scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN KIMIA ANALITIK UNTUK MENINGKATKAN MUTU PENDIDIKAN GURU KIMIA

2015 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Mrs Liliasari ◽  
Mrs Siti Darsati
Keyword(s):  
Analytical Chemistry ◽  
Problem Solving ◽  
Creative Thinking ◽  
Representation Formula ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Chemistry Teaching ◽  
Lecture Method ◽  
Power Point ◽  
Problem Solving Process

The aim of the research is to improve chemistry teacher training program quality, use Analytical Chemistry Teaching Model (MPKA). The improvement should be on student higher order thinking skills. The model is consisting of 23 concepts, which include concepts that name process, concepts that have no perceptible instances, concepts which require knowledge of principles, concepts involving symbolic representation, formula and equation. Those concepts arrange in nine hierarchies on concept map. The model of teaching uses: (a) concept and science process skill approach; (b) problem solving and lecture method, and also laboratory activities; (c) transparency and power point media; (d) essay test. Critical thinking skills developed by the model are elementary clarification, basic support, inference and strategy and tactics. Creative thinking skills developed by the model are: (1) encouraging elegant solution of collision conflict, unsolved mysteries; (2) practicing the creative problem solving process in disciplined systematic manner in dealing with the problem and information at hand; (3) examining fantasies to find solution of real problems; (4) heightening anticipation only enough structure to give clues and direction. The model has been implemented to 82 students in three teacher’s training institutions (LPTK) in Java and Bali. The model improves students’ comprehension in Chemistry concepts. It also develops three kinds of logics: group inclusion, proportional and combinatorial. Therefore it is suggested to develop similar models for other courses in perspectives chemistry teachers training program.Key words: Model of teaching, analytical chemistry, critical and creative thinking skills, quality improvement.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM MEMECAHKAN MASALAH KALKULUS

2019 ◽  
Vol 8 (2) ◽  
pp. 279
Author(s):  
Yunis Sulistyorini ◽  
Siti Napfiah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Abilities ◽  
Mathematical Problems ◽  
Problem Solving Process ◽  
Relationship Of ◽  
The Relationship

Berpikir kritis merupakan kemampuan yang dapat dipelajari dan dilatihkan agar mampu memecahkan masalah secara efektif. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis mahasiswa dalam memecahkan masalah kalkulus. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek dari penelitian ini adalah tiga orang mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang yang berkemampuan matematika tinggi. Instrumen yang digunakan yaitu soal pemecahan masalah Kalkulus dan pedoman wawancara. Instrumen dibuat untuk menggali kemampuan berpikir kritis mahasiswa dalam memecahkan masalah. Hasil penelitian menunjukkan bahwa subjek mampu menunjukkan kemampuan berpikir kritis yang tinggi. Hal ini ditunjukkan dengan terpenuhinya seluruh indikator kemampuan berpikir kritis dalam memecahkan masalah matematika yaitu menggunakan penalaran pada tahap memahami masalah, menganalisis keterkaitan masing-masing bagian dari keseluruhan untuk menghasilkan sistem yang kompleks pada tahap membuat perencanaan, menganalisis dan mengevaluasi fakta-fakta pada tahap melaksanakan perencanaan, dan menarik kesimpulan berdasarkan hasil analisis pada tahap memeriksa kembali. Walaupun ketiga subjek memenuhi keseluruhan indikator berpikir kritis, namun masing-masing subjek menunjukkan proses pemecahan masalah yang berbeda. Masalah open-ended dapat dipertimbangkan dalam melatihkan kemampuan berpikir kritis sekaligus mengakomodasi berbagai tingkatan akademik mahasiswa.AbstractCritical thinking is an ability that can be learned and trained to be able to solve problems effectively. This study aims to describe students' critical thinking skills in solving calculus problems. This type of study was descriptive qualitative research. The subjects were three undergraduate students of the IKIP Budi Utomo Malang Mathematics Education with high mathematical abilities. The research instruments were calculus problem solving questions and interview guidelines. The instruments used to explore students' critical thinking skills in solving problems. The results showed that subjects were able to demonstrate high critical thinking skills. This is indicated by the fulfillment of all indicators of critical thinking skills in solving mathematical problems, namely using reasoning at the stage of understanding the problem, analyzing the relationship of each part of the whole to produce a complex system at the stage of devising a plan, analyzing and evaluating the facts at the stage of carrying out the plan, and draw conclusions based on the results of the analysis at the stage of looking back. Although all three subjects fulfill all indicators of critical thinking skills, each subject shows a different problem solving process. Open ended problems can be considered to develop critical thinking skills while accommodating various academic levels of students.

scholarly journals Tingkat Kemampuan Berfikir Reflektif Siswa Sekolah Dasar Kelas Tinggi

2020 ◽  
Vol 4 (2) ◽  
pp. 131
Author(s):  
Novy Trisnani
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Knowledge ◽  
School Students ◽  
Library Research

The ability to think reflective is an important ability to be developed in the mathematics learning process because it contains critical thinking skills and creative thinking skills. The purpose of this study was to assess the level of reflective thinking skills of elementary school students in high grades. This type of research is library research. The research data was obtained through a review of literature sources, including literature from print and online research journals, proceedings, reference books according to topics, modules, and other relevant sources. The ability to think reflective of elementary school students in high grades includes, first mentioning things in basic knowledge what is asked in the questions, what is known, mentioning the relationship between what is asked and what is known, and so on. Second, displaying problem-solving ideas designed according to known knowledge. Third, look back at the problem solving that has been made in order, including correcting and explaining if there is an error from the answer, and making conclusions correctly

scholarly journals Students’ Consciousness of their Problem Solving Approaches as a Key to Creativity in Design

2020 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Marwa Hassan Khalil
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Engineering Students ◽  
Design Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Design Problems ◽  
Problem Solving Skills ◽  
Architectural Engineering ◽  
Problem Solving Process

Architectural engineering students are constantly dealing with ill-defined and tangled design problems. Many scholars accentuated the importance of creative thinking in tackling such wicked and complex problems. Accordingly, getting engaged in an ill-defined problem solving process requires specific personality traits that are often critical to creativity and innovation in design. In that sense, architectural engineering curricula need to provide various strategies through which such individual skills can be nurtured and developed. The objective of this study is to empirically identify the different patterns of students’ approaches in solving problems and the role of group discussions in such a process. The study adopted a qualitative approach, in a live class setup, through a series of workshops to allow for in-depth exploration of the students’ problem solving skills and abilities. The intention is to help students in discovering and in being aware of their own way of solving problems and identifying its strengths and weaknesses. This is considered a core and significant step towards the improvement and development of their design thinking skills. The findings of the study have emphasized the positive impact of the cyclical behavior in the creative problem solving process and highlighted the different key issues and lessons emerging from students’ consciousness of the mental processes that occurred during this iterative process. Such awareness and consciousness of those emergent issues is expected to encourage conscious design, increase tolerance for ambiguity and improve self-confidence which are believed to dramatically help students in creatively solving ill-defined architectural design problems.

scholarly journals Development of Creative Thinking Skills in the Teaching-Learning Process

2021 ◽  
Author(s):  
Natalia Larraz-Rábanos
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Processes ◽  
Educational Approach ◽  
Problem Solving Process ◽  
Teaching Learning ◽  
High Level

Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been centred on highlight the development of creativity from an educational approach, starting from the description, implication of the use and application of creative strategies in the teaching and learning processes. Finally, a brief description is made of the most important or relevant strategies found in the literature, with emphasis on the incorporation of these strategies in the problem-solving process.

scholarly journals Discovering Concepts of Geometry through Robotics Coding Activities

2021 ◽  
Vol 9 (3) ◽  
pp. 406-425
Author(s):  
Young Rae Kim ◽  
Mi Sun Park ◽  
Hartono Tjoe
Keyword(s):  
Problem Solving ◽  
Mathematical Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Educational Robotics ◽  
Stem Learning ◽  
Immediate Feedback ◽  
Mathematics Problem Solving ◽  
Mathematics Classrooms ◽  
Problem Solving Process

In recent years, mathematics classrooms in the U.S. and around the world have seen an increasing integration of educational robotics with interest from both students and teachers. Through their robotics coding activities, students in the present study discovered the concepts of special angle pairs in geometry—namely, complementary and supplementary angles—as they learned to navigate the immediate feedback from the robot Sphero SPRK+ into a trial-and-error mathematics problem-solving process. Students’ experiences in these three coding activities revealed, to a certain extent, that engaging in reflective play could be shaped into meaningful teachable moments where students could participate in a “doing with learning” pedagogical method using educational robotics. These activities had transferability implications that might afford STEM learning access and opportunities for students to develop not only mathematical reasoning skills, but also problem solving and critical thinking skills operable to a coding environment. This paper presents students’ use of educational robotics in a school geometry curriculum setting to demonstrate the possibility that mathematics concepts could be gathered and mastered in a playful and informal manner, and that robotics games and computer coding could be performed and framed in a thoughtful and challenging manner.

scholarly journals Problem solving process and creative thinking of students in ecosystem issue

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Delinta Herlia Santi ◽  
Baskoro Adi Prayitno ◽  
M. Muzzazinah
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Sampling Technique ◽  
Environmental Issues ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Thinking Ability ◽  
Problem Solving Process ◽  
Creative Thinking Ability ◽  
Educational Field

Nowadays environmental issues challenge the educational field to cultivate problem solving process and creative thinking skills in students. The objective of this research was to observe the problem solving process and creative thinking of students at State Senior High School in Klaten Regency in solving the ecosystem problem based on the academic ability (high, medium, and low). This research was qualitative which used think-aloud technique in which the subjects (S) were nine students chosen by using stratified random sampling technique. The data analysis used was triangulation. The problem solving process skill was scored from the students’ thinking structure in tackling the problem served. Furthermore, the students’ creative thinking ability was measured from the students’ final results in coping ecosystem problem which then was scored based on the creative thinking skill rubric. The results showed that there were errors found in problem solving process of S1, S2, S3, S4, S5, S6, S8 and S9 due to their lack of background knowledge. Meanwhile, the errors resulted by S7 were caused of misconception. In addition, the students who had high, medium, and low academic abilities tended to have the creative qualifications as creative, medium, and less creative in sequence.

scholarly journals Literatur Reviu Keterampilan Proses Sains sebagai Dasar Pengembangan Keterampilan Berpikir Tingkat Tinggi

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Asy'ari ◽  
Herdiyana Fitriani
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
High Level ◽  
High Level Thinking

This article aims to describe empirically and theoretically the role of science process skills as a basis for learning high-level thinking skills. Science process skills are skills that are able to answer the demands of learning in accordance with the principles of constructivism related to the nature of science learning which is divided into three categories, namely (1) basic science process skills, (2) intermediate science process skills, and (3) science process skills high. Science process skills are claimed by many experts as the basis for developing high-level thinking skills. Activities such as (1) observation allow a person to be open to inquiry and be sensitive and willing to observe, (2) comparison, (3) classification, (4) measure, (5) communication, (6) inference, (7) prediction , (8) hypotheses, and (9) define and control variables, are activities in science process skills that are indispensable as basic skills to be able to think higher through integration in the learning process. High-level thinking skills such as critical thinking, creative thinking, and problem solving can be built through science learning that emphasizes the process. Critical thinking skills which are reflective processes in analyzing and evaluating information to determine one's beliefs and behavior can be built through creative processes that are lues, flexible, original, and precise in the stages of problem solving identification, planning, implementation and reflection.

scholarly journals PERBEDAAN HASIL KEMAMPUAN BERPIKIR KRITIS DAN BERPIKIR KREATIF SISWA MENGGUNAKAN HANDOUT BERBASIS PEMECAHAN MASALAH

2018 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Uswatun Hasanah ◽  
Syifa’ul Gummah ◽  
Lovy Herayanti
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Thinking Ability ◽  
Class 1 ◽  
The Difference

This study aims to determine the effect of problem solving handouts on students critical thinking skills and the effect of problem-solving handouts on the students creative thinking ability and the difference in learning outcomes of the two measured thinking skills after learning using handout-based physics problem solving on static fluid materials. The study population is all students of class XI MIA SMAN 1 Praya Timur with research sample consist of two classes that class XI MIA 1 as critical thinking experiment group and class XI MIA 2 as experiment group of creative thinking. Both samples are taught using handout-based troubleshooting. The instrument used in this study uses critical thinking test and essay of creative thinking. The result of analysis of class XI MIA 1 data obtained pretest average value of 45.1 and posttest of 75.3 so obtained Sig value. (2-tailed) data (0.00) < alfa test (0.05). This result indicates that there is influence of problem solving handout to critical thinking skill of XI MIA class 1. The result of analysis of class XI MIA 2 data obtained pretest value of equal to 35,9 and posttest of 62,4 so obtained by Sig value. (2-tailed) data (0.00) < alfa test (0.05). These results indicate that there is a problem-based handout effect on problem-solving thinking ability of XI MIA class 2 students. The average difference in learning outcomes from both experimental groups of critical thinking and creative thinking suggests that learning using handouts based on problem solving is more appropriate to be used to train students 'critical thinking skills are compared to train students' creative thinking skills.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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