THE MATTER OF THE TERMHOOD OF THE CONCEPT “CRITICAL THINKING”

2020 ◽  
Vol 12 (12) ◽  
pp. 94-98
Author(s):  
M.A. Simonenko ◽  
◽  
L.D. Krivykh ◽  
Keyword(s):  
Critical Thinking ◽  
Scientific Knowledge ◽  
Subject Matter ◽  
Scientific Language ◽  
The Subject ◽  
Research Tools

The subject matter of the article is term formation of the concept “critical thinking” in modern scientific language that is developing through integration of scientific knowledge enabling the application of various research tools. The authors suggest their definition to the term taking into account the existing definitions and keeping in mind both individual meaning components of the notion “critical thinking” and the attributes of the main denotatum, that is thinking human.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students

2020 ◽  
Vol 3 (1) ◽  
pp. 15-31
Author(s):  
Juliet Brandt
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Subject Matter ◽  
Teaching Method ◽  
Baseline Assessment ◽  
Population Pyramid ◽  
Instrumental Enrichment ◽  
The Subject

Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.

scholarly journals What is the Meaning of Critical Thinking in the Context of Globalization?

MANUSYA ◽  
2001 ◽  
Vol 4 (3) ◽  
pp. 80-96
Author(s):  
Stephen Evans
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Recent Literature ◽  
Clear Picture ◽  
The World ◽  
The Subject ◽  
Definition Of

A review of recent literature advocating critical thinking as a necessary response to ‘globalizationʼ, gives no clear picture of what critical thinking is. Drawing on Kant and Hermeneutics, this paper proposes a critical definition of critical thinking as an understanding of its subject-matter which questions itself, and a characterization of critical thinking as the tension of standing within the subject-matter while holding it at a distance. Considered against a backdrop of concerns about ‘globalizationʼ, critical thinking is seen, not only as an intellectual method, but also as an existential engagement of the world.

The Psychology Portfolio: Promoting Writing and Critical Thinking about Psychology

1993 ◽  
Vol 20 (3) ◽  
pp. 170-172 ◽  
Author(s):  
Cheryl A. Rickabaugh
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Writing Assignments ◽  
Course Content ◽  
Guided Writing ◽  
Term Paper ◽  
The Subject ◽  
Undergraduate Psychology ◽  
Traditional Term

Guided writing assignments can encourage critical thinking in undergraduate psychology classes. Students (N − 96) were surveyed to assess the effectiveness of the method. Results suggested that the assignments were at an appropriate level for the course. Students indicated that they were able to relate the assignments to the course convent and that the assignments made the lecture and text material easier to understand. Overall, students thought that the assignments were integrated into the course content. Perhaps most important, students indicated that the assignments helped develop their individual interests in the subject matter. Finally, these assignments were overwhelmingly preferred to a traditional term paper.

scholarly journals Using Debate As A Pedagogical Tool In Enhancing Pre-Service Teachers Learning And Critical Thinking

2012 ◽  
Vol 8 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Chien-Hui Yang ◽  
Enniati Rusli
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Real Life ◽  
Thinking Skills ◽  
Course Evaluation ◽  
Higher Order ◽  
Pedagogical Tool ◽  
The Real ◽  
Qualitative Feedback ◽  
The Subject

Research has shown that using debate in higher education as a pedagogical tool has effect on promoting higher order and critical thinking (Camp & Schnader, 2010; Ng et al., 2004; Roy & Macchiette, 2005; Ryan & College, 2006). Debate has been implemented in various disciplines with adult learners, such as psychology (Budesheim & Lundquist, 1999), medicine (Koklanaris, Mackenzie, Fino, Arsland, & Seubert, 2008 ), political science (Omelicheva, 2005), marketing (Roy & Macchiette, 2005), accounting (Camp & Schnader, 2010), science & technology (Scott, 2008). Based on the previous studies, students viewed the use of debate as a new and innovative way to teaching and learning, while being more informative, and eye-opening (Kennedy, 2009; Munakata, 2010). The non-traditional method of teaching also increased students motivation and interest level (Munakata, 2010) as it gave a real sense of drama (Roy & Macchiette, 2005, p. 271). However, in teacher preparation, the implementation of debate as a pedagogical tool to promote learning as well as the research on this topic is relatively limited (Erduran, Ardac, & Yakmaci-Guzel, 2006; Ng, Lan, & They, 2004; Munakata, 2010; Sadler, 2006).  This study aims to implement debate as pedagogical tool to enhance pres-service teachers learning on the subject matter and investigate the effect of using debate in teacher training in Singapore context. The following research questions were posed in the study: (1) whether debate stimulated students thinking on the subject matter more than textbook readings and lectures (traditional teacher-directed methods), (2) to which extent students found debate helpful to their learning on the subject matter, (3) to which extent debate helped students to make connections between the subject matter and the real life, and (4) what was the qualitative feedback from students in their learning through the debate activity. Fifty-six pre-service teachers participated in a course evaluation survey to provide feedback on their learning. The results have shown that 83.9% of teachers agree that debate stimulated their thinking more than textbook readings and lectures, while 14.3% of teachers felt neutral, and 1.8% of teachers strongly disagree. Eighty two percent of teachers found debate very helpful to their learning while 16.1% felt neutral. In addition, 80.4% of teachers agree that debate helps them to make connections between the subject matter and the real life experiences while 17.9% of teachers felt neutral. Several observations emerged from students qualitative feedback on using debate in learning. Students expressed that the debate activity helped them to expand the understanding of the subject matter, retention of crucial concepts and knowledge, and comprehension of essential issues on the subject matter. Students felt debate helped them to understand different perspectives, and reduce bias. Some students reported change of their positions and perspectives after the debate. More importantly, many students stated that debate helped them develop critical thinking and higher order thinking skills in comparison to traditional methods.

scholarly journals MODEL OF ARABIC INSTRUCTION BASED ON MODERN SOCIOLINGUISTICS

2020 ◽  
Vol 8 (2) ◽  
pp. 377-402
Author(s):  
Wiwin Luqna Hunaida ◽  
Rahayu Ningsih
Keyword(s):  
Language Learning ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Arabic Language ◽  
Foreign Languages ◽  
Teaching Material ◽  
Formal Learning ◽  
The Subject ◽  
Three Stages

This study aims to discuss modern sociolinguistic theory as the latest Arabic language learning model offering in the context of developing foreign languages in Indonesia. The results of the discussion are expected to expand scientific knowledge in the Arabic learning process in Indonesia. Some Arabic studies currently pay less attention to the study of Arabic culture. Formal learning in the classroom is just quiet theoretical learning of the language itself. Even though studying culture in language learning is very important to do. These two things are inseparable so both must be hand in hand. Everything that can be found in a language contains the culture of its language origin, as well as culture is one of the elements that can shape language. This is called macro linguistics, which is one of the scientific trends in examining issues in learning Arabic in Indonesia. For research design, this study uses a research library which operationally the library data the authors get from books and articles that have relevance to the subject matter. The stages of Arabic language learning based on sociolinguistic theory can be done through three stages, namely describing the concept of sociolinguistics, synchronizing sociolinguistic with teaching material, and implementing sociolinguistics in Arabic instruction. Thus, learning Arabic will be easier for students to understand. The results of the study reveal the results of a fantastic study.

scholarly journals Pengaruh Model Pembelajaran dan Gaya Belajar terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas XI IPA SMA Negeri 3 Palopo Pada Materi Pokok Larutan Asam Basa

2017 ◽  
Vol 18 (2) ◽  
pp. 20
Author(s):  
Nurasia Nurasia
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Subject Matter ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Model ◽  
Acid Base ◽  
Base Solution ◽  
The Subject

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran dan gaya belajar terhadap keterampilan berpikir kritis peserta didik kelas XI  IPA SMA Negeri 3 Palopo pada materi pokok larutan asam basa.  Jenis penelitian adalah eksperimen semu dengan menggunakan desain Faktorial 2x3. Populasi penelitian adalah seluruh peserta didik kelas XI IPA SMA Negeri 3 Palopo tahun ajaran 2013/2014 yang berjumlah 180 orang. Pengambilan sampel dilakukan dengan simple random sampling dan kelas yang terpilih adalah kelas XI IPA D dan XI IPA F. Pengujian hipotesis dilakukan dengan program SPSS 20 menggunakan analisis ANACOVA. Hasil penelitian ini menunjukkan bahwa (1) Ada pengaruh model pembelajaran terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (2) Tidak ada pengaruh gaya belajar visual, auditorial dan kinestetik terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (3) Tidak ada interaksi antara model pembelajaran dengan gaya belajar dalam mempengaruhi keterampilan berpikir kritis peserta didik kelas XI IPA SMA Negeri 3  Palopo pada materi larutan asam basa. Rata-rata  keterampilan berpikir kritis peserta didik yang diajar dengan menggunakan model pembelajaran inkuiri lebih tinggi dari pada yang diajar dengan menggunakan model pembelajaran langsung. Rata-rata keterampilan berpikir kritis peserta didik yang memiliki gaya belajar audiotori lebih tinggi dari pada peserta didik yang memiliki gaya belajar visual dan kinestetik.Kata kunci: Model pembelajaran, Gaya belajar, Keterampilan berpikir kritis ABSTRACTThis research aims to identify the influence of instructional model and learning style to critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution. This type of research is quasi-experimental using factorial design 2x3. Population of the research was all students in class XI Science SMAN 3 Palopo school year 2013/2014 which amounted to 180 students. The sample was taken by simple random sampling and the selected class is XI D Science and XI F Science. The Hypothesis test was conducted by SPSS 20 Program using The ANACOVA (Analysis of Covariance) analysis. The results of this study show that (1) There is an influence of instructional model to critical thinking skills of students in class XI Science at SMAN 3 Palopo in the subject matter acid-base solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution, (3) There is no interaction between the instructional model and learning styles in influencing the critical thinking skills of students in class XI Science SMAN 3 Palopo the acid base solution material. Average critical thinking skills that students taught using inquiry learning model is higher than those taught using direct instructional model. Average score critical thinking skills of learners who have learning styles auditory higher than the learners who have visual and kinesthetic learning styles.Keywords: Instructional model, Learning style, Critical thinking skills

Facing Epistemic Authorities

2021 ◽  
pp. 134-155
Author(s):  
Thomas Grundmann
Keyword(s):  
Critical Thinking ◽  
Public Opinion ◽  
Subject Matter ◽  
Truth Condition ◽  
Point Of View ◽  
Rational Agent ◽  
Conspiracy Theories ◽  
The Subject ◽  
The Many ◽  
Conspiracy Thinking

Disrespect for the truth, the rise of conspiracy thinking, and a pervasive distrust in experts are widespread features of the post-truth condition in current politics and public opinion. Among the many good explanations of these phenomena there is one that is only rarely discussed: that something is wrong with our deeply entrenched intellectual standards of (i) using our own critical thinking without any restriction and (ii) respecting the judgment of every rational agent as epistemically relevant. This chapter argues that these two Enlightenment principles—the Principle of Unrestricted Critical Thinking and the Principle of Democratic Reason—not only conflict with what is rationally required from a purely epistemic point of view, but also further the spread of conspiracy theories and undermine trust in experts. As a result, we should typically defer to experts without using any of our own reasons regarding the subject matter

scholarly journals UPAYA MENIGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA MELALUI PENDEKATAN OPENENDED

2019 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Marliana Marliana
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Subject Matter ◽  
Validity And Reliability ◽  
Reliability Data ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Subject ◽  
Academic Year

AbstractThis study aims at determining the effort ti improve students’ mathematical eritical thinking ability through an Open-Ended Approach in algebraic material at class VII-1 of MTs.PP Daarul Hikmah Sei Alim Hassak in the academic year of 2018/2019. The subject in this study was class VII-1 MTs.PP Daarul Hikmah Sei Alim Hassak, amounting to 40 people. The object of this research was the students’ mathematical critical thinking ability in algebraic material at class VII-1 of MTs.PP Daarul Hikmah Sei Alim Hassak in the academic year of 2018/2019. This type of research was PTK. Data needed in this study was obtained from test and observation. The test used was a description test the was given to sstudents after learning through the Open-Ended Approach. Before the test was carried out, the questions were first tested outside the sample to determine the validity and reliability. Data analysis used in this study were: level of students’ mastery on subject matter and observation result. From the results of the data analysis above, it can be concluded that the application of learning through an Open-Ended Approach is affectively used on the subject of algebraKeywords:Critical Thinking Ability, Open-Ended Approach, Algebra

scholarly journals PENGARUH ISU SOSIOSAINTIFIK DALAM MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI ASAM BASA

2020 ◽  
Vol 4 (1) ◽  
pp. 64-74
Author(s):  
Pintaka Kusumaningtyas ◽  
Rezky Oktafiani ◽  
Mukhamad Nurhadi ◽  
Sekar Sulistyaningwarni
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Homogeneity Test ◽  
Acid Base ◽  
The Subject

The aim of this study was to determine the influence of sosioscientific issues in discovery learning model toward critical thinking skills of students on the subject matter of acid-base. The research method used was quasi experimental, with the type of research design was posttest only control group design. The population in this study was all students of class XI MIPA SMAN 13 Samarinda in the 2018/2019 school year, amounting to 66 students, which were divided into 2 classes. The samples were taken using saturated sampling technique. The technique used to measure critical thinking skills of students was post-test technique in form of essay test. Data were analyzed by normality test, homogeneity test, and independent sample t-test. The results showed the average posttest score in the control class was 72.06 (good category) and the experimental class was 79.36 (good category). Statistical analysis using t-test showed tcount, 3.15 > ttable, 1.66, which means that there was an influence of the use of sosioscientific issues in the discovery learning model toward critical thinking skills of students on the subject matter of acid-base.

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