scholarly journals The impact of using the imaginative learning strategy in teaching social and national education to develop critical thinking skills among sixth grade students in Saudi Arabia: أثر استخدام إستراتيجية التعلم التخيلي في تدريس التربية الاجتماعية والوطنية على تنمية مهارات التفكير الناقد لدى طلاب الصف السادس في المملكة العربية السعودية

2017 ◽  
Vol 1 (7) ◽  
Author(s):  
Saad Ayed Saad Al Harthy
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
National Education ◽  
Sixth Grade Students ◽  
The Impact

The aim of this study was to investigate the effect of using the strategy of imagination in teaching social and national education on the development of critical thinking skills among sixth grade students in the Kingdom of Saudi Arabia. The study was followed by a semi-experimental method according to the design of a tribal type after the study. The sample of the study (50) of the students of the sixth grade of primary school (Prince Faisal primary for males) was chosen by the intentional method. The experimental group and the number of its members (25) students studied using the strategy of imagination, and the control group and the number of members (25) students studied in the usual way. In order to achieve the objectives of the study, the lessons of the seventh unit (development in the national) were rewritten in the book of social and national education for the sixth grade in accordance with the strategy of imagination, and used to answer the questions of the study test to measure the skills of critical thinking, where the results showed significant differences in the results of the test of critical thinking Between the applications of the tribal and the remote for the benefit of the post-application, as well as the existence of an impact to use the strategy of imagination in the development of critical thinking skills. .

scholarly journals The effectiveness of using the Hot seating strategy to teach reading texts on Improving reading comprehension and critical thinking skills among sixth-grade students in Jordan: فاعلية استخدام استراتيجية الكرسي الساخن لتدريس النصوص القرائية في فهم المقروء وتنمية مهارات التفكير الناقد لدى طالبات الصف السادس الأساسي في الأردن

2020 ◽  
Vol 4 (44) ◽  
Author(s):  
Eman Abdalfatah Alamaireh
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Comprehension Skills ◽  
Sixth Grade Students ◽  
Experimental Group ◽  
Reading Texts

This research aims to examine the effectiveness of using the hot seat strategy to teach reading texts on Improving reading comprehension and critical thinking skills among sixth-grade students in Jordan. The study was applied on (51) students from forth University school in Amman governorate, distributed randomly into two groups, the experimental group which consisted of (25) students, and a control group which consisted of (26) students. The research used the quasi-experiment design. To achieve the purposes of the study, a test consisted of (24) items was used to measure the reading comprehension skills of the study sample. Watson- Glaser test was also used to measure their critical thinking skills. The study showed that there is a significant effect of teaching by hot seat strategy to improve reading comprehension and critical thinking skills in favor of the experimental group.

scholarly journals The Impact of Using the First and Third Parts of the Cort Program on the Development of Critical Thinking for Talented Students in Tafila Governorate

2019 ◽  
Vol 9 (3) ◽  
pp. 72
Author(s):  
Dr. Jehad .Abed Rabbo
Keyword(s):  
Critical Thinking ◽  
Educational Level ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teacher Competencies ◽  
Talented Students ◽  
The Impact ◽  
Experimental Group

This study aims to examine the impact of using some of the skills of the (CoRT) program on the development of critical thinking skills among a sample of talented students in King Abdullah II School of Excellence in Tafila Governorate. The sample consisted of 60 male and female students randomly selected. They were divided into two groups: an experimental group that consisted of 30 students exposed to the acquisition of the skills of the CoRT program and the control group that consisted of 30 students who did not study the program. The Watson Glaser critical thinking test was also applied. The results shows a statistically significant effect, at (α≤ 0.05), in improving the critical thinking skills of the students of the experimental group and shows a statistically significant effect on the test of critical thinking skills due to the variable of educational level and for the favor of the ninth grade. The study also reveals that there were no statistically significant differences in the test of critical thinking skills in relation to the the gender variable. The researcher recommends developing the teacher competencies to teach the skills of thinking in general and critical thinking skills, in particular, through the conducting of courses, seminars, and workshops in the CoRT program.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

scholarly journals Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students

2020 ◽  
Vol 19 (10) ◽  
pp. 77-99
Author(s):  
Mohammad Salih Al-Shehri
Keyword(s):  
Critical Thinking ◽  
Differentiated Instruction ◽  
Instructional Strategy ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Instructional Program ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Before And After ◽  
Experimental Group

The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.

scholarly journals The Impact of the Reverse Learning Strategy on the Achievement of Sixth Graders and the Development of Their Creative Thinking

2019 ◽  
pp. 280-290
Author(s):  
Adnan Hikmat ◽  
Nour Abdul Malik Naji
Keyword(s):  
Traditional Method ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Sixth Grade Students ◽  
The Impact ◽  
Experimental Group

The aim of this study is to know (The Effect of Flipped Learning strategy in the Achievement of sixth grade students and the development of Their Creative Thinking). In order to achieve the objective of the study the two researchers depended on the experimental design, The sample of the study included (50) students of the AL- Smaha primary school students as (25) students for the first experimental group which studied according to the Flipped Learning strategy, and (25) students for the control group which studied depending to the traditional method, and it was qualified in the following variables (previous information, previous achievement, age). The test were prepared and it considered of (20) items as multi-choice type, and verifying its veracity by presenting it to group of experts and specialists, and verifying the veracity of the content by preparing test map. The reliability estimate was (0.82). The creative thinking test prepared too, which considered of (6) activates they were veracity and the reliability was (0.77). The results of the study showed: The students of the experimental group who studied according to the Flipped Learning strategy exceeded the students of the control group who studied according to the traditional method in both of the achievement test and the creative thinking test The researchers recommended several recommendations, including the need to adopting new teaching strategies. The study also suggested new scientific studies and other stages or other variables such as scientific thinking, developing critical thinking, the attitude towards the sciences.

scholarly journals Guided discovery model: An alternative to enhance students’ critical thinking skills and critical thinking dispositions

2018 ◽  
Vol 5 (1) ◽  
pp. 108 ◽  
Author(s):  
Sri Hastuti Noer
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Discovery ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
In The Beginning ◽  
And Control ◽  
The Impact

This current study aimed to determine the effectiveness of the guided discovery model in increasing students' critical thinking skills and critical thinking dispositions. Each experiment and control group consisted of 34 students of grade X of one high school class in Bandar Lampung city. The data were obtained through mathematical critical thinking skills test and critical thinking dispositions scale. The data were analyzed qualitatively and quantitatively to obtain a comprehensive description of the impact of learning on the increase in both skills. The results showed that the increase of students’ critical thinking skills and critical thinking dispositions after learning was in the effective category. Other finding showed that the use of a contextual problem in the beginning of learning could trigger students to activate their prior knowledge. In this way, students used some strategies and made an appropriate conclusion confidently. This study suggested that the guided discovery model can be an alternative to improve students' critical thinking skills and critical thinking dispositions.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DISCOVERY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPA KELAS VIII DI SMPN 3 GUNUNGSARI TAHUN AJARAN 2014/2015

2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Zaetun Zakrah ◽  
Nur Lestari ◽  
Kusmiyati Kusmiyati
Keyword(s):  
Critical Thinking ◽  
Natural Science ◽  
Random Sampling ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Control Group ◽  
Academic Year ◽  
Cluster Random Sampling

Abstrak: Dalam pembelajaran IPA di sekolah diharapkan guru lebih menekankan pada pemberian pengalaman belajar secara langsung melalui penggunaan dan pengembangan keterampilan proses serta sikap ilmiah, untuk mengembangkan kompetensi sebagai aspek penting kecakapan hidup, sehingga pembelajaran IPA dapat menjadi wahana bagi peserta didik untuk mempelajari diri sendiri dan alam sekitar. Oleh karena itu diperlukan suatu strategi pembelajaran yang berorientasi pada peserta didik (student centered), salah satunya adalah strategi pembelajaran discovery. Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran discovery terhadap kemampuan berpikir kritis siswa  pada mata pelajaran IPA di SMP Negeri 3 Gunungsari Tahun Ajaran 2014/2015. Penelitian ini merupakan penelitian eksperimen semu dengan desain nonequivalen control group desain. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII yang terbagi dalam lima kelas, dengan menggunakan teknik cluster random sampling diperoleh sampel kelas VIIIA sebagai kelas eksperimen dan kelas VIIIB sebagai kelas kontrol. Penelitian ini telah dilaksanakan di SMPN 3 Gunungsari pada tanggal 28 Oktober sampai tanggal 18 November Tahun 2014. Instrumen penelitian terdiri dari tes kemampuan berpikir kritis, lembar observasi aktivitas siswa, dan lembar observasi aktivitas guru. Data penelitian dianalisis menggunakan uji hipotesis yaitu uji-t polled varians pada taraf signifikan 5%. Hasil penelitian menunjukkan bahwa nilai rata-rata keterampilan berpikir kritis kelas eksperimen lebih tinggi dari kelas kontrol (73,7>65,8). Hasil uji hipotesis menunjukkan bahwa t hitung lebih besar daripada t tabel (thit3,21>ttab2,02). Maka dapat disimpulkan bahwa strategi pembelajaran discovery berpengaruh terhadap kemampuan berpikir kritis siswa pada mata pelajaran IPA kelas VIII SMPN 3 Gunungsari Tahun Ajaran 2014/2015. Kata kunci:Strategi Pembelajaran Discovery, Keterampilan Berpikir KritisAbstract: Natural science instruction in school, teachers are expected to put more emphasize on the provision of direct learning experience through the use and development of process skills and scientific attitude, to develop competence as an important aspect of life skills, so that learning science  could be vehicle for students to learn about themselves and the nature around. Therefore, needful learning strategy oriented to students, one of which is a discovery learning strategy. This study aims to determine the effect of discovery learning strategy to students' critical thinking skills in science in the SMPN 3 Gunungsari Academic Year 2014/2015. This study was a quasi-experimental research design with nonequivalen control group design. The population of this study were all students at grade VIII which divided into five classes, using cluster random sampling technique was obtained sample class as a class experiment VIIIA and VIIIB class as the control class. This research was conducted at SMPN 3 Gunungsari, in October to November 2014. The research instrument consisted of a test of critical thinking skills, observation of student activity sheets, and teacher observation sheet activities. Data were analyzed using hypothesis testing polled variance t-test at 5% significance level. The results indicating that the average value of critical thinking skills experimental class is higher than the control class (73.7> 65.8). Hypothesis test results indicating that t-test is higher than t-table (tcount3,21> ttable2,02), so it can be concluded that the discovery learning strategies having an effect on students' critical thinking skills in natural science instruction in class VIII SMP 3 Gunungsari academic year 2014/2015 Keywords:Discovery Learning Strategy, Critical Thinking Skills

scholarly journals The impact of the previous and acquired knowledge strategy in the development of critical thinking skills in Arabic language among the 9th grade students in Jordan: أثر استخدام استراتيجية المعرفة السابقة والمكتسبة في تنمية مهارات التفكير الناقد في مبحث اللغة العربية لدى طلاب الصف التاسع الأساسي في الأردن

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Jehad Khader Abu Ajameia
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Arabic Language ◽  
Thinking Skills ◽  
Ninth Grade ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Knowledge Strategy ◽  
Ninth Grade Students ◽  
The Impact

  The study aimed to identify The impact of the previous and acquired knowledge strategy (K.W.L) in the   development of critical thinking skills in Arabic language among the ninth grade students in Jordan. The study was based on the semi- experimental method. The study sample consisted of two divisions of the ninth grade students in the Abdullah bin Abi Al- Sarh Secondary School for Boys, the Directorate of Education of Aqaba Governorate during the 2018/2019 academic year. (30) students, and (c) as a control group, consisting of (30) students.  In order to achieve the objectives of the study, the study tool was constructed (test of critical thinking skills) After verifying its validity and stability, it was applied to the study sample, before and after the study. The results showed that there were statistically significant differences between the average of the students' scores on the critical thinking skills test due to the change in the teaching method and the previous knowledge strategy (kwl) compared to the normal method. (Kwl) in the teaching of the Arabic language, as they proved their effectiveness in teaching, and recommended studies on the introduction of other teaching methods for comparison in critical thinking skills.

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