scholarly journals Dialectics of Educational Technology and Reposition of Islamic Religious Education: Teachers’ Role in Globalization Era

Ta dib ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 137
Author(s):  
Agus Purwowidodo
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Religious Education ◽  
Information Society ◽  
Knowledge Society ◽  
Thinking Skills ◽  
Learning Technologies ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
Learning Technology

Learning technology as applied disciplines grows and evolves based to the needs of learning more effective, more efficient, more and more, more spacious, and more quickly in the globalization era. And also solves the problem, facilitating problem solving learning on design aspects, development, utilization, management, and assessment processes and sources in learning. Islamic religious education teachers challenge in the global era is the demands of the learning process that can improve informationliteracy that is well supported by data and facts to deliver to the students in the era of information society (information society) and the scientific community (knowledge society). So it is needed an approach and innovative methods of learning strategies that address the challenges of learning needs in the era of globalization and information. Dialectics of technology on learning in a globalization era are characterized by the demands of the students to have critical thinking skills, problem solving, innovative and creative, mastering ICT, fluent communication, and multi languages. And also Islamic religious education teachers’ competence and interaction and learning technologies such as ICT products that push reposition the role of an advanced teacher trainers, counselors, managers, participants, leader and author of learning works as an abstraction and a high commitment as a base quality of professionalism.Teknologi pembelajaran sebagai  disiplin ilmu terapan tumbuh dan berkembang sesuai kebutuhan belajar  lebih efektif, lebih efisien, lebih banyak, lebih luas, lebih cepat di era global. serta memecahkan, memfasilitasi pemecahan masalah belajar pada aspek desain, pengembangan, pemanfaatan, pengelolaan, dan penilaian proses-proses dan sumber-sumber untu belajar. Tantangan guru PAI di era global adalah tuntutan terhadap proses pembelajaran yang mampu meningkatkan information literacy yang baik didukung oleh data dan fakta untuk menghantarkan siswanya menuju pada era masyarakat informasi (information society) dan masyarakat ilmu pengetahuan (knowledge society). Sehingga di butuhkan bentuk pendekatan strategi dan metode inovatif pembelajaran yang mampu menjawab tantangan kebutuhan pembelajaran pada era globalisasi dan informasi. Dialektika teknologi terhadap proses pembelajaran di era global diwarnai dengan tuntutan terhadap siswa mempunyai keterampilan dalam berpikir kritis, memecahkan masalah, inovatif dan kreatif, menguasai ICT, komunikasi lancar, multi bahasa. Serta interaksi kompetensi Guru  PAI  dan produk teknologi pembelajaran berupa ICT yang mendorong reposisi peran guru menajdi pelatih, konselor, manajer, partisipan, pemimpin serta pengarang karya pembelajaran sebagai daya abstraksi dan komitmen yang tinggi sebagai basis kualitas profesionalisme. 

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

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.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals Beliefs about Critical Thinking among English Teachers in Qasabet Al- Mafraq, Jordan: معتقدات عن التفكير الناقد بين معلمي اللغة الانجليزية في قصبة المفرق، الأردن

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Zainab Salem Ahmad
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Role Playing ◽  
English Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The North ◽  
Conceptual Maps ◽  
Asking Questions ◽  
Teacher's Knowledge

This study aimed to investigate the relationships between teachers' knowledge, beliefs and activities about critical thinking. . The study followed the descriptive approach. This research was based on a questionnaire designed to investigate English teachers' points of view about critical thinking for primary and secondary schools in Qasabet Al Mafraq which is a city in the north of Jordan The population of the study is 280 female and male teachers distributed through 160 primary and secondary school. The study sample was randomly selected and it represents 46% of all English teachers in Qasbet Al Mafraq. They are 40 male and 88 female teachers during the second semester 2018/2019. The results of the study indicate that most of the teachers know the higher and lower –order of critical thinking skills. Also, they are inclined to use the critical thinking strategy to achieve certain outcomes in the curriculum. According to the teachers' beliefs, they think critical thinking is an important and effective strategy for problem solving and decision making. On one hand, there is a positive correlation between teacher's knowledge, teachers' belief and critical thinking activitie such as role- playing, asking questions, problem- solving, conceptual maps, debate and game playing. But on the other hand, there are no statistically significant differences at (a= 0.05) due to the variables of gender, experience, number of students, and the stage they are teaching. The researcher recommends that more research should be done on the effect of critical thinking on the four skills reading, writing, speaking and listening.

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 Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

2017 ◽  
Vol 6 (2) ◽  
pp. 234 ◽  
Author(s):  
Muhammad Ikhsan ◽  
Said Munzir ◽  
Lia Fitria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MELALUI BERMAIN SAINS PADA ANAK TK A DI LABORATORIUM PAUD YASMIN KABUPATEN JEMBER TAHUN AJARAN 2018/2019

2018 ◽  
Vol 2 (2b) ◽  
pp. 30-36
Author(s):  
Misyana Misyana ◽  
Indah Mayasari
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Guided Discovery ◽  
Group A ◽  
The Right ◽  
Academic Year ◽  
Collection Methods

ABSTRAK   Pada abad 21 dimana masyarakat sudah menggunakan teknologi, layak kalau anak-anak usia dini juga dipersiapkan untuk memiliki kemampuan yang lebih baik, utamanya di kemampuan berpikir. Sudah saatnya anak diberikan kegiatan yang lebih menantang dan menggunakan strategi yang tepat sehingga kemampuan anak benar-benar dapat meningkat lebih baik. Salah satu upaya untuk meningkatkan kemampuan berpikir kritis anak melalui bermain sains, salah satu permainan yang disukai anak yaitu bermain balon. Strategi  yang dipergunakan untuk meningkatkan kemampuan anak, pemecahan masalah (problem solving) dan penemuan terbimbing (Guided Discovery). Masalah yang akan dipecahkan pada tindakan ini adalah bagaimana permainan sains dapat meningkatkan kemampuan berpikir kritis anak, pada kelompok A (4-5 tahun) di Laboratorium Paud Yasmin Jember tahun ajaran 2018/2019. Adapun jenis penelitian yang dilakukan peneliti  adalah tindakan kelas, metode pengumpulan data yang digunakan dalam penelitian kali ini peneliti sebagai guru dan guru sebagai observer, wawancara dan dokumentasi. Data yang dikumpulkan berupa aktivitas anak selama kegiatan bermain sains, hasil wawancara dengan anak dan guru kelompok A. Berdasarkan hasil penelitian dapat disimpulkan bahwa bermain sains dapat meningkatkan keterampilan berpikir kritis secara signivikan. Secara klasikal dari 15 anak terdapat 13 anak yang berkembang kemampuan berpikir kritisnya secara individual dan 2 anak yang belum berkembang. Diketahui perkembangan kemampuan berpikir kritis anak secara klasikal yang diperoleh 86,66% yang berarti perkembangan kemampuan berpikir kritis anak kelompok A secara klasikal tercapai.   Kata Kunci: berfikir kritis, bermain sains, PAUD.   ABSTRACT   In the 21st century where people have used technology, it is feasible that early childhood are also prepared to have better abilities, especially being able to think. It's time for children to be given more challenging activities and use the right strategies, and the children ability can really improve better. One of the efforts to improve children's critical thinking skills through playing science, one of the games that children love is playing balloons. Strategies used to improve children's ability, problem solving and guided discovery. The problem that will be solved in this action is how the game of science can improve children's critical thinking skills, in group A (4-5 years) in the Laboratory of Paud Yasmin Jember 2018/2019 academic year. The type of lecturers conducted is class action lectures, data collection methods used in this lecture are observation, interviews and documentation. Data collected in the form of children activities during science playing activities, results of interviews with children and teacher of group A. Based on the results of lecturers, it can be concluded that playing science can improve critical thinking skills in a significant way. Classically from 15 children there are 13 children who develop their critical thinking skills, and 2 children are undeveloped. It is known that the development of children critical thinking abilities classically is 86.66% which means that the development of children critical thinking abilities in group A is classically achieved.   Keywords: Critical thinking, science games, PAUD.

scholarly journals Validity of Multimedia Peat Swamp Forest Concept Based on Problem Solving to Practice Critical Thinking Skills of Chemistry Students

2020 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Betty Agustina ◽  
Danang Biyatmoko ◽  
Aminuddin Prahatama Putra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Multimedia Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Flow ◽  
Swamp Forest ◽  
Peat Swamp Forest ◽  
Chemistry Students ◽  
Peat Swamp

The wetland learning system is still conventional and lecturer-centered so that students are not accustomed to doing problem solving activities that have an impact on the lack of students' critical thinking skills. This study aims to develop multimedia learning of problem solving based peat swamp forest concepts to determine the validity of multimedia to train students' critical thinking skills. The stages carried out following the ADDIE instructional design flow include analysis, design, development, implementation and evaluation. Data collection techniques used a validation sheet instrument for two material experts from Lambung Mangkurat University and one multimedia expert from Politeknik Hasnur. Readability test was conducted on three active students who had taken a course to introduce the wetland environment in FMIPA ULM. The results showed that the multimedia learning concept of problem solving peat swamp forest to train critical thinking skills of chemistry students of FMIPA ULM Banjarbaru is very valid.AbstrakSistem pembelajaran lahan basah masih bersifat konvensional dan berpusat pada dosen sehingga mahasiswa tidak terbiasa melakukan kegiatan pemecahan masalah yang berdampak pada kurangnya keterampilan berpikir kritis mahasiswa. Penelitian ini bertujuan untuk mengembangkan  multimedia pembelajaran konsep hutan rawa gambut berbasis problem solving untuk mengetahui bagaimana validitas multimedia untuk melatihkan keterampilan berpikir kritis mahasiswa. Tahapan yang dilakukan mengikuti alur desain instruksional ADDIE meliputi analisis, desain, pengembangan, implementasi dan evaluasi. Teknik pengumpulan data menggunakan instrumen lembar validasi terhadap dua ahli materi dari Universitas Lambung Mangkurat dan satu ahli multimedia dari Politeknik Hasnur. Uji keterbacaan dilakukan terhadap tiga mahasiswa aktif yang pernah mengambil mata kuliah pengenalan lingkungan lahan basah di FMIPA ULM. Hasil penelitian menunjukkan bahwa multimedia pembelajaran konsep hutan rawa gambut berbasis problem solving untuk melatihkan keterampilan berpikir kritis mahasiswa kimia FMIPA ULM Banjarbaru sangat valid.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

Sign in / Sign up

Export Citation Format

Share Document