scholarly journals Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

2021 ◽  
Vol 13 (3) ◽  
pp. 133-145
Author(s):  
Muhammad Hafeez
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Learning ◽  
Map Learning ◽  
Traditional Lecture ◽  
Academic Achievements

The challenges in the 21st century have made learning a complex process. In this age, new and conceptual learning strategies are being used to compete with the challenges. The concept map learning strategy has shown positive influences on students’ academic achievements and quality of education. This learning strategy has also showed a significant effect on students’ critical thinking skills. A research study has been conducted to assess the students’ academic achievements and memorisation power by concept map learning strategy and traditional learning approach. The students of a primary school studying in fifth grade in general course for section A (concept map learning strategy) and section B (Traditional lecture learning strategy) were assessed. The descriptive statistics and t-test analysis were also carried out on the results obtained from the students by concept map and traditional learning strategies. Statistical analysis showed that concept map learning strategy improved the students’ academic achievements and memorisation power significantly.   Keywords: Critical thinking skills, learning skills, microbiology, strategies, primary school.

Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions

2017 ◽  
Vol 35 (2) ◽  
pp. 190-208 ◽  
Author(s):  
Robert A Peters ◽  
Janice Maatman
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Design Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Great Recession ◽  
1960S And 1970S ◽  
The 1960S ◽  
Fiscal Pressure

The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.

Leveraging the Power of Diversity in Workplace Learning Strategies

2012 ◽  
pp. 225-243
Author(s):  
Rita C. McNeil
Keyword(s):  
Adult Learning ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Metacognitive Processes ◽  
Personal Skills ◽  
Adult Learning Strategies

Just as adult learning strategies can be categorized into three major learning strategy preference groups (Conti & Kolody, 1998), workplace learning events can also be similarly categorized into a spectrum containing three major clusters: (a) the Navigation Cluster, containing those tasks that require planning, organizing, and structuring of content; (b) the Problem-Solving Cluster, containing those tasks that require innovative creativity or critical thinking skills; and (c) the Engagement Cluster, containing those tasks that require inter- and intra-personal skills required when working in situations that involve others. The purpose of this chapter is to propose an emerging 4-step framework that can be used to guide individuals, educators, and workplace trainers through a process to assist learners in identifying their learning strategies preferences and in leveraging these individual metacognitive processes in order to achieve specific workplace learning objectives.

scholarly journals Internalization of Indonesian Language as a Critical Thinking Development Effort in Character Formation

2019 ◽  
Vol 1 (7) ◽  
Author(s):  
Liesna Andriany
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Character Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
National Standards ◽  
Development Effort

Indonesian language courses are compulsory for every student. The purpose of this study is to describe the Indonesian language learning strategy by internalizing Indonesian language education in the development of critical thinking. Critical thinking criteria using FRISCO from Ennis. This research is qualitative with research instruments using observation, questionnaires, interviews, documentation, and tests. Whereas the data analysis technique following Miles and Huberman is done by data reduction and continuous data presentation. Data validity uses data triangulation. The findings show that the critical thinking skills of students on average meet the UISU National Standards. Development of a project-based Indonesian learning strategy that is tailored to the material. The process of internalizing Indonesian education emphasizes critical thinking skills in character building. Proven project-based Indonesian learning strategies can hone students' critical thinking skills so that student character education is formed.

scholarly journals The Influence of Inquiry Learning Strategy and Critical Thinking Ability on the Results of Islamic Education Learning at SMA Negeri 2 Tanjung Morawa, Deli Serdang District

2020 ◽  
Vol 3 (3) ◽  
pp. 1378-1383
Author(s):  
Abd. Mukti ◽  
Afrahul Fadhila Daulai ◽  
Oktrigana Wirian
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Analysis Of Variance ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Islamic Education ◽  
Education Students

The objectives of this study were: (1) to determine the learning outcomes of Islamic Education students who were taught with inquiry strategy were higher than the learning outcomes of students taught by conventional learning; (2) to find out the learning outcomes of Islamic Education students who have higher critical thinking skills than students who have low critical thinking skills, and; (3) to determine the interaction between learning strategies and critical thinking skills on the learning outcomes of Islamic Education. The research method is a quasi experiment. The study design was a two-factorial analysis of variance. The research instruments were questionnaires and tests. The data analysis technique used was analysis of variance at α 0.05. The findings of the study show: (1) the average learning outcomes of Islamic Education students who are taught with Inquiry learning strategies are higher than the average learning outcomes of Islamic Education students taught with conventional learning, (2) the average educational learning outcomes Islamic students with high critical thinking skills are higher than the average learning outcomes of students with low critical thinking skills, and (3) there is an interaction between learning strategies and critical thinking skills where students with high critical thinking skills are appropriately taught using Inquiry learning strategies can be seen that on average the learning outcomes of Islamic Education are higher.

scholarly journals PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MATEMATIKA SISWA KELAS VI DI SD MUHAMMADIYAH 12 MEDAN

2018 ◽  
Vol 8 (2) ◽  
pp. 42
Author(s):  
Ismail Saleh Nasution
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Subject Matter ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Area And Volume

Abstrak : Penelitian ini bertujuan untuk mengetahui: (1) mengetahui perbedaan pengaruh strategi pembelajaran kooperatif terhadap pasangan berpikir, strategi pembelajaran kooperatif jigsaw, dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa dalam mata pelajaran menghitung luas dan volume di kelas enam Muhammadiyah 12 Medan; dan (2) untuk mengetahui perbedaan pengaruh strategi pembelajaran kooperatif terhadap pasangan berpikir, strategi pembelajaran kooperatif jigsaw, dan pembelajaran konvensional terhadap hasil belajar siswa dalam mata pelajaran menghitung luas dan volume di kelas enam Muhammadiyah 12 Medan. Subjek dalam penelitian ini diambil sebanyak tiga kelas dengan teknik random random sampling. Metode penelitian menggunakan desain penelitian kuasi eksperimental dengan rancangan kelompok percobaan pretest group posttestt. Berdasarkan hasil yang diperoleh: (1) Keterampilan berpikir kritis siswa yang belajar dengan strategi pembelajaran kooperatif menganggap pasangan berpasangan secara signifikan lebih tinggi daripada kemampuan berpikir kritis siswa yang belajar dengan strategi pembelajaran kooperatif jigsaw dan yang dipelajari dengan strategi Konvensional; dan (2) Hasil pembelajaran siswa yang dipelajari oleh strategi pembelajaran kooperatif, think pair share secara signifikan lebih tinggi daripada yang dipelajari dengan hasil pembelajaran strategi pembelajaran kooperatif jigsaw dan yang dipelajari dengan strategi konvensional. Hasil yang diperoleh diharapkan dapat memberikan informasi bagi guru dan sekolah untuk menggunakan strategi pembelajaran kooperatif berfikir pasangan berbagi untuk meningkatkan kemampuan berpikir kritis dan materi pelajaran Hasil pembelajaran matematika menghitung luas dan volume di kelas enam. Abstract : This study aims to determine: (1) to determine differences in the effect of cooperative learning strategy think pair share, jigsaw cooperative learning strategies, and conventional learning to students' critical thinking skills in the subject matter calculate area and volume in sixth grade Muhammadiyah 12 Medan; and (2) to determine differences in the effect of cooperative learning strategy think pair share, jigsaw cooperative learning strategies, and conventional learning on learning outcomes of students in the subject matter calculate area and volume in sixth grade Muhammadiyah 12 Medan. Subjects in this study were taken as many as three classes randomly selected random sampling techniques. The research method using quasi-experimental research design with pretest group-posttestt experiment group design. Based on the results obtained: (1) The critical thinking skills of students that learned by cooperative learning strategy think pair share was significantly higher than the students' critical thinking skills that learned with a jigsaw cooperative learning strategies and that learned with strategy Conventional; and (2) The results of student learning that learned by cooperative learning strategy think pair share was significantly higher than that learned with the learning outcomes of cooperative learning strategies jigsaw and that learned with conventional strategies. The results obtained are expected to provide information for teachers and schools to use cooperative learning strategies think pair share to improve critical thinking skills and subject matter Mathematics learning outcomes calculate area and volume in sixth grade.

scholarly journals Mind Mapping: Teaching Students to Think Critically on Basic Chemical Law

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Aisyiyah Dinnur Utami ◽  
Eko Yulianto ◽  
Fitria Fatichatul Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Concept Map ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Higher Learning ◽  
Average Score ◽  
Learning Method ◽  
Map Learning ◽  
Average Value

The purpose of this study was to examine the effect of the concept map learning method on students' critical thinking skills in basic chemical law material. This type of research is a quasi-experimental design with a nonequivalent control group. The research instruments used were tests and questionnaires. The variable measured was students' critical thinking. The results showed that the concept map learning method had an effect on students' critical thinking skills. This can be seen in the average value of student responses and higher learning outcomes.. In the experimental class, there was an increase in critical thinking skills from the pretest average score of 48.31 to the posttest average score of 51.40. Meanwhile, the control class experienced a decrease from the pretest average value of 47.95 to the posttest average score of 44.40. Students in the experimental class who were treated with the concept map method experienced an increase and obtained higher learning outcomes than the control class without treatment.

scholarly journals Strategi Pembelajaran Kooperatif Tipe Jigsaw: Pengaruhnya Terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 2 (1) ◽  
pp. 98-106
Author(s):  
Mailinda Wati ◽  
Welly Anggraini
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Class D ◽  
Equivalent Control

Abstract:This study aims to look at the critical thinking skills of learners. One way to improve learning outcomes is to use learning strategies Jigsaw. Jigsaw learning strategy designed to enhance the sense of responsibility of students towards their own learning and the learning of others.This type of research has been done in this study is quasy experiment with non equivalent control group design. The population numbered 97 students of class IX SMP Negeri 2 Penengahan. With a sample class D as an experimental class IX and IX B as the control class. The sampling technique is done with randoom sampling technique. To measure students' critical thinking skills bepeserta conducted tests with essay questions about the material amounted to 10 static electricity.The results showed that, when analyzed using t-test obtained thitung> t table (0.05) with a value 5.593> 2.011. This shows that learning strategies Jigsaw affect the critical thinking skills of learners.Abstrak: Penelitian ini bertujuan untuk melihat kemampuan berpikir kritis peserta didik. Salah satu cara yang dapat melihat kemampuan berpikir kritis peserta didik adalah dengan menggunakan strategi pembelajaran Jigsaw. Strategi pembelajaran Jigsaw dirancang untuk meningkatkan rasa tanggung jawab peserta didik terhadap pembelajarannya sendiri dan pembelajaran orang lain.Jenis penelitian yang telah dilakukan dalam penelitian ini adalah quasy experiment dengan desain non equivalent control group.Populasi pada penelitian berjumlah 97 peserta didik kelas IX SMP Negeri 2 Penengahan.Dengan sempel kelas IXD sebagai kelas eksperimen dan IXB sebagai kelas kontrol.Teknik pengambilan sempel dilakukan dengan teknik randoom sampling.Untuk mengukur kemampuan berpikir kritis bepeserta didik dilakukan tes dengan soal esayberjumlah 10 soal dengan materi listrik statis.Hasil penelitian diperoleh bahwa, setelah dianalisis dengan menggunakan uji-t didapat thitung>ttabel(0,05) yaitu dengan nilai 5,593>2,011. Hal ini menunjukkan bahwa strategi pembelajaran Jigsaw berpengaruh terhadap kemampuan berpikir kritis peserta didik.

scholarly journals Pengaruh Strategi Pembelajaran Inkuiri dan Discovery terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa pada Topik Bioteknologi di MAN I Padang Sidempuan

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Anni Erlina Batubara ◽  
Hasruddin Hasruddin ◽  
Rahmat Mulyana
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning

This research was aimed to determine: (1) the effect of inquiry learning strategies to students' critical thinking skills; (2) the effect of inquiry learning strategies to student learning outcomes; (3) the effect of discovery learning strategies to students' critical thinking skills; (4) the effect of discovery learning strategies to student learning outcomes; and (5) the relationship with the critical thinking skills of student learning outcomes. This research was conducted in MAN I Padangsidimpuan, in class XII IPA second semester of the school year 2013/2014 in the matter of Biotechnology. Samples taken consisted of three experimental class. Sample was conducted by cluster random sampling method. This research method was a quasi-experimental techniques Anacova analysis (analysis of covariance) at significance level α = 0.05. The results of this study showed that: (1) there are significant inquiry learning strategies to students' critical thinking skills (F-count = 4.621; Sig. = 0.036); (2) there are significant inquiry learning strategy on learning outcomes of students (F-count = 2.860; Sig. = 0.018); (3) there are significant discovery learning strategy toward critical thinking ability of students (F-count = 48.709; Sig. = 0,000); (4) there are significant discovery learning strategies students (F-count = 4.034; Sig. = 0,049); and (5) there is a relationship with the critical thinking skills of student learning outcomes using a strategy of inquiry learning, discovery and conventional (F-count = 50.956; Sig. = 0.000).

scholarly journals WHICH IS MORE EFFECTIVE, A MIND MAP OR A CONCEPT MAP LEARNING STRATEGY?

2021 ◽  
Vol 40 (2) ◽  
pp. 520-531
Author(s):  
I Wayan Redhana ◽  
Kadek Widiastari ◽  
Achmad Samsudin ◽  
Irwanto Irwanto
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Control Group ◽  
Questionnaire Data ◽  
Control Group Design ◽  
Learning Achievement ◽  
Map Learning ◽  
Group Design ◽  
The Mind

A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

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