PRODUCING DOCUMENTARY FILM AS A PROJECT ON PROJECT BASED LEARNING APPROACH IN IMPROVING CRITICAL THINKING

Expert says that having a critical thinking enables a person to decide about the right or wrong, so that problems can be handled responsively. Then, education is expected to facilitate students to be able to face and solve various problems agile. The learning approach taken must be able to facilitate students with teaching materials related to their lives, experiences and interests, so that they can relate them to real life. The learning approach that will be examined in this study is the PjBL Approach. This research aims to improve the critical thinking of students as the nation's next generation, so that they are able to face and solve various problems appropriately. The research was taken place in the training class which is held by Aceh Documentary Foundation in Banda Aceh. They have continuosly use this learning approch in their producing documentary film training. Data collection was carried out through observation, interviews, and FGD. Data analysis used in this research is the Miles & Hubermen style, in which activities in the analysis included data reduction, data display, and conclusion drawing / verification. The results of this research showed that the use of PjBL approach was indeed effective in increasing students' critical thinking because they practiced the knowledge they had acquired directly. However, the results obtained by each individual are different; Even though there was an increase in the way they thought, the level of criticism that was obtained by each student was different.

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THE PERCEPTION OF ACEH DOCUMENTARY TRAINING PARTICIPANTS ON IMPROVING CRITICAL THINKING THROUGH DOCUMENTARY FILM APPLICATION

Getsempena English Education Journal ◽

10.46244/geej.v8i1.1245 ◽

2021 ◽

Vol 8 (1) ◽

pp. 81-95

Author(s):

Rizki Dhian Nushur ◽

Diyana Dewie Astutie

Keyword(s):

Qualitative Research ◽

Critical Thinking ◽

Data Analysis ◽

Data Collection ◽

Documentary Film ◽

Documentary Films ◽

Film Production ◽

Data Display ◽

The Times ◽

Banda Aceh

The times are progressing rapidly so that the need for critical thinking is increasing. Some experts argue that those who think critically are able to solve problems responsively. Therefore, education practicer take various ways to create nowdays critical generation, as well as the Aceh Documentary (ADC) Foundation in Banda Aceh. The documentary film production training which is conducted annually by the ADC Foundation is believed to be able to improve the critical thinking of the participants. This study aims to determine the perceptions of four participants of Aceh Documentery Foundationabout improving their mindset after attending the documentary film production training. This is a qualitative research. The data for this study was collected from early June to August 2019, which the Data collection techniques used in the research were interview and FGD. The data analysis stage was carried out on September 2019 after the documentary film training was completed. The data analysis is carried out by using the Miles & Hubermen style, in which activities in the analysis include data reduction, data display, and conclusion drawing / verification. From this research, it can be concluded that the use of documentary films as a learning medium can improve the participants' critical thinking, eventhough the level of criticism obtained by each individual is different.

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Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Education Sciences ◽

10.3390/educsci11020046 ◽

2021 ◽

Vol 11 (2) ◽

pp. 46

Author(s):

Maki K. Habib ◽

Fusaomi Nagata ◽

Keigo Watanabe

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Learning Process ◽

Laboratory Experiments ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Approaches ◽

Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

Journal of Science Education Research ◽

10.21831/jser.v4i1.34232 ◽

2020 ◽

Vol 4 (1) ◽

pp. 5-10

Author(s):

Riyani Septi Indriyana ◽

Susilowati Susilowati

Keyword(s):

High School ◽

Critical Thinking ◽

Junior High School ◽

Science Learning ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Science Technology ◽

Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

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FOSTERING STUDENTS’ CRITICAL THINKING BY PROJECT-BASED LEARNING

Journal on English as a Foreign Language ◽

10.23971/jefl.v5i1.90 ◽

2015 ◽

Vol 5 (1) ◽

pp. 37

Author(s):

Pryla Rochmahwati

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Qualitative Method ◽

Positive Attitude ◽

English Language ◽

Teaching Practice ◽

Teaching Method ◽

Project Based Learning ◽

English Language Teaching ◽

Data Display

This research focused on fostering students’ critical thinking through Project-Based Learning. The design of the research was descriptive qualitative method. The subjects were the lecturer of TEFL 1 course and 25 students in C class of the fourth semester of STAIN Ponorogo who took TEFL 1 course. The instruments used are in the form of observation sheet and interview guideline. The data analysis applied in this research used data reduction, data display, and conclusion drawing. The findings showed that the implementation Project-Based Learning that fosters the students’ critical thinking in TEFL class are through the following steps: (1) Discussing the materials about English Language Teaching Method, (2) working with the group to construct scenario of teaching practice, (3) practicing the scenario, (4) recording the teaching practice into video, and (5) evaluating the video product. Moreover, the result of interview indicates that the students showed significantly positive attitude toward the implementation of Project-Based Learning. Finally, English teachers are recommended to implement Project-Based Learning in EFL class since it facilitates the students to build their critical thinking.Keywords: critical thinking, Project-Based Learning

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Komparasi pendekatan matematika realistik dengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berfikir kritis, dan prestasi belajar

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v13i1.21219 ◽

2018 ◽

Vol 13 (1) ◽

pp. 99-109

Author(s):

Ida Trisnadati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Project Based Learning ◽

T Test ◽

Learning Approach ◽

Multivariate Test ◽

Group Design ◽

Realistic Mathematics ◽

Quasi Experimental ◽

Special Region

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan matematika realistik dengan model Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) serta mendeskripsikan manakah yang lebih efektif antara pendekatan matematika realistikdengan model PBL dan PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar matematika pada siswa SMP Negeri 1 Samigaluh, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain pretest-posttest non-equivalent group design. Instrumen yang digunakan untuk mengumpulkan data adalah angket kemampuan interpersonal, tes kemampuan berpikir kritis dan tes prestasi belajar. Pengujian keefektifan pendekatan pembelajaran matematika realistik dengan model PBL dan model PjBL dilakukan dengan uji one sample t-test. Pengujian untuk menentukan manakah yang lebih efektif antara pendekatan matematika realistik dengan model PBL dan PjBL dilakukan dengan uji analisis varians multivariat (MANOVA). Hasil penelitian menunjukkan bahwa pendekatan pembelajaran matematika realistik dengan model PBL dan PjBL efektif ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi belajar serta tidak terdapat perbedaan keefektifan antara pendekatan pembelajaran matematika realistik dengan model PBL dengan pendekatan pembelajaran matematika realistik dengan model PjBL ditinjau dari kemampuan interpersonal, berpikir kritis dan prestasi. Realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking, and students’ achievement AbstractThis study aimed to describe the effectiveness of the realistic mathematics approach with Problem-Based Learning (PBL) and Project-Based Learning (PjBL) and describe which one was more effective between realistic mathematics approach with PBL and PjBL model in terms of interpersonal ability, critical thinking and students’ mathematics achievements in SMP Negeri 1 Samigaluh, Kulon Progo Regency, Special Region of Yogyakarta. This study was a quasi-experimental research with non-equivalent pretest-posttest group design. The instruments used to collect data were an interpersonal skills questionnaire, a test to examine the ability of critical thinking, and a learning achievement test. One sample t-test was conducted to examine the effectiveness of realistic mathematics approach with PBL and PjBL models. Meanwhile multivariate test (MANOVA) was carried out in order to determine which one was more effective between realistic mathematics approach with PBL and PjBL model. The results showed that realistic mathematics approach with PBL and PjBL was effective in terms of interpersonal ability, critical thinking and learning achievement, and there was no difference in effectiveness between realistic mathematics learning approach with PBL model and realistic mathematics learning approach with PjBL model in terms of interpersonal ability, critical thinking and students’ achievement.

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Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

Sustainability ◽

10.3390/su12093553 ◽

2020 ◽

Vol 12 (9) ◽

pp. 3553

Author(s):

Pablo Aránguiz ◽

Guillermo Palau-Salvador ◽

Ana Belda ◽

Jordi Peris

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Critical Thinking ◽

Experiential Learning ◽

Real Life ◽

Project Based Learning ◽

Three Dimensions ◽

Action Research Project ◽

Sustainable Food ◽

Technical Systems

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

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Efektivitas Pembelajaran Berbasis Riset pada Mata Kuliah Hikmat al-Tasyri

Jurnal Penelitian Pendidikan Islam ◽

10.36667/jppi.v8i2.484 ◽

2021 ◽

Vol 8 (2) ◽

pp. 149

Author(s):

Muhammad Muhsin Arumawan ◽

Hayyun Lathifaty Yasri

Keyword(s):

Critical Thinking ◽

Data Collection ◽

Qualitative Methods ◽

Learning Outcomes ◽

Data Reduction ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Approach ◽

Data Display ◽

Student Assessments

Research-based learning is a learning approach that can stimulate critical thinking skills and improve learning outcomes. In line with this, this study aims to determine the effectiveness of research-based learning in the Hikmatu-t-Tasyri 'lecture. This research was conducted using qualitative methods with a period of 6 months. The data collection techniques used were observation, distributing questionnaires and using supporting documentation. The collected data is then processed through data reduction, data display and conclusion drawing. The results of this study indicate that the implementation of research-based learning in the Hikmatu-t-Tasyri 'course is proven to be good. This is evidenced by the results of distributing questionnaires regarding student assessments of the effectiveness of research-based learning with the 5 indicators mentioned above which obtained an average result in the Good category.

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Steering into the Skid: On the Norms of Critical Thinking

Informal Logic ◽

10.22329/il.v37i2.4818 ◽

2017 ◽

Vol 37 (2) ◽

pp. 114-128

Author(s):

Jeffrey Maynes

Keyword(s):

Critical Thinking ◽

Cognitive Bias ◽

Cognitive Strategies ◽

Real Life ◽

Metacognitive Skill ◽

The World ◽

The Right

Cognitive bias presents as a pressing challenge to critical thinking education. While many have focused on how to eliminate or mitigate cognitive bias, others have argued that these biases are better understood as result from adaptive reasoning heuristics which are, in the right conditions, rational modes of reasoning about the world. This approach presents a new challenge to critical thinking education: if these heuristics are rational under the right conditions, does teaching critical thinking undermine student abilities to reason effectively in real life reasoning scenarios? I argue that this challenge calls for a reconception of the goals of critical thinking education to focus on how rational ideals are best achieved or approximated in human reasoners. Critical thinking educators should focus on developing the metacognitive skill to recognize when different cognitive strategies (including the heuristics) should be used.

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PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING DENGAN PENDEKATAN STEM TERHADAP HASIL BELAJAR SISWA SMA

JURNAL PEMBELAJARAN FISIKA ◽

10.19184/jpf.v9i3.18561 ◽

2020 ◽

Vol 9 (3) ◽

pp. 113

Author(s):

Teguh Wijayanto ◽

Bambang Supriadi ◽

Lailatul Nuraini

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Life Experience ◽

Real Life ◽

Learning Model ◽

Project Based Learning ◽

Learning Approach ◽

Stem Learning ◽

School Students ◽

Model Project

The learning model project based learning is an instructional model that can be applied to the STEM approach. Approach STEM (Science, Technology in, Engineering and Mathematic) is an approach that can be used in learning by using multiple disciplines. STEM approach in learning is very suitable to be applied in the curriculum in 2013 so that students are able to be more active, creative, and better understand the concepts taught in a material for a project which produced students in learning directly related to real-life experience of students in the everyday. The purpose of this study was to determine the influence of the learning model project based learning with STEM approach to the learning outcomes of high school students. The research was conducted in class X IPA 1 SMA Muhammadiyah 3 Jember, with 32 students at 15 male students and 17 female students. The method used in this research is the method pre-experiment design with one group pretest-posttest design. Collecting data in this study using the initial test and final test. Student learning outcomes obtained after application project based learning model STEM learning approach shows N-gain category was at 0.62. Keywords: project based learning, approach STEM, learning outcomes.

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What Really Matters in STEM Education

Mechanical Engineering ◽

10.1115/1.2014-jul-3 ◽

2014 ◽

Vol 136 (07) ◽

pp. 44-51

Author(s):

Alan S. Brown

Keyword(s):

Middle School ◽

Critical Thinking ◽

Real Life ◽

Critical Time ◽

Project Based Learning ◽

Science Standards ◽

Life Choices ◽

Disadvantaged Communities ◽

Award Winning

This article presents the discussion on challenges, triumphs, and contradictions that were on display at Critical Thinking, Critical Choices: What Really Matters in science, technology, engineering, and math (STEM). The forum focused on middle school, where students become teenagers and develop many of the interests and attitudes that will guide their life choices. This makes middle school a critical time for STEM educators. Critical Thinking, Critical Choices is part of the ASME Decision Point Dialogues thought leadership program, where leaders debate the complexities underlying an issue by focusing on the decisions people must make in real life. Unlike typical conference sessions, the panellists’ opinions were challenged by other panellists and the moderator, Peabody and Emmy Award-winning journalist John Hockenberry. The conversation ranged from how to serve disadvantaged communities and the role of testing versus project-based learning to the contentious Common Core and Next-Generation Science Standards.

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