambilan sampel ini porpusive sampling. Data dari hasil penelitian diperoleh dari tes keterampilan berpikir kritis. Hasil penelitian menunujukan bahwa keterampilan berpikir kritis peserta didik yang diberi strategi reciprocal teaching lebih tinggi dibandingkan pembelajaran konvesional.Kata Kunci: Reciprocal teaching, Keterampilan Berpikir Kritis, Tematik

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Research Based Learning (RBL): How to Improve Critical Thinking Skills?

SHS Web of Conferences ◽

10.1051/shsconf/20184200042 ◽

2018 ◽

Vol 42 ◽

pp. 00042 ◽

Cited By ~ 4

Author(s):

Tri Saptuti Susiani ◽

Moh Salimi ◽

Ratna Hidayah

Keyword(s):

Critical Thinking ◽

Learning Experience ◽

Self Regulation ◽

Thinking Skills ◽

Qualitative Approach ◽

Critical Thinking Skills ◽

Future Teachers ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

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Online interaction in social learning environment towards critical thinking skill: A framework

Journal of Technology and Science Education ◽

10.3926/jotse.544 ◽

2019 ◽

Vol 9 (1) ◽

pp. 4

Author(s):

Wan Tur Tasnim Wan Husssin ◽

Jamalludin Harun ◽

Nurbiha A Shukor

Keyword(s):

Online Learning ◽

Critical Thinking ◽

Social Learning ◽

Learning Environment ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Online Interaction ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Learning Institutions

Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.

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