scholarly journals IMPLEMENTATION OF EDPUZZLE TO IMPROVE STUDENTS’ ANALYTICAL THINKING SKILL IN NARRATIVE TEXT

Prosodi ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 35-44
Author(s):  
Amaliah Amaliah
Keyword(s):  
Thinking Skills ◽  
Narrative Text ◽  
Human Being ◽  
Digital Learning ◽  
Thinking Skill ◽  
Case Investigation ◽  
Analytical Thinking ◽  
Self Study ◽  
Academic Year

Digital learning has become one of the demands of life to prepare students to become part of global society 5.0. as cultured human being. For this reason, it is very important that students learn to be creative, collaborative, communicative, and able to think critically. However, to achieve those all, the teacher really has to work hard in designing 4C learning. The purpose of this research is to describe the implementation of Edpuzzle to improve the students’analytical thinking skill in Narrative text at SMPN 2 Sidoarjo in the academic year 2018/2019 by using  Edpuzzle in the even semester. The method used in this research is case study. It develops a detail background, case, investigation to solve a problem. The results obtained are: (1) The use of Edpuzzle can improve students’ analytical thinking skill, especially in Narrative text at SMPN 2 Sidoarjo (2) The use of Edpuzzle in the classroom is conducted and implemented with PISA method (Preliminarily, Intensive learning, Self-study and Assessment). This application is specifically used to overcome students' understanding and analytical thinking skills at a higher level. Students also increase their creativity in creating writing content that educates and promotes the Indonesian stories to the international languages.

scholarly journals The Analytical Thinking Skill of Grade XI Students of SMA Negeri 15 Semarang

2019 ◽  
Vol 8 (1) ◽  
pp. 106-116
Author(s):  
Dwi Muhartati ◽  
Wiwi Isnaeni ◽  
Saiful Ridlo
Keyword(s):  
Learning Process ◽  
Thinking Skill ◽  
Student Responses ◽  
Case Study Design ◽  
Skill Test ◽  
Process Implementation ◽  
Analytical Thinking ◽  
Lecture Method ◽  
Academic Year

This research aims to study the development of students’ analytical thinking skill during animal tissue learning. The other aim is to identify the obstacles experienced by the teacher in developing the students’ analytical thinking skill during learning process. The study used case study design. The study was held on odd semester of academic year 2017/2018. The samples were XI IPA5, XI IPA6, dan XI IPA7. The datas in this research are the data of learning implementation, students’ analytical thinking skill, and the teacher’s obstacles during the learning. The data of learning implementation was obtained from observation sheets. The data of students’ analytical thinking skill was obtained from observation and test. The data of challenge which was experienced by teacher and students’ response were obtained from teacher and students’ questionnaire. The data of learning implementation is analyzed by measuring the percentage of learning process implementation. Based on that percentage, the implementation of learning held by teacher can be categorized into very well, well, and dissatisfactory. The data of analytical thinking skill was analyzed by calculate the score of analytical thinking skill test. Based on that score, students were grouped into 3 categories; high, medium, and low. The data of teacher and student responses were analyzed by calculating the score percentage of teacher and students questionaires. The result of study showed that students’ analytical thinking skill developed well through lecture method (67%), and it developed very well through discussion method (89%). Most of the students (68%) had medium analytical thinking. The teacher challenged the development of indicator of analytical thinking skill in evaluating opinion, and collecting and assessing information. According to the students, their analytical thinking skill developed well during the learning.

scholarly journals History Teaching Approaches Preferred by Turkish and Russian History Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 62
Author(s):  
Osman Akhan
Keyword(s):  
Descriptive Analysis ◽  
Thinking Skills ◽  
Russian History ◽  
History Teachers ◽  
History Teaching ◽  
Classroom Activities ◽  
Questionnaire Form ◽  
Academic Year ◽  
E Mail

The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020- 2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.

scholarly journals MEMBERDAYAKAN KEMAMPUAN BERPIKIR MAHASISWA MELALUI MODEL PEMBELAJARAN READING QUESTIONING AND ANSWERING (RQA)

2018 ◽  
Vol 2 (1) ◽  
pp. 33
Author(s):  
Mulyadi Mulyadi ◽  
Adlim Adlim ◽  
Djufri Djufri
Keyword(s):  
Teacher Training ◽  
Experimental Research ◽  
Cognitive Process ◽  
Thinking Skills ◽  
Student Thinking ◽  
Thinking Skill ◽  
Training And Education ◽  
Higher Level Thinking ◽  
Thinking Ability ◽  
Academic Year

This study aimed at figuring out the increase of student thinking skills through the preparation of questions. The population of the research was all of four-semester students of Biology Department of Teacher Training and Education (Tarbiyah) Faculty of IAIN Ar-Raniry in academic year 2012/2013. The sample then selected 29 students. The method used was experimental research. The researcher taught by using Questioning Reading and Answering learning model. Students are asked to read the course topic and then prepare substantial questions from the reading. The assigned materials were Bryophyta and Pteridophyta. The test of thinking skill followed the rubric of knowledge dimensions and cognitive process dimensions of Anderson and Karthwohl. The results showed an increase in thinking ability of students toward the higher level thinking ability. Thus the application of the Reading Questioning and Answering model can improve thinking ability of students in Botany Cryptogamae course.

scholarly journals PENGARUH KEMAMPUAN BERPIKIR ANALITIS PADA PEMBELAJARAN BERBASIS MASALAH (PBL) TERHADAP HASIL BELAJAR RANAH PENGETAHUAN

EDUSAINS ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 106-112
Author(s):  
Galih Rinekso Yuwono ◽  
Widha Sunarno ◽  
Nonoh Siti Aminah
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Multiple Choice Questions ◽  
Thinking Skill ◽  
Knowledge Domain ◽  
Analytical Thinking

THE EFFECT OF ANALYTICAL THINKING SKILLS ON PROBLEM-BASED LEARNING TOWARDS STUDENTS’ LEARNING OUTCOME OF THE KNOWLEDGE DOMAIN AbstractThis research aims to discover the influence of analytical thinking skill on problem-based learning towards students' learning outcomes of the knowledge domain. This research was conducted in SMP 1 Jaten in the academic year of 2018/2019. The research method used in this research was quasi-experimental. The researcher used simple random sampling to take a sample of this research. The sample of this research was 64 students of SMPN 1 Jaten. The researcher collected the data using objective tests in the form of 18 multiple choice questions to get data of the knowledge domain and 12 questions to get data of analytical thinking skills. The data analysis technique used by the researcher was a parametric test using the ANOVA test. Based on the data analysis, it was got that the sig value was 0.539. If the sig value was > 0.05, it could be concluded that H0 was accepted. It means that the students analytical thinking skill does not influence significantly towards students learning outcomes of the knowledge domain. AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh kemampuan berpikir analitis peserta didik pada pembelajaran berbasis masalah (PBL) terhadap hasil belajar pada ranah pengetahuan. Penelitian ini dilakukan di SMP Negeri 1 Jaten pada tahun ajaran 2018/2019. Metode penelitian yang digunakan adalah penelitian kuasi eksperimen. Pengambilan sampel dilakukan dengan menggunakan teknik simple random sampling. Sampel yang digunakan berjumlah 64 peserta didik. Pengambilan data dengan menggunakan tes objektif pilihan ganda sebanyak 18 butir soal untuk mendapatkan data hasil belajar  ranah pengetahuan dan 12 butir soal untuk mendapatkan data kemampuan berpikir analitis. Analisis data yang digunakan yaitu uji parametrik dengan menggunakan uji anava. Berdasarkan analisis yang dilakukan, diperoleh nilai sig sebesar 0,539. Nilai sig yang diperoleh > 0,05 maka disimpulkan H0 diterima yang menunjukkan kemampuan berpikir analitis peserta didik tidak berpengaruh signifikan terhadap hasil belajar ranah pengetahuan. 

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals Teachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 75-84
Author(s):  
Desy Pusparini ◽  
Suparno Suparno ◽  
Teguh Sarosa
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Teaching Reading ◽  
Thinking Skill ◽  
Depth Interviews ◽  
Research Show

ABSTRACTHigher-order Thinking Skills (HOTS) is a well-known term that is nowadays being discussed among researchers, especially in education contexts. In this globalization era, developing students’ ability to think with HOTS becomes teachers’ challenging task to do. They are responsible to enrich their knowledge about HOTS and update findings and ideas of HOTS implementation in teaching. So, they will be able to implement HOTS in teaching they believe will be ideal and effective to develop students’ HOTS. This research aims to investigate teachers’ knowledge about HOTS and investigate how they implement their knowledge of HOTS in teaching reading classroom. This is a qualitative research with case study as the research design. The data were collected using in-depth interviews followed by observation. The participants of this research are three English teachers from a senior high school who teach different grades. The results of this research show that the teachers’ knowledge of HOTS is still low. They do not understand HOTS conceptually. However, their implementation of HOTS in teaching reading show that they implement HOTS to teach reading that enables students to activate their HOTS. They include the concept of effective HOTS teaching suggested by Fogarty (2009).

scholarly journals EMPOWERING STUDENT’S CREATIVE THINKING SKILL IN BIOLOGY CLASSROOM: POTENTIAL OF GROUP INVESTIGATION COMBINED WITH THINK TALK WRITE (GITTW) STRATEGY

2019 ◽  
Vol 7 (3) ◽  
pp. 477-483
Author(s):  
Lina Listiana ◽  
Arsad Bahri
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Problem Solver ◽  
Thinking Skill ◽  
Quasi Experimental ◽  
Essay Test ◽  
Academic Year

Purpose of Study: Creative thinking skills are indispensable for the investigation of a problem, finding and analyzing facts and data in solving the problem. The role of creative thinking in learning to prepare students to be a problem solver. The lack of empowerment of the creative thinking skills of students in the biology classroom can be caused by the non-optimal application of learning strategies. Methodology: This study was a quasi-experimental study designed to explore the effect of GI learning strategies, TTW, GITTW, and conventional learning in empowering creative thinking skills of students in high school. The research sample was 162 students of X grade of science majors SMA Muhammadiyah 1 in Surabaya, Indonesia academic year 2015/2016. Creative thinking skills of students measured by essay test given at the beginning and end of the study. Results: The results showed that the application of learning strategies affected the creative thinking skills of students. GITTW learning strategy can maximize the creative thinking skills empowerment. Also, note that the strategy TTW could improve creative thinking skills were higher than GI and conventional strategy. Implications/Applications: The GITTW strategy can be considered to be used by teachers as a learning strategy to empower creative thinking skills.

How Powerful Is Digital Storytelling for Teaching?

2017 ◽  
pp. 511-529 ◽  
Author(s):  
Serçin Karataş ◽  
Volkan Kukul ◽  
Seher Özcan
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Conventional Methods ◽  
Academic Year ◽  
Positive Effect

The purpose of this study is to reveal the opinions of pre-service teachers regarding the teaching of digital storytelling, which is one of the methods where students actively participate in the learning process, produce content, and learn while having fun, unlike the conventional methods. The research was undertaken as a case study. The study was carried out in Gazi University in the 2015-2016 academic year. The results of the research suggest that the pre-service teachers were mostly pleased with the digital storytelling task. Pre-service teachers who studied in groups were more satisfied and the pre-service teachers believed that digital storytelling positively affected many higher-order thinking skills, creativity in particular. Although higher-order thinking skills are not expected to improve with such short tasks, it can be suggested that the topic may have a positive effect.

scholarly journals Multidimensional Analysis of the Teaching Process of the Critical Thinking Skills

2020 ◽  
Vol 5 (2) ◽  
pp. 134-157
Author(s):  
Seyat Polat
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multidimensional Analysis ◽  
Relational Model ◽  
Study Group ◽  
Case Study Method ◽  
Qualitative Part ◽  
Academic Year

This study aims to evaluate critical thinking skills in a multidimensional way. Based on this objective, the level of teachers’ critical thinking skills, how they conceptualize critical thinking, their practices of critical thinking in the classroom, and if the critical thinking is referred enough in the curriculum are analyzed in this research. In terms of the research objective, this study is mixed-method: The relational model was used for the quantitative part of the research, and the case study method was used for the qualitative part. The research data was collected in the academic year 2013-2014. The study group from which quantitative data was collected consists of 323 males and 377 females, totaling 700 teachers, and the other study group from which the qualitative data was collected involves 16 teachers working at two primary and two elementary schools.

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