scholarly journals Effect of Self-Learning Package about Critical Thinking on Intern-Nurses' Knowledge, Disposition and Skills

2022 ◽  
Vol 2 (2) ◽  
pp. 548-567
Author(s):  
Ahmed Farghaly Towfik ◽  
Gehan Mohamed Ahmed Mostafa ◽  
Howida Hassan El-Sayed Mahfouz ◽  
salwa mohamed
Keyword(s):  
Critical Thinking ◽  
Self Learning ◽  
Nurses Knowledge

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

Using a Cyclical Diagram to Visualize the Events of the Ovulatory Menstrual Cycle

2014 ◽  
Vol 76 (1) ◽  
pp. 12-16
Author(s):  
Ivan Shun Ho ◽  
Navneet K. Parmar
Keyword(s):  
Critical Thinking ◽  
Menstrual Cycle ◽  
Cycle Time ◽  
Follicular Development ◽  
Human Anatomy ◽  
Hormone Levels ◽  
Anatomy And Physiology ◽  
The Past ◽  
Human Anatomy And Physiology ◽  
Self Learning

Over the past 10 years, college textbooks in human anatomy and physiology have typically presented the events of the ovulatory menstrual cycle in a linear format, with time in days shown on the x-axis, and hormone levels, follicular development, and uterine lining on the y-axis. In addition, the various events are often shown over a 28-day cycle, when they can take place over 21–35 days and may not be regular at all. Here, we propose a circular diagram that is independent of a set cycle time and readily shows the cyclic nature of the events. This diagram can be presented sequentially in organized layers, and additional complexity can be added. In addition, we present questions here that can promote self-learning before and critical thinking after the discussion of the cycle to enhance understanding of the physiological events.

scholarly journals Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Ali Emad Muhammad
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Instructional Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Social Studies Teachers ◽  
Self Assessment ◽  
Constructive Learning ◽  
Teachers Attitudes ◽  
Self Learning

This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DALAM MENINGKATKAN SIKAP BERPIKIR KRITIS

Jurnal Socius ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 25
Author(s):  
JUNAIDI JUNAIDI
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Problem Based Learning ◽  
Learning Model ◽  
Abstract Problem ◽  
Self Learning ◽  
Patterns Of Interaction

Abstract: Problem-based learning model is learning that uses various thinking abilities of students individually or in groups.  The purpose of PBL is to improve the ability to apply concepts to new / real problems, the desire to learn, direct self-learning, and skills.  Critical thinking is thinking reasoned and reflective with an emphasis on making decisions about what to believe or do.  The ability to think critically will arise in students if during the learning process in the classroom, the teacher builds patterns of interaction and communication that emphasizes the process of actively forming knowledge by students.Key words : Problem based learning, critical thinking Abstrak: Model pembelajaran berbasis masalah merupakan pembelajaran yang menggunakan berbagai kemampuan berpikir peserta didik secara individu maupun kelompok. Tujuan PBL adalah untuk meningkatkan kemampuan dalam menerapkan konsep-konsep pada permasalahan baru/nyata, keinginan dalam belajar, mengarahkan belajar diri sendiri, dan keterampilan. Berpikir kritis  adalah  berpikir  secara  beralasan  dan  reflektif  dengan menekankan  pada  pembuatan  keputusan  tentang  apa  yang  harus dipercayai  atau  dilakukan.  Kemampuan  berpikir  kritis  akan muncul dalam diri siswa apabila selama proses pembelajaran di dalam kelas, guru membangun  pola  interaksi  dan  komunikasi  yang  lebih  menekankan  pada  proses pembentukan  pengetahuan  secara  aktif  oleh  siswa.Kata Kunci : Problem Based Learning, Berpikir Kritis

scholarly journals ¿Para qué sirve la experiencia? Reflexiones sobre un aprendizaje activo y crítico

2018 ◽  
Vol 3 (3) ◽  
pp. 70
Author(s):  
Rafael Cartay Ángulo ◽  
Kepler Ribadeneira Aroca ◽  
Fernando Pérez Suárez ◽  
Carlos Rivero Torres
Keyword(s):  
Critical Thinking ◽  
Collaborative Work ◽  
Educational Processes ◽  
Palabras Clave ◽  
El Sistema ◽  
Ict Tools ◽  
Copy And Paste ◽  
Teaching Learning ◽  
Google Search ◽  
Self Learning

  Este artículo trata sobre el valor de la experiencia como fuente de conocimiento y su utilización en los procesos pedagógicos de enseñanza-aprendizaje y autoaprendizaje, con el apoyo de la técnica del pensamiento crítico, para cumplir los objetivos de formación académica. Con ese fin, valiéndose de ejemplos concretos, se discute el uso idóneo de algunas herramientas propias de las TIC  para la  búsqueda de conocimientos  tales como el motor de búsqueda google, en particular la sección Wikipedia, y google académico, información que es  procesada por el estudiante empleando el sistema copia y pega, para luego exponer los hallazgos. La experiencia, aplicada en las nuevas metodologías de enseñanza – aprendizaje produce un conocimiento superior en los procesos educativos, más si la práctica está asociada al trabajo colaborativo como resultado de las pedagogías constructivistas.   Palabras clave: Aprendizaje a través de la experiencia; Educación; Enseñanza superior; Pensamiento crítico   ABSTRACT   This article deals with the value of experience as a source of knowledge and its use in the pedagogical processes of teaching-learning and self-learning, with the support of the technique of critical thinking, to meet the objectives of academic training. To this end, specific examples are used to discuss the appropriate use, in the search for knowledge, of certain ICT tools such as the Google search engine, in particular the Wikipedia section, and academic Google, whereby information is processed by the student using the copy and paste method so as then to present his or her findings. Experience, when applied in the new teaching - learning methodologies, produces superior knowledge in educational processes, even more so if this form of practice is associated with collaborative work as a result of constructivist pedagogies.   KEY WORDS: Critical thinking; Experiential learning, Education; Higher education

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR MAHASISWA MELALUI PEMBELAJARAN GENERATIF

2010 ◽  
Vol 22 (XIII) ◽  
pp. 151-158
Author(s):  
Fadli Fadli
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Learning Approach ◽  
Generative Learning ◽  
Algebra Structure ◽  
Study Program ◽  
Learning Abilities ◽  
Education Study ◽  
The Subject ◽  
Self Learning

The research aims at analyzing the quality of students’ critical thinking and self-learning abilities by applying generative learning method in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau. The variable of the research was the result of generative learning approach to improve critical thinking and self-learning abilities in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau. The research objects were 23 students of the fifth semester class in Mathematic Education Study Program of STKIP PGRI Lubuk Linggau the year of 2009/2010. Research method applied was quasi experiment, with experiment class treated with generative learning method and without control class. The research result showed that in general, the critical thinking and self-learning abilities of Algebra Structure Subject had the mean of 75.90 (with minimum score of 70) meaning, the critical thinking and self-learning abilities of the students were generally in high level. Whereas the analysis result of variants test was t-count =3.954 and t-table (dk =22, á =1%) = 2,508. It showed that the critical thinking and self-learning abilities of the students with generative learning approach in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau was above the score of 70.

scholarly journals STRATEGI GURU DALAM PEMBELAJARAN BERPIKIR KRITIS PESERTA DIDIK MELALUI UNIT KEGIATAN BELAJAR MANDIRI MATA PELAJARAN PPKn (Studi di SMA Negeri 3 Surakarta)

2019 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
Novita Taya Sara ◽  
Rusnaini Rusnaini ◽  
Winarno Winarno
Keyword(s):  
Critical Thinking ◽  
Citizenship Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
The Self ◽  
Learning Activities ◽  
Learning Activity ◽  
Higher Order Thinking Skills ◽  
Self Learning

<p><em>The research aims to find out: 1) The strategy of teachers in  student’s critical thinking learning using self learning activity in Pancasila and Citizenship Education in SMA Negeri 3 Surakarta; 2)  Teacher’s supporting factors and inhibitory factor in  critical thinking learning using self learning activity in Pancasila and Citizenship Education in SMA Negeri 3 Surakarta.</em></p><p><em>They study uses a qualitative approach, a type of qualitative descriptive research. Data sources are obtained from the informant, place and document. Sampling techniques using purposive sampling. Data collection techniques using interviews, observations, and document analysis. Data validity using trianggulation data and Trianggulation method. Analyze data using interactive analysis models.</em></p><p><em>Result of the research: 1) The strategy of teachers in student’s critical thinking learning using self learning activities in Pancasila education subjects and citizenship in Pancasila and Citizenship Education in SMA Negeri 3 Surakarta: a) Teacher need to learn and understand about the components development and characteristics of self learning activities ; b) The teacher makes a learning activity by displaying questions of Higher Order Thinking Skills (HOTS); c) The teacher makes the look of self learning activity; and d) The teacher designed the planning, implementation, and evaluation activities. 2) The teacher's supporting factor in student’s critical thinking learning using self learning in Pancasila Education and Citizenship course includes: a) schools facilities; b) The positive response from the students with the self learning activity; c) Learning activities in the self learning activities lead to the growing Higher Order Thinking Skills (HOTS) that support critical thinking skills; d) Self learning activities as a self-learning strategy that helps learners achieve learning submission. The inhibitory factor includes internal factors: a) The feeling of fear of self-learners; b) lack of ability to communicate students; and c) lack of motivation in the students in the interest of the study of Pancasila and the citizenship. External factors include: a) The responses of nearby friends who often laugh at other learners when they wrong answer; b) Limited time allocation; c) Learners who have completed self learning activity of Pancasila and Citizenship Education must wait for other learners to get new material taught by the teacher and; d) Find it difficult to print the modul for the self learning activity of Pancasila and Citizenship Education because of the limited fund of the school.</em></p><strong><em>Keywords</em></strong><em>: Strategies, Critical Thinking, Self Learning Activity, Pancasila Education and Citizenship</em>

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