scholarly journals Analyzing Students’ Decision-Making Style in Prior Knowledge of Mathematical Critical Thinking Skill

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
R N Hafni ◽  
E Nurlaelah
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Prior Knowledge ◽  
Cognitive Complexity ◽  
Descriptive Analysis ◽  
Real Life ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Life Challenges ◽  
Compound Process

Critical thinking is a higher-order thinking skill which is believed to be able to enhance students’ ability in facing academic as well as real life challenges and problems. Student’s thinking skill is affected by their prior knowledge and experience, which play an important part in the decision-making process, a crucial phase and a compound process taking a principal role in all thinking levels. The purpose of this research is to find out students’ critical thinking skill in order to recognize the characteristics of students' thinking based on decision-making style. This research is a case study adopting a qualitative approach, using descriptive analysis. The data are collected using test, observation and interview. The results show that more than half students’ critical thinking skill is still on the lower cognitive complexity based on the decision-making style.

scholarly journals The Impact Of Problem Based Learning On The Students’ Learning Outcomes Toward Critical Thinking Skill In Elementary School

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Agustiningsih Agustiningsih ◽  
Singgih Bektiarso ◽  
Arju Mutiah ◽  
Ahmad Ahmad
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Impact

Problem based learning supports students to have an ability to solve problems in real life, so that students’ critical thinking skill is structurally able to appear and is examined well. By problem based learning, students are able construct their own knowledges. This research is held in elementary school using true experimental with test post-test control group design. It uses quantitative descriptive approach. The data of critical thinking skill indicates that problem based learning does not affect significantly toward students’ critical thinking. The data of learning outcomes is analyzed by using t-test in 5 % signification level. The calculation result using t-test gains tcount = 2, 533. This value is consulted to ttable with db = 54 in 5 % signification level, so that it gains ttable = 2,005. It gains tcount>ttable (2,533 > 2,005). Based on its result, it can be concluded that problem based learning affects students’ learning result, unlike students’ critical thinking skill.

scholarly journals INVESTIGATING STUDENTS’ CRITICAL THINKING SKILL IN CHEMICAL EQUILIBRIUM USING THE DISCOVERY LEARNING

2021 ◽  
Vol 5 (1) ◽  
pp. 45-59
Author(s):  
Fajarisma Izzatul Nadia ◽  
Endang Widjajanti Laksono
Keyword(s):  
Critical Thinking ◽  
Descriptive Analysis ◽  
Initial Step ◽  
Discovery Learning ◽  
Control Group ◽  
Partial Credit Model ◽  
Validity And Reliability ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significant Difference

This study aimed to determine the effect of discovery learning on the students’critical thinking skill. The research was a comparative study with 64 students of 11th grade that were randomly selected from senior high school in Yogyakarta. The data of critical thinking was collected through the critical thinking test instrument. Face content and construct validity conducted as initial step in developing the instrument before the test was used to measure students’ critical thinking skill toward the research sample. The instrument went through the R&D for examining its validity and reliability using the Partial Credit Model with the result of validity showed 8 of 10 items fit with model. The study analysis was conducted using t-test and  descriptive analysis. The results of this study show there was a significant difference in students’ critical thinking between the experiment and control group. The profile results of critical thinking skill indicate that indicators of problem identification were better compared to other indicators learning.

scholarly journals Pengembangan Perangkat Pembelajaran IPA SD/MI Menggunakan Inkuiri Terbimbing untuk Melatih Keterampilan Berpikir Kritis Siswa pada Materi Struktur Tubuh

FONDATIA ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 168-171
Author(s):  
Abdul Gani
Keyword(s):  
Critical Thinking ◽  
Conceptual Understanding ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Teaching Material ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Design Data ◽  
Questionnaire Method

This research aims to bring out science teaching material by using guided inquiry which is feasible to facilitate student’s critical thinking skill. The development used 4D model and have been implementation in four year’s class of MI Hidayatussibyan on first semester 2017/2018 with One-Group Pretes-Posttest Design. Data were collected through validation, observation, test, and questionnaire method. The data was analized by using quantitative and qualitative descriptive analysis. Results showed: 1) the teaching material developed which involve syllabus, lesson plan, textbook, worksheet, conceptual understanding test and critical thinking skill test are in valid category; 2) the material are categorized as practice where lesson plan was carried out, and student’s activity followed stages of guide inquiry model; and 3) they are effective where: (a) the increasing of conceptual understanding of students can be observed by the increasing of classical completeness from 46,46 to 87,15; (b) critical thinking skill went up with n-gain of high category (0,52); and (c) student’s respond to guided inquiry instruction is in good category. Therefore, the material is feasible to facilitate student’s critical thinking skill.

scholarly journals The Students’ Critical Thinking Skill in Exploiting Covalent Bond Material

2020 ◽  
Vol 4 (3) ◽  
pp. 478
Author(s):  
Yunita Danora ◽  
Sumar Hendayana ◽  
Asep Supriatna
Keyword(s):  
Critical Thinking ◽  
Real Life ◽  
Covalent Bond ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Covalent Bonds ◽  
Study Approach ◽  
Tenth Grade ◽  
Why Questions ◽  
Audio Video

This study aims to analyze students' critical thinking skill in exploiting covalent bond material. The method applied  in this study was descriptive qualitative with a case study approach. It was conducted at one of high schools in Bandung were the participants were the tenth grade students’.    The instruments used for data collection were audio, video and observation sheets. The collected  data were analyzed using     Transcript Based Lesson Analysis (TBLA). The results indicated that three out of twelve indicators of critical thinking skill had been identified    in learning covalent bonds. The three indicators are formulating questions, answering the “why” questions, and identifying differences.  The low achievement of critical thinking indicators was due to the method used in teaching which is still informative or transferring knowledge from teacher to student (teacher-centered) without giving sufficient time for students to reflect the material presented, link it with prior knowledge, or apply it in real life situations.

scholarly journals Profil Kemampuan Kognitif dan Keterampilan Berpikir Kritis Siswa SMA pada Materi Usaha dan Energi

2017 ◽  
Vol 3 (2) ◽  
pp. 197-202 ◽  
Author(s):  
Syifa Nurazizah ◽  
Parlindungan Sinaga ◽  
Agus Jauhari
Keyword(s):  
Critical Thinking ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Descriptive Analysis ◽  
Cognitive Domain ◽  
Multiple Choice Questions ◽  
Research Subjects ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Eleventh Graders

Abstract This study aims to determine the profile of cognitive ability. The research method used descriptive quantitative. The research subjects are 50 eleventh graders from two high schools in Bandung. The research instrument used multiple choice questions with five options to measure cognitive ability and essay questions for 4 of 5 critical thinking skill’s indicators by Ennis's. This study use descriptive analysis techniques based on the percentage of cognitive abilities and critical thinking skill. The results showed on cognitive ability, 62,00% of students are able in C1 cognitive domain; 31,30% are able in cognitive domain C2; 21,30% are able in C3 cognitive domain; 25,00% are able in C4 cognitive domain; And on critical thinking skill, that is; 28,00% of students are able to identifying stated reasons; 10,67% are able to agreement among sources; 11,33% are able to interring explanatory conclussions and hypotheses; And 6,00% are able to select criteria to judge possible solutions. The implication is, student’s cognitive ability and critical thinking skill are still low so there must be an effort to improve them through learning innovations. Keywords: cognitive ability, critical thinking skill, work and energy Abstrak Penelitian ini bertujuan untuk mengetahui profil kemampuan kognitif dan keterampilan berpikir kritis siswa SMA pada materi usaha dan energi. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Subjek penelitian sebanyak 50 siswa kelas XI dari dua Sekolah Menengah Atas di Kota Bandung. Instrumen penelitian menggunakan soal pilihan ganda dengan lima option untuk mengukur kemampuan kognitif dan soal uraian untuk mengukur 4 dari 5 indikator keterampilan berpikir kritis yang dikemukakan oleh Ennis. Analisis data menggunakan teknik analisis deskriptif berdasarkan persentase kemampuan kognitif dan keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa pada kemampuan kogitif, 62,00% siswa mampu dalam ranah kognitif C1; 31,30% siswa mampu dalam ranah kognitif C2; 21,30% siswa mampu dalam ranah kognitif C3; 25,00% siswa mampu dalam ranah kognitif C4; dan pada keterampilan berpikir kritis siswa yaitu, 28,00% siswa mampu dalam indikator mengidentifikasi alasan yang dinyatakan; 10,67% siswa mampu dalam indikator persetujuan di antara sumber; 11,33% siswa mampu dalam indikator menyimpulkan penjelasan, kesimpulan, dan hipotesis; serta 6,00% siswa mampu dalam indikator memilih kriteria untuk mempertimbangkan solusi yang mungkin. Implikasinya, kemampuan kognitif dan keterampilan berpikir kritis siswa masih tergolong rendah, sehingga harus ada upaya untuk meningkatkannya melalui inovasi-inovasi pembelajaran. Kata kunci: kemampuan kognitif, keterampilan berpikir kritis, usaha dan energi

scholarly journals Membangun Keterampilan Berpikir Kritis Siswa Melalui Literasi Digital Berbasis STEM pada Masa Pandemik Covid 19

CENDEKIAWAN ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 69-72
Author(s):  
Fitri Handayani
Keyword(s):  
Critical Thinking ◽  
Digital Literacy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Science Technology ◽  
Library Research ◽  
Engineering Mathematics

During the Covid 19 pandemic, learning allowed children to think critically and creatively through online learning based on STEM (Science, Technology, Engineering, Mathematics). STEM is developed integrated with the implementation of 2013 curriculum learning that leads to the development of 21st-century learning. STEM-based digital literacy is learning that has a syntax to build students' skills in solving problems and critical thinking skills (Critical Thinking Skills) so that they can actively build knowledge through digital literacy STEM-based. STEM as a learning approach as a bridge in the development of science to improve students' critical thinking skills (Critical Thinking Skill). This research is a qualitative research which is library research using books and other literature as the main object. The expected results by improving STEM-based online critical thinking skills for teachers are to provide changes in the pattern of learning activities and increase the content of new STEM-based science, especially during the Covid 19 pandemic, which can provide more space for teachers to explore student skills from afar with STAM-based digital literacy. The result of science education from STEM-based digital literacy that is expected for students is that students can learn and be skilled to improve critical thinking skills through STEM-based Digital Literacy, which in turn can be skilled in solving problems in real life.

scholarly journals Students Critical Thinking Skill in Solving Scientific Literacy using a Metacognitive Test Based on Scientific Literacy

2018 ◽  
Vol 7 (2) ◽  
pp. 161
Author(s):  
Zakaria Sandy Pamungkas ◽  
Nonoh Siti Aminah ◽  
Fahru Nurosyid ◽  
Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Scientific Literacy ◽  
Descriptive Analysis ◽  
Test Methods ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quantitative Descriptive Analysis ◽  
Descriptive Research ◽  
Body Of Knowledge ◽  
Quantitative Descriptive

The purpose of this research is to measure students critical thinking skill in solving scientific literacy using a metacognitive test based on scientific literacy. This research is descriptive research. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which using a metacognitive test based on scientific literacy. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy is still low at below 50% for all category. This is due to students critical thinking skill in solving all category of scientific literacy problem is still low. Low student critical thinking skill in solving science as a body of knowledge in the assessment stage with the percentage achievement is 21%. Low percentage achievement of critical thinking skill in solving science as a way of thinking is a clarification (34%), assessment (46%), inference (26%), and strategy (12%). Low percentage achievement of critical thinking skill in solving science as a way of investigating is assessment (39%), inference (5%), and strategy (6%). Low student critical thinking skill in solving science as an interaction between technology and society in the assessment stage with the percentage achievement is 31%.

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