scholarly journals Course review horay and critical thinking skills: the effective teaching model for students’ grammar competence in remote EFL classrooms

2021 ◽  
Vol 11 (2) ◽  
pp. 297-317
Author(s):  
Mukminatus Zuhriyah ◽  
Maskhurin Fajarina
Keyword(s):  
Critical Thinking ◽  
Private University ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Essay Writing ◽  
Grammar Teaching ◽  
English Departments ◽  
Writing Test ◽  
Efl Classrooms

Since the COVID-19 pandemic, EFL lecturers need to be creative in handling their remote teaching. However, scarce studies investigated the use of course review horay (CRH) and students’ critical thinking skills (CTS) in remote EFL classrooms especially in grammar classes. The study aimed to explore whether or not CRH was more effective than explanation model to teach grammar and the students having high CTS had better grammar competence than those of low CTS. This experimental study employed a 2x2 factorial design. The population was the second semester students of non-English departments in a private university in East Java, Indonesia. The sample was four groups comprising of two groups (high and low CTS) in the experimental class and two groups (high and low CTS) in the control class. To categorize them into high and low CTS, an Indonesian argumentative essay writing test was used. After six meetings of treatment, the students did the grammar test. The grammar scores were, then, analyzed using ANOVA and TUKEY tests. The results indicated that CRH was more effective and the students with high CTS possessed better grammar competence. The present study implies that CRH and CTS created a joyful learning atmosphere in remote grammar teaching.

The Effect of Teaching Critical Thinking on Iranian EFL Learners' Essay Writing

2018 ◽  
Vol 8 (5) ◽  
pp. 509 ◽  
Author(s):  
Fatemeh Miri ◽  
Danial Babajani Azizi
Keyword(s):  
Critical Thinking ◽  
Writing Instruction ◽  
Rating Scales ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Writing Test ◽  
Experimental Group

The present study made an attempt to determine the effect of teaching critical thinking skills on Iranian EFL learners' essay writing ability. To do this, a sample of 60 EFL learners was selected based on their performance on Preliminary English Test (PET). The participants were randomly assigned to two equal groups of control and experimental. An essay-writing test functioning as pre-test was administered on both groups in order to ensure their homogeneity in terms of writing ability. The groups received 10 sessions of writing instruction; however, experimental group received additional instruction and practice regarding the techniques of critical thinking. Finally, both groups took an essay writing posttest in order to compare their writing achievements. Both pretest and posttest were scored by two raters using TOEFL rating scales. The results of paired and independent sample t-tests showed that critical thinking techniques significantly enhanced EFL learners writing ability.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals Implementasi model controversial issue dalam mata kuliah Pendidikan Kewarganegaraan

2018 ◽  
Vol 15 (1) ◽  
pp. 62-73
Author(s):  
Alfiandra Alfiandra ◽  
Sani Safitri ◽  
Puspa Dianti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Education Program ◽  
Citizenship Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issue ◽  
Teaching Model ◽  
Classroom Action Research

Artikel ini bertujuan untuk menunjukkan efektifitas model pembelajaran controversial issue dalam meningkatkan kemampuan berfikir kritis mahasiswa pada mata kuliah Pendidikan Kewarganegaraan di Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research) sebanyak tiga siklus dimana setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran controversial issue dapat meningkatkan kemampuan berfikir kritis mahasiswa dalam pembelajaran mata kuliah Pendidikan Kewarganegaraan. Peningkatan kemampuan berfikir kritis tersebut terlihat pada keterampilan mahasiswa dalam mengidentifikasi masalah, mendefinisikan masalah, mengeksplorasi masalah, mengevaluasi dan mengintegrasikan berbagai macam solusi menjadi suatu jawaban yang komprehensif terhadap suatu permasalahan.--------------------------------------------------------------------------------------------------------------------------------This article tries to reveal the effectiveness of controversial issue based teaching model to increase students’ critical thinking skills at Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. It was a classroom action research with three cycles, each of which consists of planing, observation, evaluation and reflection. The results reveal that the implementation of controversial issue based teaching model can increase students’ critical thinking skills in Citizenship Education Program. This increasing of critical thinking skills was indicated by the skills to identify problem, to define problem, to explore problem, to evaluate, and to integrate any kinds of solutions in order to comprehend the problem.

scholarly journals Analysis of Students' Critical Thinking Improvement in Teaching Inquiry with Cognitive Conflict Strategies

2021 ◽  
Vol 9 (1) ◽  
pp. 122
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Private University ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Inquiry Teaching ◽  
The Difference ◽  
Conflict Strategies ◽  
Teaching Inquiry

This study aimed to analyze the improvement of students' critical thinking skills in teaching inquiry with cognitive conflict strategies. Quasi experiments were conducted in this study. The research sample was twenty students as physics teacher candidates at a private university in West Nusa Tenggara - Indonesia. The critical thinking skills test instrument in the form of essay questions is used to measure students' critical thinking skills. The analysis of increasing of critical thinking skills was analyzed descriptively with the n-gain equation, and the difference in critical thinking skills between the pretest and posttest using a pair t-test which was preceded by homogeneity and normality tests. The results of the n-gain analysis showed that the increase in students' critical thinking scores was in the moderate category. Qualitatively, the increase in scores from pretest to posttest in a row is from not critically to enough critically. The results of this study imply that inquiry teaching with cognitive conflict strategies has the potential to be implemented in classroom teaching for the purpose of improving students' critical thinking skills.

EFFECTS OF ACTIVE STRATEGIC TEACHING MODEL (ASTM) IN CREATIVE AND CRITICAL THINKING SKILLS OF ARCHITECTURE STUDENTS

2018 ◽  
Vol 12 (2) ◽  
pp. 209 ◽  
Author(s):  
Maziar Asefi ◽  
Elnaz Imani
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Architectural Education ◽  
Control Group ◽  
Teaching Model ◽  
Strategic Teaching ◽  
Critical And Creative Thinking

Improving creative and critical thinking is one of the most important objectives in architectural education. The present research has been performed to investigate the effects of active strategic teaching model (ASTM), on creative and critical thinking skills of architecture students. This quasi-experimental study is of a causal-comparative type and was done as two-group experimental research (control and intervention) using pre-test, post-test method during 2014-2016. The statistical society of the research consists of students of Architecture Design Studio 4 at Tabriz Islamic Art University. The students of control group were carried out with conventional method while the intervention group received active strategic model. The creative and critical thinking skills were compared in both groups in specific dimensions based on reviewing the design process. The statistical analysis was conducted by SPSS software and descriptive statistics, independent t-test, chi-square and ANOVA were used. However, interpretation of the results weren’t causal. In this review, the majority of students could obtain proper results dependent on the amount of their efforts which indicate the relative success of both methods. But, comparing the mean differences of the results in two groups shows a significant difference in enrichment of critical and creative thinking skills of the intervention group in comparison with the control group. In fact, using ASTM led to develop the critical and creative thinking skills as one of the main missions of architectural education and finally led to more and also sustainable achievements in creative procedure of architectural design.

scholarly journals Pengaruh model PBT terhadap kemampuan berpikir kritis dan kemampuan berpikir kreatif siswa SMAN 2 Magelang

2016 ◽  
Vol 2 (1) ◽  
pp. 58 ◽  
Author(s):  
Marike Muskitta ◽  
Djukri Djukri
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Alternative Hypothesis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Model ◽  
Significance Level ◽  
Quasi Experimental ◽  
Critical And Creative Thinking

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kreatif siswa pada materi pencemaran lingkungan. Penelitian ini dilaksanakan di SMA Negeri 2 Magelang. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonrandomized control group pretest-posttest. Analisis data menggunakan uji t. Hasil perhitungan perbedaan rata-rata posttest pada kedua kelompok untuk kemampuan berpikir kritis menunjukkan nilai hitung sebesar 2,45 dan ttabel dengan signifikasi 0,05% dengan dk 62 = 2,00 sedangkan untuk kemampuan berpikir kreatif menunjukkan nilai hitung sebesar 3,43 dan ttabel dengan signifikansi 0,05% dengan dk 62 = 2,00. Hasil perhitungan tersebut menunjukkan bahwa thitung > ttabel. Hal ini berarti hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Dengan demikian, terdapat pengaruh penggunaan model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan terdapat pengaruh model Pembelajaran Berdasarkan Masalah terhadap kemampuan berpikir kreatif siswa pada konsep pencemaran lingkungan.Kata Kunci: penggunaan model pembelajaran berdasarkan masalah, kemampuan berpikir kritis dan kemampuan berpikir kreatif. The Effect of the Problem-Based Teaching Model on the Critical Thinking Skills and Creative Thinking Skills of the Students of SMA AbstractThis study aimed to determine the effect of the use of problem-based teaching model on the critical thinking skills and effect of the use of problem-based teaching model on the creative thinking skills of students on environmental pollution materials. The research was conducted at SMAN 2 Magelang. The research method used was a quasi-experimental design with nonrandomized control group pretest-posttest. The data analysis used the t test. The result of the calculation of the posttest average of the difference between the two groups for critical thinking skills shows the calculated value of 2.45 and ttable with the significance level of 0.05% with 62 df = 2.00, while for the ability to think creatively the calculated value of 3.43 shows the ttable with the significance level of 0.05% with 62 df = 2.00. This shows that t > ttable. This means that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Thus, there is an effect of the use of problem-based teaching model on the critical and creative thinking skills of the students on the concept of environmental pollution.Keywords: use of problem-based teaching model, critical and creative thinking skills.

scholarly journals Effectiveness of Problem Based Learning (PBL) Towards Learning Outcomes Through Critical Thinking Skills

2020 ◽  
Vol 7 (2) ◽  
pp. 235
Author(s):  
Buyung Adi Dharma ◽  
Nikmatul Tasrikah ◽  
Madziatul Churiyah
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Model ◽  
Control Group Design ◽  
Quasi Experimental

The purpose of this study is to determie the effect of Problem Based Learning (PBL) on learning outcomes through critical thinking. This research is quasi experimental with posttest only control group design. Analysis of data using Two Way Anova. The result of this research shows that (1) There is a difference between students who are taught by using teaching model PBL and students who are not taught by using teaching model PBL. (2) There is a difference in learning outcomes between high critical thinking skills with low critical thinking skills. (3) There is an effect between Problem Based Learning model with the ability to think critically in learning outcomes. Keywords : Learning Model, Problem Based Learning (PBL), Learning Outcomes, Critical Thinking

PENGARUH PENERAPAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE QUIZ TEAM TERHADAP KEMAMPUAN BERPIKIR KRITIS DENGAN VARIABEL MODERATOR MOTIVASI BELAJAR PESERTA DIDIK

2019 ◽  
Vol 5 (1) ◽  
pp. 17-29
Author(s):  
Poy Saefullah Zevender
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Active Learning ◽  
Interaction Effect ◽  
Daily Life ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Teaching Model

This research was motivated by observations and interviews stating that the critical thinking skills by taking into account the motivation of learners is still low. The purpose of this study was to determine whether there is influence from learning model Active Learning Type Quiz Team about the critical thinking skills of learners, whether there is influence learning motivation of students towards critical thinking skills of learners, and whether there is an interaction effect between teaching model active learning type of quiz team  to learning motivation towards critical thinking skills of learners. The method used is experimental method with factorial design. This caused the hypothesis testing is done by using two way analisys of variance in order to avoid noise or a possibility that states there is an effect due to mixing of the data analysis. Meanwhile, the population in this study were all students of class X as many as 309 students and the sample is class X-2 as the experimental class and X-3 as the control class, each of which consists of 39 students. Based on the results of the study showed: There is the influence of learning model Active Learning type Quiz Team of the critical thinking skills of learners with sig. 0.000 <0.05. There is the influence of learning motivation towards the critical thinking skills of learners with sig. 0.003 <0.05. There is an interaction effect between the active learning teaching model type quiz team with the learning motivation towards the critical thinking skills of learners with sig. 0.000 <0.05. To reach the maximum critical thinking skills, it is recommended that the teachers continue to practice, formulate and present problems that exist into the learning process as a stimulus for students to get them used to find the solution of a problem that occurs in daily life.

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