scholarly journals Teaching Teachers To Think: Reflective Journaling As A Strategy To Enhance Students Understanding And Practice Of Academic Writing

2010 ◽  
Vol 7 (12) ◽  
Author(s):  
Danielle Watson
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Strategy ◽  
Reflective Journaling ◽  
Reflective Journal ◽  
Factors Influencing

The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study is to explore the possibility of introducing the reflective journal into the teaching of academic writing as a strategy to improve students’ understanding of the different expository methods employed as part of the writing process.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

scholarly journals ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

2020 ◽  
Vol 3 (2) ◽  
pp. 151-158
Author(s):  
Yohanes Gatot Sutapa Yuliana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Authentic Texts ◽  
Learning Agents ◽  
Language Courses ◽  
Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

Examining the Benefits of Integrating Social Media Into the Classroom

2018 ◽  
pp. 1-11
Author(s):  
Elisha Wohleb ◽  
Leane B. Skinner ◽  
Maria Martinez Witte
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Citizenship ◽  
Communication Research

Technology is ever-changing in the society we live in. Social media is one of the most popular technologies used fervently among our youth. Educators must recognize the opportunity to utilize familiar resources to engage our students in the learning process. In addition, social media can enhance collaboration, communication, research, discussion, and critical thinking skills. Furthermore, social media can provide educators the opportunity to model and teach the importance of digital citizenship. This chapter supports the benefits of integrating social media into the classroom as well as provides information on how to overcome concerns associated with implementing social media.

Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process

2016 ◽  
Vol 22 (12) ◽  
pp. 4004-4006
Author(s):  
Jamil Abd Baser ◽  
Rasidayanty Saion ◽  
Siti Salwa Ab Manap ◽  
Azman Hasan ◽  
Abdul Rasid Abdul Razzaq
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals PEMBELAJARAN KRITIS DI PESANTREN: Studi Kasus di Pesantren Pertanian Darul Fallah Bogor

2014 ◽  
Vol 1 (2) ◽  
pp. 149-164
Author(s):  
Sarwenda Sarwenda
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approaches ◽  
Moral Attitude ◽  
Critical Awareness ◽  
Collaborative Strategies

The result of this research reveals that critical thinking skills possessed by the students in the pesantren has been developed through several learning approaches implemented during learning process in the pesantren. Among the approaches are critical awareness on the study of classical books (bahtsul masâil), discussion and debate in which students and teachers are equal in presenting ideas (cooperative and collaborative strategies are also embedded in this approach), and problem solving approach in which contextual issues are posed and solved. While creating students to be critical, such approaches were found to preserve students’ moral attitude to the teachers that has been skeptically seen will be deminished. DOI: 10.15408/tjems.v1i2.1265

scholarly journals Analisis Masalah Guru dan Siswa terhadap Perangkat Pembelajaran Biologi Berbasis Group Investigation untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

BIO-PEDAGOGI ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Wa Suriati ◽  
ELSJE THEODORA MAASAWET ◽  
SONJA V.T. LUMOWA
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Biology Teacher ◽  
Optimal Learning ◽  
Teachers And Students ◽  
Biology Learning

<p><strong>Abstract</strong></p><p>The purpose of this research is to obtain 1) the understanding of teachers related to Group Investigation-based biology learning tools and critical thinking skills, 2) description of students' ability in critical thinking, 3) solutions to solve teacher and student problems related to group invetigation-based learning. Understanding of teachers and students obtained by interview and questionnaire is analyzed descriptively qualitative. The result of this research are: 1) the understanding of biology teacher related to biology learning device based on group investigation is still less so less optimal learning process, 2) biology teacher still experiencing difficulties in developing learning device so that require socialization, 3) critical thinking of student in learning still less , 4) the need for direction and guidance to develop learning tools. The sample observations in this analysis were teachers and students at SMAN 6 PPU. The results showed that 78.15% of teachers experienced difficulties in developing learning tools. Teacher states that the students in the class less critical thinking by 70.10%.</p>Keyword:

scholarly journals The development of audio-visual media with contextual teaching learning approach to improve learning motivation and critical thinking skills

2020 ◽  
Vol 2 (2) ◽  
pp. 98
Author(s):  
Khairani Sarwinda ◽  
Eli Rohaeti ◽  
Mirra Fatharani
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Visual Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Control Group ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Passing Grade

The study aims at developing the valid Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in order to improve the learning motivation and the critical thinking skills significantly and also at identifying the effectiveness level of the Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in improving the students’ learning motivation and critical thinking skills. Therefore, autoatically the nature of the study is research and development. During the conduct of the study, the data were gathered by using the random sampling technique. Then, the data gathering instruments that had been implemented were the media assessment questionnaire, the observation, the motivation questionnaire and the critical thinking skills test. The results of the study show that the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media that has been developed by using the Borg & Gall model is considered valid. The students’ learning motivation has increased as having been confirmed by the fact that the students are more enthusiastic, more interested and happier in attending to the learning process. Furthermore, the results of the students’ critical thinking skills test in the experimental group show that 25 students have met the passing grade while the remaining 6 students have not met the passing grade. On the other hand, the results of the students’ critical thinking skills test in the control group show that 20 students have met the passing grade while the remaining 12 students have not met the passing grade. In other words, these findings show that the learning process through the use of the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media is able to improve the students’ learning motivation and critical thinking skills.

scholarly journals Implementasi Model Problem Based Learning Dipadu LKPD Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Pencemaran Lingkungan

2021 ◽  
Vol 9 (1) ◽  
pp. 65-75
Author(s):  
Zainatul Hasanah ◽  
Andi Ulfa Tenri Pada* ◽  
Safrida Safrida ◽  
Wiwit Artika ◽  
Mudatsir Mudatsir
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Learning Process ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

The learning process only focuses on the material by memorizing concepts, students do not use LKPD to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aims to improve students' critical thinking skills by using the PBL learning model combined with STEM-based worksheets on environmental pollution conceptin class 10th SMA Negeri Bireuen district. The approach used is experimental design, the method used is quasi-experimental, with a pretest-posttest design non-equivalent control group design. Population in class 10th IPA SMAN 1 and SMAN 2 Peusangan designed 252 people. The sampling technique used was purposive sampling technique. The research sample was 140 students. The number of samples in the experimental class was 71 people and 69 people in the control class. The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent t-test. The results showed that the critical thinking skills obtained was 0.93, with an increase in class critical thinking skills including the high category. The results of the independent sample t-test obtained Sig. (0,000) α (0.05) then Ha is accepted, so it is suggested that there are differences in the critical thinking skills of students between the experimental class and the control class on environmental pollution material in class X SMAN Bireuen. The implementation of PBL learning model combined with STEM-based LKPD can improve students' critical thinking skills on environmental pollution material in class 10th SMA Negeri Bireuen Regency.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DALAM SETTING PEMBELAJARAN KOOPERATIF TIPE TGT DAN GI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA PESERTA DIDIK SMAN 1 AIKMEL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Baiq Ismayawati ◽  
Agus Abhi Purwoko ◽  
Muntari
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Mean Value ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Skills Learning

This study aims to describe the differences in critical thinking skills and chemistry learning achievement between learners who follow the model of problem-based learning (PBL) in cooperative learning settings TGT and GI at the rate of material reaction. The research is a quasi-experimental research design with pretest-posttest non equivalent control group designe with sample XI IPA 1 and XI IPA 2 are determined by random selection technique based on similarity mean value of daily tests I. Experiential learning and learner response is estimated to affect more significant learning achievement in the classroom PBM setting GI as evidenced by the average N-Gain learning outcomes in the classroom PBM setting GI of 0.43 and the average N-Gain learning achievement in the classroom PBM setting TGT of 0.32. The differences are also evidenced by the results of the hypothesis test showed a significance value of 0.002 (p <0.05). While based on the calculation of the average critical thinking skills in mind that PBM setting TGT has a more significant effect than the PBM GI settings as evidenced by the difference in the value of critical thinking skills after learning process (posttest) and prior to the learning process (pretest) on PBM classroom setting TGT and PBM GI settings are respectively 19.93 and 14.42. While the test is based on differences in critical thinking skills, it is known that there are differences between classes of critical thinking skills PBM settings TGT and PBM settings GI as evidenced by the significant value of 0.018 (p <0.05).Keywords: PBM setting TGT, PBM setting GI, critical thinking skills, learning achievement of chemistry.

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