scholarly journals Using Debate As A Pedagogical Tool In Enhancing Pre-Service Teachers Learning And Critical Thinking

2012 ◽  
Vol 8 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Chien-Hui Yang ◽  
Enniati Rusli
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Real Life ◽  
Thinking Skills ◽  
Course Evaluation ◽  
Higher Order ◽  
Pedagogical Tool ◽  
The Real ◽  
Qualitative Feedback ◽  
The Subject

Research has shown that using debate in higher education as a pedagogical tool has effect on promoting higher order and critical thinking (Camp & Schnader, 2010; Ng et al., 2004; Roy & Macchiette, 2005; Ryan & College, 2006). Debate has been implemented in various disciplines with adult learners, such as psychology (Budesheim & Lundquist, 1999), medicine (Koklanaris, Mackenzie, Fino, Arsland, & Seubert, 2008 ), political science (Omelicheva, 2005), marketing (Roy & Macchiette, 2005), accounting (Camp & Schnader, 2010), science & technology (Scott, 2008). Based on the previous studies, students viewed the use of debate as a new and innovative way to teaching and learning, while being more informative, and eye-opening (Kennedy, 2009; Munakata, 2010). The non-traditional method of teaching also increased students motivation and interest level (Munakata, 2010) as it gave a real sense of drama (Roy & Macchiette, 2005, p. 271). However, in teacher preparation, the implementation of debate as a pedagogical tool to promote learning as well as the research on this topic is relatively limited (Erduran, Ardac, & Yakmaci-Guzel, 2006; Ng, Lan, & They, 2004; Munakata, 2010; Sadler, 2006).  This study aims to implement debate as pedagogical tool to enhance pres-service teachers learning on the subject matter and investigate the effect of using debate in teacher training in Singapore context. The following research questions were posed in the study: (1) whether debate stimulated students thinking on the subject matter more than textbook readings and lectures (traditional teacher-directed methods), (2) to which extent students found debate helpful to their learning on the subject matter, (3) to which extent debate helped students to make connections between the subject matter and the real life, and (4) what was the qualitative feedback from students in their learning through the debate activity. Fifty-six pre-service teachers participated in a course evaluation survey to provide feedback on their learning. The results have shown that 83.9% of teachers agree that debate stimulated their thinking more than textbook readings and lectures, while 14.3% of teachers felt neutral, and 1.8% of teachers strongly disagree. Eighty two percent of teachers found debate very helpful to their learning while 16.1% felt neutral. In addition, 80.4% of teachers agree that debate helps them to make connections between the subject matter and the real life experiences while 17.9% of teachers felt neutral. Several observations emerged from students qualitative feedback on using debate in learning. Students expressed that the debate activity helped them to expand the understanding of the subject matter, retention of crucial concepts and knowledge, and comprehension of essential issues on the subject matter. Students felt debate helped them to understand different perspectives, and reduce bias. Some students reported change of their positions and perspectives after the debate. More importantly, many students stated that debate helped them develop critical thinking and higher order thinking skills in comparison to traditional methods.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals Assessing Content in a Curriculum-based EFL Oral Exam: The Importance of Higher-order Thinking Skills

2018 ◽  
Vol 9 (1) ◽  
pp. 16 ◽  
Author(s):  
Henrik Bøhn
Keyword(s):  
Subject Matter ◽  
Rating Scale ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cultural Knowledge ◽  
School Level ◽  
Oral Exam ◽  
Higher Order Thinking Skills ◽  
The Subject

In this study data from verbal protocols and semi-structured interviews was analysed to explore Norwegian EFL teacher raters’ (n=10) orientations towards content in an oral English exam at the upper secondary school level, a context characterized by the absence of a common rating scale for the teacher raters. The content construct was mainly analysed in terms a subject matter dimension and a skills and processes dimension. The results indicated that the teachers were more concerned with the skills and processes dimension (e.g. analysis, reflection) than with the subject matter dimension (e.g. cultural knowledge). Moreover, their understanding of subject matter compared fairly well with the subject curriculum, despite instances of construct underrepresentation. The study points to the prominence of guidance for teacher raters in the assessment of content and to the significance of alerting students to the importance of higher-order thinking skills in language education at this level.

scholarly journals Pengaruh Model Pembelajaran dan Gaya Belajar terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas XI IPA SMA Negeri 3 Palopo Pada Materi Pokok Larutan Asam Basa

2017 ◽  
Vol 18 (2) ◽  
pp. 20
Author(s):  
Nurasia Nurasia
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Subject Matter ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Model ◽  
Acid Base ◽  
Base Solution ◽  
The Subject

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran dan gaya belajar terhadap keterampilan berpikir kritis peserta didik kelas XI  IPA SMA Negeri 3 Palopo pada materi pokok larutan asam basa.  Jenis penelitian adalah eksperimen semu dengan menggunakan desain Faktorial 2x3. Populasi penelitian adalah seluruh peserta didik kelas XI IPA SMA Negeri 3 Palopo tahun ajaran 2013/2014 yang berjumlah 180 orang. Pengambilan sampel dilakukan dengan simple random sampling dan kelas yang terpilih adalah kelas XI IPA D dan XI IPA F. Pengujian hipotesis dilakukan dengan program SPSS 20 menggunakan analisis ANACOVA. Hasil penelitian ini menunjukkan bahwa (1) Ada pengaruh model pembelajaran terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (2) Tidak ada pengaruh gaya belajar visual, auditorial dan kinestetik terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (3) Tidak ada interaksi antara model pembelajaran dengan gaya belajar dalam mempengaruhi keterampilan berpikir kritis peserta didik kelas XI IPA SMA Negeri 3  Palopo pada materi larutan asam basa. Rata-rata  keterampilan berpikir kritis peserta didik yang diajar dengan menggunakan model pembelajaran inkuiri lebih tinggi dari pada yang diajar dengan menggunakan model pembelajaran langsung. Rata-rata keterampilan berpikir kritis peserta didik yang memiliki gaya belajar audiotori lebih tinggi dari pada peserta didik yang memiliki gaya belajar visual dan kinestetik.Kata kunci: Model pembelajaran, Gaya belajar, Keterampilan berpikir kritis ABSTRACTThis research aims to identify the influence of instructional model and learning style to critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution. This type of research is quasi-experimental using factorial design 2x3. Population of the research was all students in class XI Science SMAN 3 Palopo school year 2013/2014 which amounted to 180 students. The sample was taken by simple random sampling and the selected class is XI D Science and XI F Science. The Hypothesis test was conducted by SPSS 20 Program using The ANACOVA (Analysis of Covariance) analysis. The results of this study show that (1) There is an influence of instructional model to critical thinking skills of students in class XI Science at SMAN 3 Palopo in the subject matter acid-base solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution, (3) There is no interaction between the instructional model and learning styles in influencing the critical thinking skills of students in class XI Science SMAN 3 Palopo the acid base solution material. Average critical thinking skills that students taught using inquiry learning model is higher than those taught using direct instructional model. Average score critical thinking skills of learners who have learning styles auditory higher than the learners who have visual and kinesthetic learning styles.Keywords: Instructional model, Learning style, Critical thinking skills

scholarly journals Implementation of higher order thinking laboratory (HOTLAB) on magnetic field with real blended virtual laboratory to improve students critical thinking skills

2021 ◽  
Vol 2098 (1) ◽  
pp. 012019
Author(s):  
W Setya ◽  
R D Agustina ◽  
R P Putra ◽  
S Prihatini ◽  
R Hidayatulloh ◽  
...  
Keyword(s):  
Magnetic Field ◽  
Critical Thinking ◽  
Physics Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Virtual Laboratory ◽  
Education Students ◽  
The Subject

Abstract The 21st century demands critical thinking skills, problem solving, and communication skills, so physics education students must be prepared to have these skills in the current industrial 4.0 era. These skills can be trained and developed through Higher Order Thinking Laboratory (HOT-LAB) activities. The purpose of this study was to analyze the effect of the HOT-LAB laboratory type on the improvement of critical thinking skills on the concept of magnetic fields. This research uses One Group Pretest-Posttest Design. The instrument uses questions of practical understanding and understanding of 10 questions. The results of data analysis showed that the average N-Gain score for the experimental class was 45.3 and the control class was 35.7. The use of HOTLAB in a real blended virtual laboratory has moderate effectiveness to improve Critical Thinking Skills on the subject of magnetic field.

scholarly journals PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA

2020 ◽  
Vol 4 (1) ◽  
pp. 64-74
Author(s):  
Pintaka Kusumaningtyas ◽  
Rezky Oktafiani ◽  
Mukhamad Nurhadi ◽  
Sekar Sulistyaningwarni
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Homogeneity Test ◽  
Acid Base ◽  
The Subject

The aim of this study was to determine the influence of sosioscientific issues in discovery learning model toward critical thinking skills of students on the subject matter of acid-base. The research method used was quasi experimental, with the type of research design was posttest only control group design. The population in this study was all students of class XI MIPA SMAN 13 Samarinda in the 2018/2019 school year, amounting to 66 students, which were divided into 2 classes. The samples were taken using saturated sampling technique. The technique used to measure critical thinking skills of students was post-test technique in form of essay test. Data were analyzed by normality test, homogeneity test, and independent sample t-test. The results showed the average posttest score in the control class was 72.06 (good category) and the experimental class was 79.36 (good category). Statistical analysis using t-test showed tcount, 3.15 > ttable, 1.66, which means that there was an influence of the use of sosioscientific issues in the discovery learning model toward critical thinking skills of students on the subject matter of acid-base.

scholarly journals Analisis sumbangan materi hidrokarbon terhadap keterampilan berpikir kritis siswa kelas XI MIA Tahun Ajaran 2018/2019 di SMAN 1 Lawang

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
Reza Rewindi Amayliadevi ◽  
Herunata Herunata ◽  
Hayuni Retno Widarti
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Quantitative Research ◽  
Chemical Properties ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Carbon Compounds ◽  
The Subject

In the 21st century, students need to have one of life skill that is critical thinking that can be develop and trained through various aspects and one of which is chemistry aspect. One of the materials in the chemistry aspect is a hydrocarbon material. The purpose of this study was to measure the percentage of hydrocarbon contribution towards student's critical thinking skills and to know the level of critical thinking skills in 11th MIA grade students 2018/2019 academic year at SMAN 1 Lawang. The study used a descriptive quantitative research design. The research subjects which amount to 133 students. Instrument for assessing critical thinking skills used in hydrocarbon material developed by Rodliyah (2018) with critical thinking indicators Ennis (2011). The results of the analysis of the level of critical thinking skills of students using the number of students who scored three on reasoned multiple choice questions and score four on the description questions divided by the total number of sample students, then categorized by percentage according to Karim (2015). The results showed that the hydrocarbon material taught by the teacher was able to bring up the students' critical thinking skills with a level of think critically which was still very low with an average of 1) organic and inorganic carbon compounds by 39.10 percent, 2) identification and source of carbon compounds by 13.53 percent, 3) specificity of carbon atoms by 27.82 percent, 4) nomenclature of hydrocarbon compounds by 16.29 percent, 5 ) isomer hydrocarbon compounds by 9.62 percent, 6) physical and chemical properties of hydrocarbons by 29.32 percent for the subject matter of the physical properties of hydrocarbons, the subject matter of the hydrocarbon compound combustion reaction by 5.71 percent, the subject of substitution reactions alkane compounds by 0.94 percent, the subject matter of the reaction of alkene compounds by 11.58 percent, the subject matter of the reaction of alkaline compounds by 3.57 percent, and the sub-topics of identification were saturated and unsaturated hydrocarbons by 0.75 percent, and 7) the use of hydrocarbons by 14.43 percent. Salah satu kecakapan hidup yang harus dimiliki siswa pada abad 21 adalah keterampilan berpikir kritis yang dapat dikembangkan dan dilatih melalui beragam bidang, salah satunya adalah bidang kimia yaitu pada materi hidrokarbon. Tujuan penelitian ini mengukur persentase sumbangan materi hidrokarbon terhadap kemampuan keterampilan berpikir kritis siswa dan mengetahui tingkat kemampuan keterampilan berpikir kritis siswa kelas XI MIA tahun ajaran 2018/2019 di SMAN 1 Lawang. Penelitian menggunakan rancangan penelitian kuantitatif deskriptif dengan subjek penelitian 133 siswa. Instrumen penilaian keterampilan berpikir kritis yang digunakan pada materi hidrokarbon yang dikembangkan oleh Rodliyah (2018) dengan indikator berpikir kritis Ennis (2011). Data berupa skor 3 pada soal pilihan ganda beralasan dan skor 4 pada soal uraian yang telah diperoleh dianalisis sesuai dengan pengelompokkan pokok bahasan pada materi hidrokarbon lalu dikategorikan berdasarkan jumlah persentase menurut Karim (2015). Hasil penelitian menunjukkan bahwa materi hidrokarbon yang diajarkan oleh guru mampu memunculkan kemampuan keterampilan berpikir kritis siswa dengan tingkat kemampuan keterampilan berpikir kritis yang masih tergolong sangat rendah dengan rata-rata antara lain 1) senyawa karbon organik dan anorganik sebesar 39,10 persen, 2) identifikasi dan sumber senyawa karbon sebesar 13,53 persen, 3) kekhasan atom karbon sebesar 27,82 persen, 4) tata nama senyawa hidrokarbon sebesar 16,29 persen, 5) isomer senyawa hidrokarbon sebesar 9,62 persen, 6) sifat fisika dan kimia senyawa hidrokarbon pada sub pokok bahasan sifat fisika senyawa hidrokarbon sebesar 29,32 persen, sub pokok bahasan reaksi pembakaran senyawa hidrokarbon sebesar 5,71 persen, sub pokok bahasan reaksi substitusi senyawa alkana sebesar 0,94 persen, sub pokok bahasan reaksi senyawa alkena sebesar 11,58 persen, sub pokok bahasan reaksi senyawa alkuna sebesar 3,57 persen, dan sub pokok bahasan identifikasi senyawa hidrokarbon jenuh dan tak jenuh sebesar 0,75 persen, dan 7) kegunaan senyawa hidrokarbon sebesar 14,43 persen.

scholarly journals Hip Hop Syllabus: AME/MUS 303 Hip Hop: Art, Culture, and Politics

2013 ◽  
Vol 97 ◽  
pp. 62-69 ◽  
Author(s):  
Sarah Hentges
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Subject Matter ◽  
Hip Hop ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Classroom ◽  
The Subject ◽  
Intersectional Theory ◽  
The University

This syllabus represents a course taught online through the University of Maine at Augusta in the fall of 2011 (and every otheryear thereafter). Critical pedagogy can be a challenge in any classroom, and the challenges in an online classroom are compounded. However, the subject matter and approach of Hip Hop can be a powerful tool in teaching students critical thinking skills as well in laying a foundation for interdisciplinary and intersectional theory; here these elements are represented through curriculum—the themes, texts, contexts,approaches, structure, and assignments.

scholarly journals PhysioArt: a teaching tool to motivate students to learn physiology

2020 ◽  
Vol 44 (4) ◽  
pp. 564-569
Author(s):  
Atalia Ferreira Lima Flôr ◽  
Francineide Fernandes Costa ◽  
João Marcos Lima Garcia ◽  
Valdir A. Braga ◽  
Josiane Campos Cruz
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Activity ◽  
Pedagogical Strategies ◽  
Pedagogical Tool ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The Subject

Learning physiology is challenging for students. The nature of the discipline, which includes many complex mechanisms, makes the subject complicated. Furthermore, the length of the textbooks and the usual multiple-choice tests, which prioritize memorizing instead of understanding, tend to discourage the students. Therefore, different pedagogical strategies have been adopted to motivate and facilitate the learning of physiology. In this sense, many pedagogical strategies have been using art as a tool to motivate and induce students to self-learn. Besides, art as a pedagogical tool has also been shown to be important in developing self-assurance, self-pride, as well as the development of critical-thinking skills in the students. Here, we incorporate a new practice of self-directed teaching and learning, which involves artwork interpretation in a physiological context. This extra-classroom activity integrating art and physiology (The PhysioArt Project) improved students’engagement, increasing their interest in the discipline by providing a more creative, pleasurable, and enthusiastic atmosphere for enjoying and learning physiology, which also has contributed to the development of creativity, critical thinking, and students’ self-assurance. Interestingly, the benefits elicited by The PhysioArt Project activities have also helped us to enhance the student-professor relationship, inducing a more humanized education.

scholarly journals Optimalisasi Kemampuan Higher Order Thinking Skills Mahasiswa Semester Awal melalui Penggunaan Bahan Ajar Berbasis Berpikir Kritis

2020 ◽  
Vol 8 (1) ◽  
pp. 77-86
Author(s):  
Retno Andriyani ◽  
Nisvu Nanda Saputra
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Higher Order Thinking Skills ◽  
Qualitative Descriptive ◽  
The Subject ◽  
High Level

Abstract:The ability of critical thinking is part of Higher Order Thinking Skills (HOTS). To develop the ability of critical thinking is crucial to support the development of high-level thinking skills. The study aims to see the use of critical thinking-based teaching materials to optimize early semester student critical thinking skills in trigonometric courses. This research is a qualitative descriptive study, the subject of research is a student of early semester on trigonometric courses. The research subject amounted to 25 people.  The results of the study that the use of the teaching materials critical thinking can increase the ability of the Higher Order Thinking student early semester that follows trigonometric courses. Abstrak:Kemampuan berpikir kritis merupakan bagian dari Higher Order Thinking Skills (HOTS). Pengembangan kemampuan berpikir kritis sangat penting untuk mendukung kesuksesan mahasiswa dalam melakukan HOTS. Penelitian ini bertujuan untuk melihat penggunaan bahan ajar berbasis berpikir kritis untuk mengoptimalkan HOTS  mahasiswa semester awal pada mata kuliah trigonometri. Penelitian ini merupakan penelitian tindakan dengan subjek penelitian adalah mahasiswa semester awal pada mata kuliah trigonometri. Subjek penelitian berjumlah 25 orang.  Hasil penelitian menunjukkan penggunaan bahan ajar berpikir kritis dapat mengoptimalkan kemampuan Higher Order Thinking Skill (HOTS) mahasiswa semester awal yang mengikuti mata kuliah trigonometri.

A Community Pediatric Camp Escape Room: An Interactive Approach to Applying Real-Life Critical Thinking Skills

2020 ◽  
pp. 104687812097274
Author(s):  
Syretta Spears ◽  
Gabriel M. Díaz ◽  
Desiree A. Diaz
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Clinical Care ◽  
Real Life ◽  
Thinking Skills ◽  
Learning Activity ◽  
After School ◽  
Communication Policy ◽  
Interactive Approach ◽  
Legal Implications

Background. Escape rooms have been utilized to incorporate teamwork, communication, policy, and procedures reinforcement, as well as clinical care. Often themed, escape rooms challenge a team of players to discover clues and sequentially solve puzzles with the ultimate task of accomplishing a specific goal in a limited time frame, fostering critical thinking. Method. This learning activity incorporates legal implications for prelicensure nursing students in a pediatric community summer camp/after school care environment. Care and legal implications for a minor experiencing respiratory distress was the premise of this escape room. Outcomes. While this was not a research study, surveys were distributed for quality improvement and a deeper needs assessment related to the content and delivery of an escape room. Learners discussed the positive aspects of this activity through journal entries and a survey, noting the need for increased content related to legal implications for the medical team. This room engaged the learner in the forward-thinking that is needed related to emergency care, Good Samaritan Act, liability for cost, and permission to treat in a time-pressured environment. Future Plans. Testing the knowledge pre-post survey related to legal implications with implied care will be explored.

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