scholarly journals Students’ Critical Thinking Skills in Innovating Problem Solving in the Physics Entrepreneurship Course

2021 ◽  
Vol 9 (1) ◽  
pp. 39
Author(s):  
Gunarjo S Budi ◽  
Fenno Farcis
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Physics Education ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Career Skills ◽  
The City

The 21st century physics educators are expected to have 21st century skills, one of which is having life and career skills. One of the life skills assets is professional entrepreneurship. This study aimed to 1) determine the profile of students' critical thinking skills in innovating problem-solving during physics entrepreneurship course and 2) determine students’ responses about critical thinking skills in innovating problem solving.  This research conducted using preliminary research methods with data collection techniques in the form of description test instrument that filled out by students, and student questionnaires instrument. The data obtained were analyzed descriptively qualitatively.  The study was conducted on 30 students of department of physics education at a university in the city of Palangkaraya.  The results showed that all aspects of critical thinking skills (Facione's version) that were measured, namely the ability to interpret, analyze, evaluate, inference, explain, and self-regulation were on average in the low category (56.9%).   Students gave agreed (A) to very agreed (VA) responses to the implementation of learning that applied critical thinking skills in innovating to solve problems. These results can be concluded that the students have very limited critical thinking skills in solving entrepreneurial problems, so that efforts are needed to improve students' critical thinking skills in solving entrepreneurial problems, one of which is by developing a learning model that can be applied to physics entrepreneurship course which hopefully can improve critical thinking skills of physics education students.

scholarly journals Kemampuan Berpikir Kritis Mahasiswa Pada Materi Optik Saat Proses Pembelajaran Dengan CCM-CCA Berbantuan Eksperimen Virtual

Kappa Journal ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 143-148
Author(s):  
Muh. Makhrus ◽  
◽  
Syahrial Ayub ◽  
Wahyudi Wahyudi ◽  
NNSP Verawati ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Physics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Education Students ◽  
Virtual Experiments ◽  
High Category

This study aims to train students' critical thinking skills during the learning process using CCM-CCA assisted by virtual experiments. The material used for research in optics. This type of research uses a quantitative approach. The subjects in the research were 30 physics education students at a university in NTB. The ability to think critically during the learning process is trained with student worksheets equipped with instruments for critical thinking. Learning is carried out for 3 meetings. The results showed that there was an increase in students 'critical thinking skills from the low category with an average score of 38 to the high category with an average score of 75. This fact shows that CCM-CCA learning assisted with virtual experiments can train and even improve students' critical thinking skills in Optical material.

scholarly journals Critical Thinking Skills of Physics Education Students Through CTL-Based Fundamental Biology

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Yatin Mulyono
Keyword(s):  
Critical Thinking ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Physics Education ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Fundamental Biology ◽  
Cognitive Learning Outcomes

<p class="Abstract">The aim of this research is to improve critical thinking skills and cognitive learning outcomes of Physics Education students after learning fundamental biology based on CTL Experimental method. Essay and scoring rubric of critical thinking skills were used to find out what happened to students in term of critical thinking skill of doing essay. The data of students' critical thinking skills were calculated to obtain the data of critical thinking skills of the whole class. There was an improvement of students' critical thinking skills from the initial condition to the First Meeting by 6.8% and from the First Meeting to the Second Meeting by 8.12%. Students cognitive learning outcomes of Meeting II obtained an average value of 76.82. Improvement of students’ cognitive learning outcomes from the initial conditions to the First Meeting was 10.54 and from Meeting I to Meeting II was 3.2. The objectives or target of classical learning is achieved. The results shows that CTL experimental method can improve critical thinking skills and cognitive learning outcomes of Physics Education students.</p>

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 Project Based Learning dengan Desain Flipped Classroom Tipe Peer Instruction Flipped untuk Meningkatkan Ketrampilan Berpikir Kritis Dan Literasi Sains

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Wilyati Agustina Bangun ◽  
Siti Naphiah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Scientific Literacy ◽  
Flipped Classroom ◽  
Biology Education ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Peer Instruction ◽  
Education Students

The 21st century is an era of globalization in which humans are required to have 21st century skills including critical thinking skills and scientific literacy in order to solve problems and make the right decisions. Both skills must be prepared including biology education students. A number of research reports have shown low levels of both skills in biology students. The solution that can overcome these problems is to apply learning in accordance with the demands of the 21st century, student-centered, collaboration. This study aims to analyze the effect of Project Based Learning with the Peer Instruction Flipped Type Flipped Classroom design on critical thinking skills and scientific literacy. The research subjects were Biology Education students of IKIP Budi Utomo Malang, which consisted of two classes, namely class A which implemented project based learning with the design of the Flipped Classroom, Peer Instruction Flipped, Experiment and Class B, which applied the Flipped Classroom with the Peer Instruction Flipped Type. The research instrument was in the form of pretest-posttest questions, critical thinking skills, and scientific literacy. Data analysis of the total value of each strategy using paired t-test. The results showed that the Flipped Classroom Peer Instruction Flipped Type in improving thinking skills and scientific literacy.

scholarly journals THE EFFECTIVENESS OF MCTS LEARNING MODEL TO IMPROVE CRITICAL THINKING SKILLS AND DISPOSITION

2019 ◽  
Vol 8 (2) ◽  
pp. 1713
Author(s):  
Fenno - Farcis
Keyword(s):  
Critical Thinking ◽  
Physics Education ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Physics Teachers ◽  
Self Regulated Learning ◽  
Thinking Disposition ◽  
Very High

MCTS learning model (Making Critical Thinking Students) is a learning model that refers to self regulated learning and uses ICT as a learning media. The purposes of this study was to analyze the effectiveness of the MCTS model to improving the critical thinking skills and disposition of students.  This research was carried out to physics education students of Palangka Raya University who was attended the research methodology lecture.  The effectiveness of the MCTS learning model is based on (1) the results of critical thinking skills and disposition of students and (2) students respons to the model. The results of the study show that critical thinking skills of physics education students at Palangka Raya University have increased significantly, with α = 5%,  N-gain average critical thinking skills are consistently at very high criteria. Critical thinking disposition of learning a significant increase in positive criteria. Physics education students at Palangka Raya University averaged 95.33% giving a positive respons to  MCTS learning model and its devices.  Conclusion based on the results of the study of the effectiveness of the MCTS learning model is effective applied in learning to improve the critical thinking skills and disposition of physics education students of Palangka Raya University as a candidate physics teachers.    

scholarly journals AN INVESTIGATION OF 21ST CENTURY SKILLS OF HIGH SCHOOL STUDENTS IN TERMS OF SOME DEMOGRAPHIC VARIABLES

2020 ◽  
Vol 8 (51) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Information And Technology

21st century skills are considered as the skills that people need in a changing world such as creativity and innovation, critical thinking, problem solving, communication and cooperation. This study aims to examine 21st century skills of high school students in terms of some variables and to investigate the relationship between students’ academic achievement and 21st century skills. The present study, based on survey model, was a descriptive research. The research was carried out with 323 high school students from different levels and schools in Istanbul. “Multidimensional 21st Century Skills Scale” with 5 sub-dimensions including Problem Solving and Critical Thinking Skills, Information and Technology Literacy Skills, , Social Responsibility and Leadership Skills, Entrepreneurship and Innovation Skills and Career Awareness and “Personal Information Form” were used as data collection tools in the research. The academic success of students was evaluated through the grade point average of the 2019-2020 fall semester. The analysis of the data was carried out quantitatively to evaluate each sub-dimension and all of the scale. According to the results of the research, while the multidimensional 21st century skills of the students measured throughout the scale do not differ significantly according to the gender variable, there is a significant difference in problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills sub-dimensions. While the skills of students’ problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills differ significantly according to their class levels, there is no difference in social responsibility and leadership skills and career awareness sub-dimensions according to the class level variable. Another result obtained in the research is that there is a positive relationship between students’ 21st century skills and academic achievements. As a suggestion, different factors affecting students’ 21st century skills development can be examined. Keywords: 21st Century Skills, High School Students, Academic Achievement, Survey Model

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