scholarly journals Critical Thinking at Universities in BIH: Are They on the Right Track?

2020 ◽  
Vol 18 (1) ◽  
pp. 67-81
Author(s):  
Mirela Mabić ◽  
Dražena Gašpar
Keyword(s):  
Author(s):  
Tita Mila Mustofani ◽  
Ita Hartinah

This writing aims to help teachers to increase motivation, activity, creativity, and critical thinking of students in solving problems in class. The way to increase student motivation in learning in class is to choose the right learning model with ongoing learning material. One learning model that increases students' creativity and critical thinking in problem solving is a Problem Based Learning (PBL) learning model. To improve students' insights in order to easily solve problems there is a need to do tasks, if students do not do the task then they must accept the agreed upon consequences when making learning contracts, thus modifying the Problem Based Learning (PBL) learning model with task strategies and forced. The results of the modification of learning with the Problem Based Learning (PBL) learning model through forced and forced strategies are expected to improve the learning process so that students become more disciplined and do not waste time doing assignments. The advantages of modifying the Problem Based Learning (PBL) learning model with task and forced learning strategies are increasing student learning motivation, improving the quality of learning, training students' understanding by giving assignments continuously, teaching discipline to students in order to be accountable for tasks assigned, and reducing laziness in students.


2020 ◽  
Vol 10 (3) ◽  
pp. 111-118
Author(s):  
Pavel Beňo ◽  
Patrik Havan ◽  
Sandra Šprinková

AbstractIntroduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge.Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators.Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process.Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.


2018 ◽  
Vol 2 (2b) ◽  
pp. 30-36
Author(s):  
Misyana Misyana ◽  
Indah Mayasari

ABSTRAK   Pada abad 21 dimana masyarakat sudah menggunakan teknologi, layak kalau anak-anak usia dini juga dipersiapkan untuk memiliki kemampuan yang lebih baik, utamanya di kemampuan berpikir. Sudah saatnya anak diberikan kegiatan yang lebih menantang dan menggunakan strategi yang tepat sehingga kemampuan anak benar-benar dapat meningkat lebih baik. Salah satu upaya untuk meningkatkan kemampuan berpikir kritis anak melalui bermain sains, salah satu permainan yang disukai anak yaitu bermain balon. Strategi  yang dipergunakan untuk meningkatkan kemampuan anak, pemecahan masalah (problem solving) dan penemuan terbimbing (Guided Discovery). Masalah yang akan dipecahkan pada tindakan ini adalah bagaimana permainan sains dapat meningkatkan kemampuan berpikir kritis anak, pada kelompok A (4-5 tahun) di Laboratorium Paud Yasmin Jember tahun ajaran 2018/2019. Adapun jenis penelitian yang dilakukan peneliti  adalah tindakan kelas, metode pengumpulan data yang digunakan dalam penelitian kali ini peneliti sebagai guru dan guru sebagai observer, wawancara dan dokumentasi. Data yang dikumpulkan berupa aktivitas anak selama kegiatan bermain sains, hasil wawancara dengan anak dan guru kelompok A. Berdasarkan hasil penelitian dapat disimpulkan bahwa bermain sains dapat meningkatkan keterampilan berpikir kritis secara signivikan. Secara klasikal dari 15 anak terdapat 13 anak yang berkembang kemampuan berpikir kritisnya secara individual dan 2 anak yang belum berkembang. Diketahui perkembangan kemampuan berpikir kritis anak secara klasikal yang diperoleh 86,66% yang berarti perkembangan kemampuan berpikir kritis anak kelompok A secara klasikal tercapai.   Kata Kunci: berfikir kritis, bermain sains, PAUD.   ABSTRACT   In the 21st century where people have used technology, it is feasible that early childhood are also prepared to have better abilities, especially being able to think. It's time for children to be given more challenging activities and use the right strategies, and the children ability can really improve better. One of the efforts to improve children's critical thinking skills through playing science, one of the games that children love is playing balloons. Strategies used to improve children's ability, problem solving and guided discovery. The problem that will be solved in this action is how the game of science can improve children's critical thinking skills, in group A (4-5 years) in the Laboratory of Paud Yasmin Jember 2018/2019 academic year. The type of lecturers conducted is class action lectures, data collection methods used in this lecture are observation, interviews and documentation. Data collected in the form of children activities during science playing activities, results of interviews with children and teacher of group A. Based on the results of lecturers, it can be concluded that playing science can improve critical thinking skills in a significant way. Classically from 15 children there are 13 children who develop their critical thinking skills, and 2 children are undeveloped. It is known that the development of children critical thinking abilities classically is 86.66% which means that the development of children critical thinking abilities in group A is classically achieved.   Keywords: Critical thinking, science games, PAUD.


2018 ◽  
pp. 27
Author(s):  
Verónica Giordano

La década del noventa significó un grave retroceso para la tradición de pen­samiento crítico en América Latina. El colonialismo intelectual degradó esa valiosa cualidad que había distinguido a nuestras ciencias sociales en los años sesenta y setenta: pensar críticamente desde América Latina y para América Latina. La interdisciplinariedad y la historicidad fueron reemplazadas por una reclusión en el núcleo duro de saberes específicos, los cuales prescindie­ron de toda referencia temporal en nombre de la objetividad. Concomitante­mente, se multiplicaron las citas de autoridad de pensadores foráneos que, en general, desconocían los problemas específicos de nuestra región. En años recientes la crítica, como característica indispensable para una ciencia propia, se había revalorizado de la mano de proyectos políticos que afirmaban la soberanía nacional, en consonancia con la autonomía intelectual. Pero el giro a la derecha que se está produciendo en el mundo y en la región en la actual coyuntura está provocando un grave embate a la capacidad crítica. Este ar­tículo propone pensar la sociología crítica latinoamericana como sociología histórica desde la perspectiva de la hibridación de disciplinas, para luego trazar una genealogía de pensamiento crítico que se perfila como proyecto intelectual de transformación social. Palabras clave: sociología latinoamericana, sociología histórica, pensamiento latinoamericano, pensamiento crítico. The critical as an intellectual project. A continued thread of Latin American social thinkingAbstract The decade of 1990’s represented a sharp setback for the critical thinking tradition in Latin America. Intellectual colonialism undermined that valua­ble quality that had distinguished our social sciences in the 1960s and 1970s: to think critically from Latin America and for Latin America. Inter discipli­nes and historicity were replaced by a reclusion in the hard core of specific knowledge, which managed without temporal references in the name of objectivity. Likewise, authority quotations were multiplied by foreign thinkers, who, in general, did not know the specific problems of our region. In recent years, criticism, as an essential characteristic for a science of its own, had been revalued by political projects affirming national sovereignty, in line with intellectual autonomy. But the shift to the right occurring in the world and in the region in the current conjuncture is generating a serious conflict with the critical capacity. This article proposes to think of the critical Latin American sociology as historical sociology from the perspective of hybridi­zation of disciplines, in order to trace a genealogy of critical thinking that emerges as an intellectual project for social transformation. ­Keywords: Latin American sociology, historical sociology, Latin American thinking, critical thinking.A crítica como projeto intelectual. Hilvanes conti­nuistas do pensamento social latino-americano ResumoA década do 90 representou um grave revés para a tradição do pensamento crítico na América Latina. O colonialismo intelectual degradou essa quali­dade valiosa que distinguiu nossas ciências sociais nos anos sessenta e se­tenta: pensar criticamente desde América Latina e para América Latina. A interdisciplinaridade e a historicidade foram substituídas por uma reclusão no núcleo duro do conhecimento específico, os quais dispensaram de toda referência temporal em nome da objetividade. Concomitantemente, multipli­caram-se as citações de autoria de pensadores estrangeiros, o que, em geral, desconheciam os problemas específicos da nossa região. Nos últimos anos, a crítica, como característica indispensável para uma ciência própria, foi reva­lorizada da mão de projetos políticos que afirmavam a soberania nacional, de acordo com a autonomia intelectual. Mas o giro para a direita que está ocorrendo no mundo e na região na atual conjuntura está provocando um grave conflito com a capacidade crítica. Este artigo propõe pensar a sociolo­gia latino-americana crítica como sociologia histórica desde a perspectiva da hibridização de disciplinas, a fim de traçar uma genealogia de pensamento crítico que emerge como projeto intelectual de transformação social. Palavras-chave: sociologia latino-americana, sociologia histórica, pensamen­to latino-americano, pensamento crítico.


2014 ◽  
Vol 61 (1) ◽  
pp. 18-27
Author(s):  
Janez Bregant

The study argues for the claim that a correct argumentation, i.e. a non-fallacious or good reasoning, should be the essential part of the education process, which is not always the case. The bad argumentation makes human standards and interpersonal relationships worse, and leads to the growth of social conflicts and an instable society. If the legislature, executive and judiciary branches of power did not listen to good arguments, our lives would not be as good as they are since the state might pass bad, dangerous and unjust laws. A person trained in critical thinking starting in their youth would be able to tell a difference between good and bad arguments and recognize the fact that accepting the former and dropping the latter is the only way to avoid the above mentioned negative characteristics of a society. By teaching pupils how to employ the prescribed standards of a correct argumentation using everyday examples helps them to avoid adopting certain views on the ground of their popularity, affections produced in observers, their popularity etc., which are classic examples of logical fallacies. An early training in critical thinking could make obvious the fact that, a democracy consisting among other things also in a social, racial and gender equality, after all, does not mean that sometimes left arguments win and sometimes the right ones, and that there is no difference between them in the long run. Key words: argument, critical thinking, deduction, education, induction, logical fallacy, validity.


2010 ◽  
Vol 5 (2-3) ◽  
pp. 119-135 ◽  
Author(s):  
Mohamed Saeed M. Eltayeb

AbstractThis article aims at examining the admissible scope of limitations on critical thinking on religious issues and the circumstances under which criticism of a religion may fall within the scope of Article 20 of the ICCPR. What does this imply in relation to freedom of expression, in particular artistic freedom? To what extent does the promotion of freedom of expression require States to punish advocacy of religious hatred which constitutes incitement to discrimination, hostility or violence? The main premise of the article is that the questions mentioned above should be seen in terms of the balance and complementarity of competing rights, namely, the right to freedom of religion and respect for human dignity of believers vis-à-vis the right to freedom of expression. This balance cannot invariably be set for all places, but should instead be maintained taking into account the historical experiences and local conditions. Furthermore, the article argues that the right to freedom of expression is not absolute and that international human rights law affirms certain restrictions on exercising this right. The question, however, of where to draw the boundaries between the right to freedom of expression and advocacy of religious hatred that constitutes incitement to discrimination, hostility or violence can best be answered contextually and with due regard to, inter alia, local conditions, history, culture and political tensions.


2020 ◽  
Vol 9 (2) ◽  
pp. 6-9
Author(s):  
James McKee ◽  

The aim of this paper is to highlight the need for more emphasis on the research and analysis required to obtain the right information needed for effective business development. The research examines the literature for examples of good practice for business research and analysis, which would lead to obtaining the most advantageous information for guiding the business. The result will show that insufficient attention is given in business studies to the analysis requirement to sift through vast amounts of available and interesting data for the critical useful information. More attention needs to be given to understand what information is most useful to the strategic development of the organisation. The limitation to this investigation is that the research is not empirical but normative in approach, but the practical result indicates that if more analysis subjects were included in business studies there will be better trained managers available. These managers would be betterable to develop their organisation by having more meaningful information available to guide them in their strategic planning role. Keywords: critical thinking, development, information, strategic planning, analysis


Author(s):  
Herdiyana Fitriani

Critical thinking has become an essential skill in the 21st century, as many experts and researchers describe it. Critical thinking is often claimed as a skill that should be taught in learning. Critical thinking is a reflective thinking process that focuses on analysis and evaluation to make the right decision. Many experts have formulated definitions and indicators related to critical thinking. This article aims to describe the definitions and core indicators of critical thinking according to experts as well as summarize the core indicators that can be integrated and learned in learning. Based on the results of studies related to critical thinking, this article recommends six indicators, namely focus on the problem, analysis of arguments, making planning, evaluation, explanation, and self-regulation.


Author(s):  
Leli Rezky Dwi Oktavia ◽  
Wiwik Kusumawati

The nursing profession requires scientific knowledge, technical abilities and skills. Choosing the right and best teaching method is the most important step in the education process. Role playing is a versatile activity that can facilitate students to learn in real situations. this is a teaching method that has strong and interesting potential to build the skills of nursing students in triage education. Research Objectives: To Provide information about the influence of role-playing method on triage education for nursing students. Method: Sources of research were taken from 3 databases namely PubMed, ProQuest and Ebsco and from Google Scholar using keywords "Role play" or "Role Playing" and "Learning Method" and "Nurse" and "Triage". From the overall results, there are 9 articles that match the inclusion criteria. Results: The 9 articles included in this review. The learning method with role playing influences the nursing students’ communication, cognitive, psychomotor, self reflection, critical thinking and self-efficacy in doing triage process. Conclusion: Role-playing method can facilitate and accommodate increased knowledge and skills. The role-playing method is proven to be able to improve communication, cognitive, psychomotor, self reflection, critical thinking and self-efficacy in nursing triage education. Keywords: Role playing, Learning method, and Triage.


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