scholarly journals Tingkat Kecakapan Berpikir Kritis dan Pemecahan Masalah Siswa SMK Program Keahlian Tata Boga se-Kota Malang

2021 ◽  
Vol 1 (2) ◽  
pp. 118-122
Author(s):  
Yuyun Nailufar ◽  
Teti Setiawati ◽  
Rina Rifqie Mariana
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocational School ◽  
Average Score ◽  
Vocational High School ◽  
School Students ◽  
Analyze Data

This study aims to describe the level of critical thinking skills and problem solving in Culinary Vocational School students in Malang City. This research is a descriptive study with a quantitative approach. The technique of collecting data used a questionnaire aimed at students of Malang Vocational High School 3, Malang Vocational High School 7, and Malang Kartika IV-I Vocational School. The results showed the level of critical thinking skills and problem solving had an average score of 3 with quite good criteria. Some indicators of this skill, namely: 1) using several types of reasoning types that are appropriate to the situation and conditions have an average score of 2.5 with fairly good criteria; 2) effectively process and analyze data to determine decisions through arguments, have an average score of 3 with fairly good criteria; 3) testing information that has been processed and interpreted with the best analysis through the initial conclusion has an average score of 3.5 with good criteria; and 4) identify, analyze, and solve a problem and have an average score of 2.8 with quite good criteria.   Penelitian ini bertujuan untuk mendeskripsikan tingkat kecakapan berpikir kritis dan pemecahan masalah pada siswa SMK Tata Boga se-Kota Malang. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Teknik pengumpulan data menggunakan kuesioner yang ditujukan kepada siswa SMKN 3 Malang, SMKN 7 Malang, dan SMK Kartika IV-I Malang.Hasil penelitian menunjukkan tingkat kecakapan berpikir kritis dan pemecahan masalah memiliki rata-rata skor 3 dengan kriteria cukup baik. Beberapa indikator dari kecakapan ini, yaitu: 1) menggunakan beberapa jenis tipe penalaran dengan tepat yang sesuai dengan situasi dan kondisi memiliki rata-rata skor 2.5 dengan kriteria cukup baik; 2) mengolah dan menganalisis data dengan efektif untuk menentukan keputusan melalui argumen, memiliki rata-rata skor 3 dengan kriteria cukup baik; 3) menguji informasi yang sudah diolah dan diinterpretasi dengan analisis terbaik melalui simpulan awal memiliki rata-rata skor 3.5 dengan kriteria baik; dan 4) mengidentifikasi, menganalisis, dan memecahkan suatu masalah dan memiliki rata-rata skor 2.8 dengan kriteria cukup baik.

scholarly journals PENINGKATAN MUTU SKL SISWA SMK MELALUI MODEL YANG BERORIENTASI PADA KEMAMPUAN PERANCANGAN DAN MELAKUKAN EKSPERIMEN UNTUK MELATIH KETRAMPILAN BERPIKIR KRITIS

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Siti Annijat Maimunah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Learning Ability ◽  
Vocational High School ◽  
School Students ◽  
National Education

<p><em>The legislation System of national education No. 20 Year 2003 about education standards consist of standard content, processes, the competence of graduates, educational personnel, infrastructure, management, financing and assessment of education.</em></p><p><em>Standards of competence and standard of graduates, Graduates in Vocational secondary schools are expected to have the ability to build Standard and competence of graduates of the creative, and innovatively in decision making. The reality of the situation of vocational high school graduates do not meet the standard of competence of Graduates, because the existence of limited practical tools so that the experiment also rarely do. </em></p><p><em>The purpose of the study is to describe the practicality, and the effectiveness of the implementation of the model of learning ability-oriented design and conduct experiments to practice critical thinking skills of students of SMK.</em></p><p><em>As for the approach of this study is a descriptive qualitative. Based on the results of the implementation of the developed learning the real device, it can be concluded that the ability of the design-oriented learning and experimentation to train creative and critical thinking skills a valid, practical, effective, and can enhance critical thinking skills and creative as well as achieving perfection results of student learning. Positive student response after follow learning by applying the learning ability-oriented device design and perform experiments to practice critical thinking skills and creative students.</em></p><p><em> </em></p><p><strong><em>Key words:</em></strong><em> quality improvement of the standard of competence of graduates of vocational high school Students, the ability of Designing and performing experiments, Thinking Skills</em></p>

scholarly journals Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

10.28945/3677 ◽  
2017 ◽  
Author(s):  
Scott D McDonald
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Teaching Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
School Students ◽  
Coffee Shop

[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners : The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research: A comparative study between different high school grades and genders as well as between different countries or cultures.

scholarly journals Efektivitas Strategi PBL Berbasis Potensi Akademik Terhadap Keterampilan Pemecahan Masalah dan Berpikir Kritis Siswa SMA Pada Topik Lingkungan

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
I Wayan Karmana ◽  
Iwan Dody Dharmawibawa ◽  
Titi Laily Hajiriah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Significant Difference ◽  
Academic Potential

The purpose of this research is to explain the effect of Problem Based Learning (PBL) and academic potential and their interactions toward problem solving and critical thinking skills of high school students. This research is a quasi-experiment that implements two different strategies with pretest-posttest non equivalent control group design by treatment factorial 2x2 which was conducted in the 2018/2019 academic year. Population of this research was class X students of SMA Negeri 8 Mataram, while the research sample was class X students of 2 classes with a purposive sampling technique. Research instruments is test of problem solving skills and test of critical thinking skills. Data analysis was performed with descriptive analysis and to test the hypothesis an anacova test was followed by further test used of Least Significant Difference (LSD). The calculation is aided by the SPSS 14 for Windows program. The results of this research showed that Problem Based Learning affects the problem solving and critical thinking skills. While academic ability (potential) and interaction of learning strategies with academic potential do not affect the problem solving and critical thinking skills of high school students on enviromental topic.

scholarly journals Implementation of Guided Inquiry Learning Model to Improve Understanding Physics Concepts and Critical Thinking Skill of Vocational High School Students

2020 ◽  
Vol 13 (6) ◽  
pp. 117 ◽  
Author(s):  
Johar Maknun
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Vocational High School ◽  
School Students ◽  
Physics Concepts

This research aims to implement the guided inquiry learning model to improve the understanding of concepts and critical thinking skills of Vocational High School (SMK) students. The quasi-experiment method with the randomized pretest-posttest control group design was used to obtain data from students of one of the Vocational High Schools (SMK) in Bandung, West Java, Indonesia. The sample consisted of 28 experiment and control class students that carried out a guided inquiry and conventional learning, respectively. The result shows an average increase in understanding of physics concepts and critical thinking skills of the experimental class by 0.71 (high category) and the control class by 0.28 (low category). Based on the average test results using the independent sample t-test method, the understanding of physics concepts and the critical thinking skills of the experimental class was eminent to the control class. Furthermore, the research instruments were tests of understanding concepts and critical thinking skills with an average increase of 0.71 in the high category and 0.28 in the low category, respectively. The result showed that the implementation of guided inquiry learning models has the ability to significantly improve the understanding of static fluid concepts and critical thinking skills of Vocational High School students compared to conventional learning. This was because it provided the opportunity for students to independently construct a concept through problem presentation, formulation of hypotheses, data collection, analysis, and conclusions.

scholarly journals AN INVESTIGATION OF 21ST CENTURY SKILLS OF HIGH SCHOOL STUDENTS IN TERMS OF SOME DEMOGRAPHIC VARIABLES

2020 ◽  
Vol 8 (51) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Information And Technology

21st century skills are considered as the skills that people need in a changing world such as creativity and innovation, critical thinking, problem solving, communication and cooperation. This study aims to examine 21st century skills of high school students in terms of some variables and to investigate the relationship between students’ academic achievement and 21st century skills. The present study, based on survey model, was a descriptive research. The research was carried out with 323 high school students from different levels and schools in Istanbul. “Multidimensional 21st Century Skills Scale” with 5 sub-dimensions including Problem Solving and Critical Thinking Skills, Information and Technology Literacy Skills, , Social Responsibility and Leadership Skills, Entrepreneurship and Innovation Skills and Career Awareness and “Personal Information Form” were used as data collection tools in the research. The academic success of students was evaluated through the grade point average of the 2019-2020 fall semester. The analysis of the data was carried out quantitatively to evaluate each sub-dimension and all of the scale. According to the results of the research, while the multidimensional 21st century skills of the students measured throughout the scale do not differ significantly according to the gender variable, there is a significant difference in problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills sub-dimensions. While the skills of students’ problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills differ significantly according to their class levels, there is no difference in social responsibility and leadership skills and career awareness sub-dimensions according to the class level variable. Another result obtained in the research is that there is a positive relationship between students’ 21st century skills and academic achievements. As a suggestion, different factors affecting students’ 21st century skills development can be examined. Keywords: 21st Century Skills, High School Students, Academic Achievement, Survey Model

scholarly journals Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

10.28945/3711 ◽  
2017 ◽  
Vol 13 ◽  
pp. 079-096 ◽  
Author(s):  
Scott D McDonald
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Teaching Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Future Research ◽  
School Students ◽  
Coffee Shop

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners: The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research A comparative study between different high school grades and genders as well as between different countries or cultures.

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