scholarly journals IMPROVING CRITICAL THINKING SKILL AND SCIENTIFIC BEHAVIOR THROUGH THE IMPLEMENTATION OF PREDICT OBSERVE EXPLAIN LEARNING MODEL

2019 ◽  
Vol 5 (15) ◽  
pp. 337-342
Author(s):  
Muhibbuddin MUHİBBUDDİN ◽  
Suhrawardi ILYAS ◽  
Cut Eka PARA SAMYA
Keyword(s):  
Critical Thinking ◽  
Process Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Objective Tests ◽  
And Control ◽  
Scientific Attitudes

Critical thinking skills and scientific behaviors are important abilities that must be mastered and possessed by students in solving problems. The problem which frequently faced by students is they have been able to comprehend the science but have not been able to provide conclusions logically and systematically. The phenomenon shows the low critical thinking skills and scientific behaviors of students. To overcome these problems, it needs a change in the process of delivering learning material to students. This research aims to answer the question of whether learning through the implementation of the predict observe explain model has an effect on improving student critical thinking skills and scientific behaviors. The method used in this research is an experimental design pretest posttest control group. The parameters measured were critical thinking skills and scientific behaviors. Improvement of critical thinking skills and scientific behaviors was measured by calculating gain normalization (n-gain). The instruments used were the observation sheet and objective tests with five alternative answers. Data collection is done through pretest, posttest and observation during the learning process. Analysis of critical thinking skills was done by comparing the initial ability with the final ability of students and tested the significance of the two different tests on average using independent simple t-test. The results of the study indicated that the initial ability of thinking skills between the experimental and control classes did not have a significant difference, while the final ability showed significantly different results. Based on these results, it can be concluded that the implementation of the the predict observe explain model contribute in student critical thinking skills and scientific attitudes. Keywords predict observe explain, critical thinking, , scientific behavior

scholarly journals The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

2021 ◽  
Vol 7 (2) ◽  
pp. 87-100
Author(s):  
Shazia Sarwar ◽  
Muhammad Samiullah ◽  
Fazal-ur- Rahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Equivalent Control ◽  
Cognitive Acceleration ◽  
Faculty Of Education ◽  
And Control

Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

scholarly journals An Investigation into the Development of the Force and Energy Unit through STEM Integration in Science Course and its Effects on Students' Critical Thinking Skills

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
İsmail EVCİM
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Groups ◽  
Energy Unit ◽  
Significant Difference ◽  
Significant Change ◽  
And Control ◽  
Experimental Group

In this study, to examine the change in individuals' critical thinking skills, a new unit was developed in which STEM was integrated. The outcomes of this 7th-grade unit were selected from related disciplines. During the learning process of the developed Force and Energy unit, it was aimed that individuals could make judgments by gaining critical thinking skills and evaluate events in a multi-dimensional way. In this study, which lasted for five weeks, the developed unit was used to conduct lessons with the experimental group (N=25) while the control group (N=25) was traditionally taught. The Critical Thinking Scales developed by Demir (2006a) were used in the research process. Before the implementation, no significant difference was found between the experimental and control groups regarding critical thinking skills, but after the implementation, a significant difference was observed in favour of the experimental group. When the scores obtained from the sub-scales (interpretation and explanation) were compared, a significant difference was found in favour of the experimental group. When the changes in the experimental and control groups were examined, there was no significant change in the control group students, but a significant change was found in favour of the experimental group. These changes occurred in the evaluation, Interpretation, and explanation sub-scales of the critical thinking scale.

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. 

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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 PROBLEM BASED LEARNING DAN KETERAMPILAN BERPIKIR KRITIS

Vidya Karya ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 36
Author(s):  
Tyass Bella Pratiwi ◽  
Abdul Hakim ◽  
Zulkarnaen Zulkarnaen
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Conventional Model ◽  
Model Control ◽  
Significant Difference ◽  
Pbl Model

Abstract. This research was conducted to improve critical thinking skills students through the application of the Project Based Learning (PBL) model on the material of simple harmonic motion. The research design was a quasi-experimental study with a control group pretest posttest design. The research was conducted at a high school in Samarinda with the number of research subjects consisting of 34 students. The instruments of the research were in the form of an integrated test description with skills critical thinking and a questionnaire of the student responses to the application of the PBL model. The result of the research showed that the of the PBL model (experimental class) improved students' critical thinking skills with N-Gain means of 0.61, while the conventional model (control class) improved students' critical thinking skills with N-Gain means of 0.38. There is a significant difference in critical thinking skills between classes using the PBL model compared to those applying the conventional model on the topic of simple harmonic motion.Keywords: problem based learning, critical thinking, simple harmonic motion.Abstrak. Penelitian ini dilakukan untuk meningkatkan keterampilan berpikir kritis siswa melalui penerapan model Project Based Learning (PBL) pada materi gerak harmonik sederhana. Desain penelitian ini adalah kuasi eksperimen dengan control group pretest posttest design. Penelitian dilakukan pada salah satu SMA di Samarinda dengan jumlah subjek penelitian terdiri dari 34 siswa orang siswa. Instrumen penelitian berupa tes uraian yang terintegrasi dengan keterampilan berpikir kritis dan angket tanggapan siswa terhadap penerapan model PBL. Hasil penelitian menunjukkan bahwa penerapan model PBL (kelas eksperimen) meningkatkan keterampilan berpikir kritis siswa dengan rerata N-Gain sebesar 0,61, sedangkan untuk model konvensional (kelas control) meningkatkan keterampilan berpikir kritis siswa dengan rerata N-Gain sebesar 0,38. Terdapat perbedaan kterampilan berpikir kritis yang signifikan antara kelas dengan menerapkan model PBL dibandingkan dengan yang menerapkan model konvensional pada topik gerak harmonik sederhana.Kata kunci: problem based learning, berpikir kritis, gerak harmonik sederhana.

scholarly journals Effects of Copper Model in Blended Service Learning for the Enhancement of Undergraduate Academic Achievements and Critical Thinking

TEM Journal ◽  
2020 ◽  
pp. 814-819
Author(s):  
Suphamart Phakakat ◽  
Thanongsak Sovajassatakul
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Lesson Plan ◽  
Measurement Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Significance Level ◽  
Academic Achievements ◽  
And Control

This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (𝒙􀴥), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the .05 significance level.

scholarly journals Pengaruh Pendekatan Saintifik Terhadap Keterampilan Berpikir Kritis Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 36
Author(s):  
Baiq Azmi Sukroyanti ◽  
Ika Sufianti
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Thinking Skill ◽  
Control Group Design ◽  
Scientific Approach ◽  
And Control

[Title: The Effect of Scientific Approaches Toward Students' Critical Thinking Skills]. This study aims to determine the influence of scientific approach toward the critical thinking skills of students. Indicator of critical thinking skills provides a simple explanation, build skills, conclude, provide further explanation, and set the strategies an tactics. Design in this study was quasi-experimental with posttest only control group design. The population of the study was all of the students class VII SMPN 16 Mataram. The samples of the study consist of two class, that was experiment and control, which is experiment class was taught using scientific approach and control class was taught using conventional methods. The instrument of the study was a description test of critical thinking skill. Data postest show the average of creative thinking skill in the experimental class is 72,32% categorized well while for the control class is equal to 62,67% categorized quite well. The analysis data found tcount 3,28 and ttable 1,67 (the significant level of 5%). The result shows that there was an effect of a scientific approach toward critical thinking skills of the students in vibration and waves material.

scholarly journals Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 11 (1) ◽  
pp. 11-22
Author(s):  
Elisabeth Irma Novianti Davidi ◽  
Eliterius Sennen ◽  
Kanisius Supardi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Education Reform ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Significant Difference

Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in improving the critical thinking skills of elementary school students in Wae Ri'i District. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were elementary school students in five (5) elementary schools in Wae Ri'i District. The results shows the sig (2-tailed) value of Equal variances is assumed to be 0.000 <0, 05. Therefore, Ho is rejected and Ha is accepted, which means that there is a significant difference in critical thinking skills after students used the STEM-PBL approach, compared to innovative K13 approach. The average scores of the control class critical thinking skills for the pre-test and post-test were 38 and 79.5. The fixed coefficient is 0.676 and is significant at 0.000. This means that the correlation is positive. Therefore, learning with STEM approach is proven to be effective in improving the critical thinking skills of elementary school students in Wae Ri'i sub-district.

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