scholarly journals THE EFFECTS OF VISUAL MAPPING AND SCIENCE-RELATED ATTITUDES ON STUDENTS’ CRITICAL THINKING AND PROBLEM SOLVING SKILLS

2021 ◽  
Vol 8 (2) ◽  
pp. 146
Author(s):  
Muhammad Jamhari ◽  
Syarifuddin Syarifuddin ◽  
Herbert Sipahutar
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Visual Mapping ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Range Test

The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, totally 141 students. It was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test. The results showed that: (1) there were the significant effects of visual mapping on students’ critical thinking skills (F=87.082; P=0.000), (2) there were the significant effects of science-related attitudes on students’ critical thinking skills (F=2.493; P=0.040), (3) there were the interactions between visual mapping and science-related attitudes on students’ critical thinking skills (F=2.037; P=0.000), (4) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), (5) there were the significant effects of science-related attitudes on students’ problem  solving skills (F=3.397; P=0.031), and (6) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000).

scholarly journals Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

2016 ◽  
Vol 13 (3) ◽  
pp. 4931
Author(s):  
Fatma Tanrıkulu ◽  
Funda Erol ◽  
Yurdanur Dikmen
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Application ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Reflection Method ◽  
Clinical Practices ◽  
Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department.  The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

scholarly journals Kemampuan Berpikir Kritis Matematis serta Habits Of Mind Menggunakan Model Inquiry Learning dan Model Creative Problem Solving

2021 ◽  
Vol 10 (1) ◽  
pp. 95-106
Author(s):  
Samsul Nurdiansyah ◽  
Rostina Sundayana ◽  
Teni Sritresna
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Creative Problem Solving ◽  
Quasi Experimental ◽  
Creative Problem

AbstrakKemampuan berpikir kritis matematis dan Habits of Mind merupakan salah satu kemampuan dasar yang harus dimiliki oleh siswa. Fakta menunjukkan bahwa kemampuan berpikir kritis matematis dan Habits of Mind siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind siswa salah satunya menggunakan model Inquiry Learning dan model pembelajaran Creative Problem Solving. Tujuan dari penelitian ini adalah menganalisis perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 11 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas X-MIPA 5 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model Inquiry Learning dan kelas  X-MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran Creative Problem Solving. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Likert. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind, model Inquiry Learning cocok digunakan. Mathematics Critical Thinking Ability And Habits Of Mind Using Inquiry Learning Model And Creative Problem Solving ModelAbstractMathematical Critical Thinking Skills and Habits of Mind are some of the basic abilities that students must have. The fact shows that the Mathematical Critical Thinking Skills and Habits of Mind are still low. Efforts are needed to improve the Mathematical Critical Thinking Skills and Habits of Mind, one of them using Inquiry Learning and Creative Problem Solving learning. The purpose of this research was to analyze the differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. The research method used a quasi-experimental with a population of all class X of SMAN 11 Garut. The sample consisted of two classes, class X Science 5 by 35 students as the first experimental class, which got Inquiry Learning model, and class X Science 6 by 35 students as the second experimental class which got Creative Problem-Solving learning model. The research instrument used a description test and a Likert scale questionnaire. Based on the results of statistical analysis, it is found that there are differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. To improve mathematical critical thinking skills and Habits of Mind, the Inquiry Learning model is suitable.

scholarly journals Using Documentary Films in Developing Student’s Critical Thinking Skill: Senior High School Context

2019 ◽  
Vol 1 (2) ◽  
pp. 39-43
Author(s):  
Jumiati Lanta ◽  
Suleha Ecca ◽  
Asyanti Asyanti ◽  
M.Hijaz Tahir
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
School Context ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Documentary Films ◽  
Ability Test ◽  
Experimental Group

The quantitative study is aimed to know whether documentary films can be applied to foster students' critical thinking skills. This research was conducted in Class X SMA Negeri 10 Sidenreng Rappang, with a total population of 72 students. Samples were drawn from the entire population by taking 2 classes, namely X IPA as an experimental group of 26 students and X IPS as a control group of 25 students. Data were collected through a critical thinking ability test instrument based on critical thinking indicators, then processed with data analysis using the Mean score (average) and SPSS 2.0. Results of the study showed that the experimental group, which were taught to use the documentary, obtain average value is higher compared with the controls group in fostering the ability to think critically, especially on the subjects of Indonesian with developing materials with the opinion of exposition text. Average score results in critical thinking skills with a documentary film is 91.76 with the results of a significant test of the test independent of 10.878 while the average score of the results that are taught without using documentary 70.84 with value significant 2.009. Based on the results of data analysis, this present study ascertained that documentary films could foster students' critical thinking skills.

scholarly journals Pengaruh Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PKn Kelas VI di SDN Kota Sumenep

2019 ◽  
Vol 3 (2) ◽  
pp. 98
Author(s):  
Tri Sutrisno
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Experimental Group

Abstrak: Penelitian ini bertujuan untuk menilai pengaruh penggunaan model problem based learning untuk keterampilan berpikir kritis dalam kewarganegaraan tentang sistem pemerintahan. Objek penelitian ini adalah kelas VI SDN Kolor II Sumenep. Termasuk 2 kelas yang digunakan dalam penelitian ini meliputi, kelas VIA SDN Pajagalan sebagai percobaan kelas I, VI A sebagai kelompok eksperimen dan kelompok kontrol VIB SDN Kolor II. Tes kelas yang dimaksudkan adalah kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data keterampilan berpikir kritis siswa. Pendekatan penelitian kuantitatif ini, syarat-syarat nilai perolehan kemampuan tes untuk skor keterampilan berpikir kritis atau nilai-nilai dijumlahkan dan dianalisis menggunakan t-test dua sampel independen. Pada validitas tes diperoleh hitungan ≥ r r - kritis (0,349), instrumen tersebut valid dan dapat digunakan. Dalam pengujian andal hitung r> r kritis (0,60), yaitu nilai Alpha 0,966 yang berarti lebih besar dari 0,60. Dengan demikian seluruh instrumen barang bisa diandalkan. Hasil pengujian hipotesis dapat dilihat dari data yang telah dianalisis dengan t 3,730> t-tabel 2,00 (α = 0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan harga tinggi 3,730 t-test memiliki tingkat signifikansi 0,000, yang ternyata posisinya masih jauh di bawah nilai α = 0,05. Oleh karena itu penelitian ini berhasil menolak H0 pada tingkat signifikansi 5%. Lebih lanjut, dapat disimpulkan bahwa H1 terbukti benar. Berarti dalam kelompok eksperimen pretest posttest kelompok eksperimen adalah 54,38 adalah 74,38. Sedangkan rata-rata kelompok kontrol pretest adalah 51,94. Grup postes adalah 66,94. Ini adalah bukti bahwa terjadi peningkatan pada kelas eksperimen yang telah diberi perlakuan dengan model problem based learning. Dengan demikian kita dapat menyimpulkan kemampuan keterampilan berpikir kritis siswa dalam kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model problem based learning berpengaruh positif terhadap kemampuan siswa untuk keterampilan berpikir kritis.Kata kunci: Model Problem Based Learning, Kemampuan Berpikir KritisAbstract: This study aims to assess the effect of the use of problem solving based learning model for critical thinking skills  in civics about the system of goverment. Object of this research is a class VI  SDN Kolor II Sumenep. Includes 2 classes used in this study include , VIA SDN Pajagalan class as a class I trial, VI A as an experimental group and a control group VIB SDN Kolor II . Class tests are intended class is used to test the instruments to be used to retrieve data critical thinking skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to critical thinking skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem solving-based learning model. Thus we can conclude critical thinking skills  abilities of students in the experimental group was higher than the control group. Problem solving-based learning model a positive effect on students' ability tocritical  thinking skills.Keywords: Problem Based Learning Model, Critical Thinking Skills

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

2021 ◽  
Vol 9 (1) ◽  
pp. 136
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.

scholarly journals Improving Students' Mathematical Critical Thinking Abilities Through the Problem Solving Method on the Sequences and Series Course

2019 ◽  
Vol 1 (7) ◽  
pp. 813
Author(s):  
Dahliana Dahliana ◽  
Marhami Marhami ◽  
Mursalin Mursalin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Level ◽  
Control Group ◽  
High School Level ◽  
Control Group Design ◽  
Quasi Experimental

This study aims to determine the improvement of students' mathematical critical thinking abilities through problem solving methods. This study was hold at MAN 3 Bireuen (High School Level) in the 2019/2020 school’s year. The research method was a quasi-experimental study design nonrandomized Pre-test Post-test Control Group Design. The population of the study were all students of Class XI MAN 3 Bireuen with purposive sampling technique. The study sample was to 30 students for the experimental class and 28 students for the control class. The skill increasing was calculated using normalized gain. Data were analyzed using the t test. The results showed that students’ critical thinking skills mathematically taught through problem solving methods is better than students mathematical critical thinking skills taught through conventional learning.

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