scholarly journals MENINGKATKAN MINAT BACA, KEMAMPUAN MEMAHAMI BACAAN, DAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN SUSTAINED SILENT READING (SSR) DAN READING RESPONSE [IMPROVING STUDENTS' READING INTEREST, READING COMPREHENSION, AND CRITICAL THINKING THROUGH THE IMPLEMENTATION OF SUSTAINED SILENT READING (SSR) AND READING RESPONSE]

2021 ◽  
Vol 1 (2) ◽  
pp. 126
Author(s):  
Listya Marmita
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Silent Reading ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Sustained Silent Reading ◽  
Reading Response ◽  
The Many ◽  
Reading Interest

<div><p class="1eAbstract-text">Reading is one of the many skills which is taught in Indonesian language lessons. During lessons, students are usually asked to read a passage of text and answer comprehension questions. This makes reading activities less interesting. Since students are not able to find enjoyment in reading and they gain limited vocabulary. Consequently, students think that the Indonesian language is hard to master. Students’ reading interest, reading comprehension and critical thinking skills are low. This situation has urged the researcher to apply Sustained Silent Reading (SSR) and Reading Response as an alternative solution to the problem, as an act of improvement. Through the method of class action research, this research aims to describe the process of implementing Sustained Silent Reading (SSR) and Reading Response; analyse the development of students’ reading interest, reading comprehension and critical thinking skills; and also to describe the constrains during the implementation. Data has been collected with field notes, observation and scores of the students’ work using rubrics. The research consists of 3 cycles after which data was processed qualitatively and analysed descriptively. The research showed that students’ reading interest, comprehension and critical thinking skill had improved.</p></div>

scholarly journals Implementation of SQ3R to Increase Reading Interest, Critical Thinking Skills, and Ability to Understand Indonesian Language Reading of 6th Grade Indonesia A Students

2019 ◽  
Vol 1 (1) ◽  
pp. 71-81
Author(s):  
Plores Lidia Mangasi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Survey Question ◽  
Comprehension Skills ◽  
Student Reading ◽  
Comprehension Ability ◽  
Reading Interest ◽  
Reading Comprehension Skills

The purposes of this research was to analyzing the development of reading interest, critical thinking skills and reading comprehension skills by applying SQ3R (Survey, Question, Read, Recite and Review). This research method is Classroom Action Research, data collection was done through observation, written tests, interviews and field notes which were analyzed descriptive qualitative. There was an increase in student's interest in reading in Cycle I by 50% to 100% in Cycle II and III. In students' critical thinking skills, namely from 87.5% in Cycle I to 100% in Cycle II and III. Student reading comprehension ability also show improvement, in Cycle I was 67.4; Cycle II was 84.2 and Cycle III was 88.6. From student interviews and questionnaires showed that students agreed through the application of SQ3R to increase students' reading interest, critical thinking skills and reading comprehension skills. 

scholarly journals Implementation of SQ3R to Increase Reading Interest, Critical Thinking Skills, and Ability to Understand Indonesian Language Reading of 6th Grade Indonesia A Students

2019 ◽  
Vol 1 (1) ◽  
pp. 71-81
Author(s):  
Plores Lidia Mangasi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Survey Question ◽  
Comprehension Skills ◽  
Student Reading ◽  
Comprehension Ability ◽  
Reading Interest ◽  
Reading Comprehension Skills

The purposes of this research was to analyzing the development of reading interest, critical thinking skills and reading comprehension skills by applying SQ3R (Survey, Question, Read, Recite and Review). This research method is Classroom Action Research, data collection was done through observation, written tests, interviews and field notes which were analyzed descriptive qualitative. There was an increase in student's interest in reading in Cycle I by 50% to 100% in Cycle II and III. In students' critical thinking skills, namely from 87.5% in Cycle I to 100% in Cycle II and III. Student reading comprehension ability also show improvement, in Cycle I was 67.4; Cycle II was 84.2 and Cycle III was 88.6. From student interviews and questionnaires showed that students agreed through the application of SQ3R to increase students' reading interest, critical thinking skills and reading comprehension skills.

scholarly journals Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

2018 ◽  
Vol 11 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Siti Zubaidah ◽  
◽  
Aloysius Duran Corebima ◽  
Susriyati Mahanal ◽  
Mistianah Mistianah ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Relationship ◽  
Reading Interest

scholarly journals ACTUATING READING COMPREHENSION THROUGH GENRE-BASED DIRECTED READING THINKING ACTIVITIES (G-BDRTA) VIEWED FROM CRITICAL THINKING SKILLS

2020 ◽  
Vol 8 (4) ◽  
pp. 402
Author(s):  
Ahmad Hanan ◽  
Muhammad Muhlisin ◽  
Taufik Suadiyatno
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Equivalent Control ◽  
Directed Reading ◽  
Reading Activities ◽  
Student Team

The significance of reading comprehension for learners’ English mastery makes English teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. In this study, researchers applied the genre-based directed reading thinking activities (G-BDRTA). Genres here are oriented to provide learners with various text types for reading activities. Consequently, this study was aimed at actuating learners’ reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. This study was classified as an experimental study using non-equivalent control group design. This study was conducted at SMAN 1 Lingsar. There were 62 learners involved in this study. The learners were divided into two groups and each group embraces 31 learners. One group becomes an experimental group which is subjected to the G-BDRTA strategy and the other group is subjected to the control group treated using student-team-learning (STL) strategy. To find out the data, researchers used a reading test and critical thinking test as research instruments. Then, the data were analyzed using Two-Way-ANOVA. Based on the data analysis, there is a significant effect of G-BDRTA strategy on students’ reading comprehension viewed from critical thinking skills.

scholarly journals Developing critical thinking skills to improve reading comprehension

2020 ◽  
Vol 9 (4) ◽  
pp. 170-178
Author(s):  
María Piedad Rivadeneira-Barreiro
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Teaching Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Evaluation ◽  
The Relationship

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension.  Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university.  The results showed insignificant relation between critical thinking skills and learners' reading comprehension.  The findings also revealed both groups had small differences during the pretest and posttest.  The pretest and posttest showed minimal changes between groups, as well.  Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes.  The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

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.

Writing About Dance

2010 ◽  
Author(s):  
Wendy R. Oliver
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Papers ◽  
Art Form ◽  
Writing Assignment ◽  
The Many ◽  
The Brain

Master the art of writing about dance! And learn about dance at the same time. This comprehensive guide provides students with instructions for writing about dance in many different contexts. It brings together the many different kinds of writing that can be effectively used in a variety of dance classes from technique to appreciation. In addition, it offers strategies for improving critical thinking skills, and shows how writing and critical thinking are closely linked. Part I focuses on informal writing such as freewriting, with sample exercises and prompts. Part II outlines approaches to writing three different kinds of formal papers: critiques, essays and research papers. Writing about dance teaches on two levels. First, the writer is learning dance content as s/he writes. Engaging in the writing assignment causes the writer to take a look at an aspect of dance and to become a 'momentary expert'. Secondly, writing itself is a way of learning. Writing involves the brain in three kinds of interaction, that is, the intellectual act of critically thinking, the physical act of writing or typing, and the visual aspect of seeing the writing on the page. The critical thinking and contemplation involved in writing can deepen students understanding of dance technique, dance creativity, and dance as an art form. Students will use this book on their own, or teachers may make assignments from it. It teaches about dance writing, but also about the very basics of dance appreciation.

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 Keterampilan Berpikir Kritis melalui Penerapan Model Pembelajaran Inkuiri Terbimbing di Kelas XI IPA

2021 ◽  
Vol 5 (10) ◽  
pp. 1397
Author(s):  
Ana Rizka Falentina ◽  
Murni Saptasari ◽  
Sri Endah Indriwati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Data Presentation ◽  
The Times ◽  
High Level ◽  
The Impact

<pre><strong>Abstract:</strong> Education aims to prepare students to become independent generations who are able to face the challenges of the times by having 21st century life skills, one of which is critical thinking, in fact contrary to the low critical thinking skills that occur in SMAN 2 Probolinggo. The purpose of this study was to describe the application of guided inquiry learning in improving critical thinking skills. This type of research is Class Action Research (CAR). Data is analyzed by triangulation through the process of data reduction, data presentation, and conclusion drawing. Research Results guided inquiry learning model can change the way students learn to practice high-level thinking through learning syntax so that it gives the impact of increasing critical thinking skills by 18.75% students of class XI IPA 1 Probolinggo 2 High School.</pre><strong>Abstrak:</strong><em> </em>Pendidikan bertujuan menyiapkan siswa menjadi generasi mandiri yang mampu menghadapi tantangan zaman dengan memiliki keterampilan hidup abad 21 salah satunya berpikir kritis, faktanya bertolak belakang dengan rendahnya keterampilan berpikir kritis yang terjadi di SMAN 2 Probolinggo. Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Data dianalisis secara triangulasi melalui  proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Penelitian model pembelajaran inkuiri terbimbing dapat mengubah cara belajar siswa untuk berlatih berpikir tingkat tinggi melalui sintaks pembelajaran sehingga memberikan dampak meningkatkan keterampilan berpikir kritis sebesar 18,75% siswa kelas XI IPA 1 SMA Negeri 2 Probolinggo.

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