scholarly journals Exploring the Manifestation of Critical Thinking in the Moroccan Textbooks of English: The Case of "Ticket 2 English"

2019 ◽  
Vol 4 (1) ◽  
pp. 39
Author(s):  
Mohsine Jebbour
Keyword(s):  
High School ◽  
Critical Thinking ◽  
High School Teachers ◽  
Descriptive Analysis ◽  
Bloom's Taxonomy ◽  
School Teachers ◽  
Teaching Materials ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Bloom’S Taxonomy

The purpose of this study was to explore whether Ticket 2 English, Moroccan textbook of English, includes elements of critical thinking, which refers to the skill and disposition to select, collect, analyze, and evaluate information effectively. Descriptive analysis was employed to document instructions and activities that support the inclusion of CT elements in the textbook. Results suggest that Ticket 2 English includes most of the skills found in Bloom’s taxonomy, important critical thinking dispositions, and some activities for teaching critical thinking. Yet, textbook designers need to supplement textbooks of English with additional activities, and high school teachers of English need to implement new teaching materials and practices to help enhance students’ level of critical thinking.

scholarly journals DESKRIPSI KOMPETENSI GURU SMP MATA PELAJARAN MATEMATIKA DAN IPA

2016 ◽  
Vol 6 (2) ◽  
pp. 39
Author(s):  
Titin Titin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Professional Competence ◽  
Junior High ◽  
Descriptive Analysis ◽  
Survey Method ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Mathematics And Science

This research aimed to describe the competency of junior high school teachers of Mathematics and Science subjects. This research uses descriptive method with the survey method. The data source in this research  is junior high school teachers of Mathematics and Science subjects which are incorporated in MGMP Sub Rayon 03 Samalantan, the number of teacher is 20. The data were collected through questionnaires. To find out the description of the competence of teachers it used descriptive analysis by using percentage. The result showed an overall competence of teachers are in a good category. The sequentially percentage of the competency of teachers are pedagogic (72.25%), professional competence (83.00%), personal competence (85.00%) and social competence (77%). Key word : Competence, Junior High School Teachers.

scholarly journals Integrity and Performance of High School Teachers in Pekanbaru

2019 ◽  
Vol 1 (1) ◽  
pp. 51-57
Author(s):  
Isjoni Isjoni ◽  
Afrianto Daud ◽  
Azhar Azhar
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teacher Performance ◽  
Descriptive Analysis ◽  
Homogeneity Test ◽  
School Teachers ◽  
Positive Direction ◽  
Normality Test ◽  
And Performance ◽  
Linearity Test

This study was aimed at finding if integrity affects the performance of High School Teachers in Pekanbaru. So the hypothesis of this study is that if the integrity has an influence on the performance of high school teachers in Pekanbaru. The method used in this study was a survey with correlational techniques. This technique was carried out to analyze the influence of two independent variables X with dependent variables Y. The population in this study were all high school teachers (178 teachers) and the samples were teachers who had received teacher certification at the SMAN Kecamatan 121 Tenayan Raya. Data were analysed using descriptive analysis techniques and inferential analysis to test hypotheses. The requirements for analyzing the data are: normality test, homogeneity test, and linearity test. The results showed that integrity had a significant effect with a positive direction on teacher performance in the Tenayan Raya High School in Pekanbaru. This is indicated by the regression coefficient of integrity against teacher performance of 0.083. The point is that if the integrity variable rises by one unit, an increase in teacher performance is 0.083. Furthermore, the effect of the variable integrity on teacher performance resulted in a value of 0.69%. This means that integrity contributes significantly to teacher performance by 0.69%. This contribution is in the very low category. Therefore, it can be concluded that integrity has a positive and significant effect on teachers’ performance in Tenayan Raya High School.

scholarly journals Formative Assessment Performed by High School Teachers in the Pandemic Era

2020 ◽  
Vol 13 (2) ◽  
pp. 80
Author(s):  
Hasti Robiasih ◽  
Titi Lestari
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Formative Assessment ◽  
High School Teachers ◽  
Reading Teachers ◽  
Vocational High School ◽  
School Teachers ◽  
Learning And Teaching ◽  
Current Topic ◽  
Time Allotment

AbstractAssessment is an integral part of the learning and teaching process. Effective formative assessment is intended to improve students’ achievement and raise teacher’s quality. However, qualified formative assessment is rarely performed in a real classroom in this pandemic era. This paper describes how senior and vocational high school teachers conduct a formative assessment in this pandemic era. It focuses primarily on the type of task and activity offered, language skills and components covered, the fulfillment of good criteria of assessment, the development of students’ critical thinking, also the strengths and weaknesses of the assessment. The data collected by means of documents assessment created by the teachers. Data analysis was conducted by employing Miles, Huberman, and Saldana’s theory. The results indicate the teachers conducted formative assessment mostly via Google Classroom and WhatsApp. In assessing speaking and reading, teachers provide various texts followed dominantly by multiple choices tests. In writing, students are assigned to share their feeling and opinion about a movie or current topic and write texts based on picture series. Teachers also employed form-focused grammar activities. It is evident that some tasks promote students’ critical thinking. However, some tasks are not well-constructed in terms of suitability with basic competence, time allotment, and the level of difficulties. Therefore, it is questionable whether the purpose to make changes to instruction can be achieved or not.Keywords: changes to instruction, formative assessment, Google Classroom, pandemic era

scholarly journals The prediction level of high school students’ learning styles on critical thinking dispositions

2013 ◽  
Vol 3 (4) ◽  
pp. 83-96
Author(s):  
Cemil Yücel ◽  
Ufuk Uluçınar
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
School Students ◽  
Thinking Dispositions ◽  
Causal Thinking ◽  
Critical Thinking Dispositions ◽  
Turkish Language

The purpose of this study is to investigate whether there is a predictive effect of learning styles on critical thinking dispositions of high school students. Thus, it aims to determine how much of learning styles used by high school students depending on the nature of learning settings explain the variance in critical thinking dispositions. The sample of the study is composed of 271 high school students chosen randomly from three high schools. The data was collected using Critical Thinking Dispositions Scale developed by reseachers and Learning Styles Scale developed by Reichmann-Grasha and adapted into Turkish language by Koçak (2007). The findings indicated that while high school students learning styles (systematically study, dependence on teachers and cooperation in classroom) predict significantly causal thinking, courisity and openmindedness dispositions, competitive learning style does not predict significantly the critical thinking dispositions.

scholarly journals ENGLISH TEACHERS’ QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM

2018 ◽  
Vol 4 (2) ◽  
pp. 129-154
Author(s):  
Yen Hoang Phuong ◽  
Lam Giang Thi Nguyen
Keyword(s):  
High School ◽  
Critical Thinking ◽  
High School Teachers ◽  
Cognitive Domain ◽  
School Teachers ◽  
Current Case ◽  
Classroom Activities ◽  
High School Reading ◽  
Study Results

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking.

scholarly journals MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN TES HASIL BELAJAR MELALUI BIMBINGAN BERKELANJUTAN

2020 ◽  
Vol 13 (1) ◽  
pp. 89
Author(s):  
Aguswati Gulo
Keyword(s):  
High School ◽  
High School Teachers ◽  
Initial Conditions ◽  
Descriptive Analysis ◽  
Test Results ◽  
School Teachers ◽  
Average Value ◽  
Teacher Competency ◽  
Qualitative Descriptive ◽  
Academic Year

hasil belajar melalui bimbingan berkelanjutan di SMA Negeri 1 Blangkejeren. Metode penelitian yang digunakan adalah Penelitian Tindakan Sekolah yang terdiri atas 2 siklus. Subjek penelitian adalah guru-guru SMA Negeri 1 Blangkejeren tahun pelajaran 2018/2019 sebanyak 41 orang guru. Analisis data menggunakan teknik analisis diskriptif  komparatif dengan membandingkan kondisi awal dengan hasil-hasil yang dicapai pada setiap siklus, dan analisis deskriptif kualitatif hasil observasi dengan membandingkan hasil observasi dan refleksi pada siklus I, dan siklus II. Hasil penelitian dapat dismpulkan bahwa dengan adanya penerapan bimbingan berkelanjutan dapat meningkatkan kompetensi guru dalam menyusun tes hasil belajar di SMA Negeri 1 Blangkejeren T.P 2018/2019. Hal ini dapat diketahui dari hasil penelitian dimana penilaian yang dilakukan oleh peneliti di kondisi awal rata-rata yang diperoleh adalah 65,02 dengan indicator tidak kompeten dan pada siklus 1 diperoleh nilai rata-rata sebesar 71,47 dengan katagori cukup kompeten selanjutnya pada siklus 2 mengalami peningkatan dengan nilai rata-rata76,84 dengan katagori cukup kompeten. Kata Kunci: Tes Hasil Belajar dan Bimbingan Berkelanjutan. Abstract. The purpose of this study was to determine the increase in the ability of teachers to compile test results through continuous guidance in high school 1 Blangkejeren. The research method used was a School Action Research consisting of 2 cycles. The subjects of the study were 41 high school teachers in Blangkejeren 1 2018/2019 academic year. Data analysis uses comparative descriptive analysis techniques by comparing initial conditions with the results achieved in each cycle, and qualitative descriptive analysis of observations by comparing observations and reflections in cycle I, and cycle II. The results of the study can be concluded that the application of ongoing guidance can improve teacher competency in compiling test results in high school 1 Blangkejeren T.P 2018/2019. This can be seen from the results of the study in which the assessment conducted by researchers in the initial conditions the average obtained was 65.02 with incompetent indicators and in cycle 1 an average value of 71.47 was obtained with the category of competent enough next in cycle 2 an increase with an average value of 76.84 with the category of competent enough. Keywords: Learning Outcomes Test and Continuing Guidance

Sign in / Sign up

Export Citation Format

Share Document