scholarly journals Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style

2021 ◽  
Vol 8 (1) ◽  
pp. 15-31
Author(s):  
Hobri Hobri ◽  
Samsul Arifin ◽  
Randi Pratama Murtikusuma ◽  
Ervin Oktavianingtyas ◽  
Inge Wiliandani Setya Putri
Keyword(s):  
Qualitative Research ◽  
Critical Thinking ◽  
Incomplete Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Styles ◽  
Thinking Style ◽  
Study Results ◽  
Thinking Process ◽  
Thinking Processes

Indonesian students are lacking in critical thinking skills, however, studies analyzing critical thinking processes and their relation to thinking styles are limited. This study aimed to describe students’ critical thinking processes in solving jumping task problems according to Gregorc's thinking style. The subjects of this present qualitative research were eight Year 7 students. The instruments included a thinking style questionnaire, tests, and interview guidelines. The results showed that concrete sequential subjects tended to write the completion stages sequentially and analyzed them well. Abstract sequential subjects were inclined to solve the problems based on the known concepts without completing the work. Concrete random subjects tended to write information in their own way without completing their work. Meanwhile, abstract random subjects were inclined to write incomplete information and did not complete their work. Generally, based on the IDEALS model, the two sequential subjects were similar in the identity, define, and enumerate steps, while the two random subjects only had similarities in the identity step. This study results imply that jumping tasks can be used as an alternative in developing students’ critical thinking skills.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

scholarly journals Student’s thinking to identify concave plane based on Gregorc model

2019 ◽  
Vol 12 (2) ◽  
pp. 109-121
Author(s):  
Surya Enjang Krisdiantoro ◽  
Erlina Prihatnani
Keyword(s):  
Mathematics Learning ◽  
Structured Interview ◽  
Thinking Styles ◽  
Thinking Style ◽  
9Th Grade ◽  
Mathematics Knowledge ◽  
Thinking Process ◽  
Thinking Processes ◽  
The Difference ◽  
Constructing Knowledge

[English]: Mathematics learning should facilitate students' construction of knowledge. In constructing mathematics knowledge, students involve various types of thinking processes and styles. This qualitative research aimed to describe the process of students’ thinking in identifying concave plane based on Gregorc’s model of thinking style. It involved thirty-three 9th-grade students with a different style of thinking. Data were collected through tests, questionnaire, and non-structured interview then descriptively analyzed to reveal students’ thinking process and styles.  The present study found two different thinking styles, namely Sequential Concrete (SC) and Random Abstract (RA) from students who successfully identified the concave plane as a kite. There were different thinking processes in the development of definition, opinion, and conclusions from subjects with different thinking styles. However, the difference in the thinking process from each thinking styles do not hamper students’ success in constructing knowledge. Keywords: Thinking process, Concave place, Thinking style, Gregorc model [Bahasa]: Pembelajaran matematika seharusnya memfasilitasi siswa membangun pengetahuan sendiri. Dalam membangun pengetahuan, siswa melibatkan beragam proses dan gaya berpikir. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam mengidentifikasi bangun datar concave berdasarkan gaya berpikir model Gregorc. Subjek penelitian adalah 33 siswa kelas IX SMP yang memiliki gaya berpikir berbeda. Data dikumpulkan melalui tes, angket, dan wawancara non-terstruktur kemudian dianalisis secara deskriptif untuk mengungkap gaya dan proses berpikir siswa. Penelitian ini menemukan dua gaya berpikir berbeda yaitu Sekuensial Konkret dan Acak Abstrak dari siswa yang berhasil mengidentifikasi bangun datar concavesebagai layang-layang. Terdapat perbedaan proses berpikir dalam pembentukan pengertian, pembentukan pendapat, dan penarikan kesimpulan dari siswa dengan gaya berpikir berbeda. Namun demikan, perbedaan gaya berpikir dari setiap proses berpikir tidak membatasi keberhasilan siswa dalam mengkonstruksi suatu pengetahuan. Kata kunci: Proses berpikir, Gaya berpikir, Bangun concave, Model Gregorc  

scholarly journals The Effects of Applying the Problem-Based Learning (PBL) Theory on the 11th Grade Scientific Stream Students’ Acquisition of the Concepts of Physics and the Development of Their Critical Thinking Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 60
Author(s):  
Sami Salameh Almasarweh ◽  
Mohammad Khudairat
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Study Results ◽  
Independent Variable ◽  
11Th Grade

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.

scholarly journals A Systematic Review: Using Habits of Mind to Improve Student’s thinking in Class

2017 ◽  
Vol 8 (1) ◽  
pp. 25 ◽  
Author(s):  
Suad Alhamlan ◽  
Haya Aljasser ◽  
Asma Almajed ◽  
Haila Almansour ◽  
Nidhal Alahmad
Keyword(s):  
Systematic Review ◽  
Critical Thinking ◽  
Instructional Leadership ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Comprehensive Analysis ◽  
Review Article ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Study Results

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them to the externally verified critical thinking skills using a multiple regression with a variation methodology. Study results suggest that the available literature does not provide a comprehensive analysis of the problem due to the variations in explanatory values of the variables selected; though, it justifies the instructional leadership approach that should be fulfilled by the educators striving to deploy the Framework in their educational environment. The review suggests using a fieldwork approach as the next step of the mentioned Framework evaluation.

scholarly journals Critical thinking ability of 3rd year radiography students

2016 ◽  
Vol 21 ◽  
pp. 381-390 ◽  
Author(s):  
Tracey Pieterse ◽  
Heather Lawrence ◽  
Hesta Friedrich-Nel
Keyword(s):  
Critical Thinking ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Comprehensive University ◽  
Critical Thinking Ability ◽  
Clinical Scenarios ◽  
Study Results ◽  
Thinking Ability ◽  
The Status

Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university to determine if a more explicit curriculum was needed to facilitate these skills.Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa.Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher.Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically.Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum.

scholarly journals Keefektivan Pendekatan Contextual Teaching and Learning (CTL) untuk Meningkatkan Kemampuan Berpikir Kritis dan Rasa Ingn Tahu Mahasiswa

2019 ◽  
Vol 4 (1) ◽  
pp. 169
Author(s):  
Triyani Triyani
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Gain Score ◽  
Study Results ◽  
Contextual Teaching ◽  
Very High

This article aims to describe the study results about the effectiveness of using the Contextual Teaching and Learning (CTL) approach to critical thinking skills and college student curiosity in the Pancasila Education subject. The research instrument used in this study was a questionnaire about curiosity and elaboration questions to test students’ critical thinking skills. The trial subjects were 55 third semester students. The effectiveness of data analysis based on test results is done by determining the percentage of students’ mastery learning and determining the gain score <g> in the class that is used as the research subject. Based on the achievement of mastery learning classically reached 83.64% with the number of students 46 out of 55 students. Gain score <g> of 0.61 or in the “medium” category. Based on the results of tests of students “critical thinking skills shows that the CTL approach is effective for improving students” critical thinking skills. Achievement of student curiosity based on the results of the questionnaire in the “very high” category with a percentage reaching 72.73% or as many as 40 students from 55 students. Besides the gain score <g> of 0.61 or in the category of “medium”. Based on the curiosity questionnaire shows that the CTL approach is effective for developing student curiosity.

Social Media in an Intercultural Writing Context

2015 ◽  
pp. 233-250
Author(s):  
Ma Pilar Milagros García
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Research Study ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Writing Students ◽  
Thinking Processes ◽  
The Impact

The current research study is part of a larger project that aims to analyze ways in which first year intercultural writing students interpret/understand the impact of social media on their composition practices, critical thinking processes and knowledge negotiations processes. In particular, the current chapter attempts to understand how first year intercultural writing students reflect on and assess the ways social media has helped them practice and or/acquire more critical thinking skills.

scholarly journals Use of Problem-Based Digital Comics in the Era of Disruption as an Increasing Effort Critical Thinking Skills and Learning Achievement

2021 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Eva Nurchurifiani ◽  
Hajjah Zulianti
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Student Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Capabilities ◽  
Learning Achievement ◽  
Study Results ◽  
Directed Learning

Learning in the era of disruption is directed at using technology optimally, and learning is directed to have critical thinking skills. Directed learning has critical thinking skills that make it difficult for students to understand the material, which causes student learning achievement to be not optimal. The teaching carried out has not been carried out innovatively due to the teacher's limitations, technological capabilities, and media. So far, learning has only conventionally. This makes students' interest in learning less and less because it is difficult to understand the material. This study aimed to determine the use of problem-based digital comics on learning achievement and critical thinking skills. The method used is a literature review. The study results show that problem-based digital comics in the era of disruption can develop critical thinking skills and improve learning achievement.

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