scholarly journals LEARNING OF REACTION RATE WITH NESTED CURRICULAR ARRANGEMENT TO IMPROVE CRITICAL THINKING SKILLS AND UNDERSTANDING THE CONCEPT OF STUDENTS IN ACTIVE-REFLECTIVE LEARNING

2020 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Maria Fransiska Omes
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Reaction Rate ◽  
Thinking Skills ◽  
Reflective Learning ◽  
Critical Thinking Skills ◽  
Wilcoxon Test ◽  
Before And After

This study aims to evaluate the learning rate of reactions by nested curricular arrangement. This learning is designed using the inquiry model. The learning process was attended by 34 XI MIA 7 students of SMAN 1 Manyar, Gresik, East Java. The objects in this study are critical thinking skills and students' understanding of the concept of active-reflective learning styles. This study was designed using "pre-experimental design," using one group pretest-posttest design. Analysis of critical thinking skills is done using t-tests and students' understanding of concepts is done using the Wilcoxon test. Learning is carried out for 2 times with the smallest percentage of performance in each meeting that is 80%. This shows the learning process is going well. Critical thinking skills that are trained and measured consist of 4 elements, namely: interpretation, inference, analysis, and explanation with a calculated value of t = 26.991. This value indicates that t arithmetic> t table. This shows that there are significant differences in students' critical thinking skills before and after learning. In understanding the concept test value of Asymp Sig = 0.00. This value indicates that the Asymp Sig <0.05. It can be concluded that there is an increase in the conceptual understanding of active-reflective learning style students after following the reaction rate learning by nested curricular structuring.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

scholarly journals Διδακτικές στρατηγικές, μαθήτυποι και δεξιότητες κριτικής σκέψης στη διδασκαλία της χρηματοοικονομικής

2009 ◽  
Author(s):  
Γεράσιμος Πομώνης
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Quantile Regression ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
American Philosophical Association ◽  
Learning Style Inventory

Σκοπός της παρούσας διατριβής είναι η μελέτη της επίδρασης των εφαρμοζόμενων διδακτικών στρατηγικών για την διδασκαλία της Χρηματοοικονομικής στη διαμόρφωση των μαθησιακών στρατηγικών των φοιτητών και στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης, με την χρησιμοποίηση της οικονομετρικής τεχνικής της quantile regression (QR). Η επισκόπηση της διεθνούς βιβλιογραφίας καθώς και η έρευνα για την παρούσα διατριβή δείχνουν, αφενός ότι στους συγγενείς επιστημονικούς χώρους της Οικονομικής, της Χρηματοοικονομικής και της Λογιστικής εφαρμόζονται διδακτικές στρατηγικές που βασίζονται στη μέθοδο των διαλέξεων και φαίνεται να επηρεάζουν την διαμόρφωση των μαθησιακών στρατηγικών και αφετέρου ότι η χρησιμοποίηση διδακτικών στρατηγικών ενεργού εμπλοκής των φοιτητών στην μάθηση μπορεί πράγματι να επηρεάζει τη διαμόρφωση των μαθησιακών στρατηγικών και να συμβάλλει στην ανάπτυξη δεξιοτήτων κριτικής σκέψης. Από την ως άνω επισκόπηση έχει καταφανεί ότι η στατιστική ανάλυση των ως άνω επιδράσεων στηρίζεται, κατά το πλείστον, σε υπολογισμό συντελεστών συσχέτισης, σε ανάλυση της διακύμανσης καθώς και στην χρησιμοποίηση της κλασικής παλινδρόμησης. Η διαμόρφωση των μαθησιακών στρατηγικών εκτιμάται μέσα από την διαμόρφωση των τρόπων και τύπων μάθησης των φοιτητών, με τη χρησιμοποίηση του Learning Style Inventory (LSI) του Kolb και του Learning Styles Questionnaire (LSQ) των Honey και Mumford. Με το LSI (που χρησιμοποιήθηκε και στις δυο φάσεις της έρευνας) εκτιμάται η προτίμηση προς τέσσερεις τρόπους μάθησης (Απτή Εμπειρία, Στοχαστική Παρατήρηση, Αφηρημένη Αντίληψη Εννοιών και Ενεργός Πειραματισμός), με βάση τους οποίους προκύπτουν τέσσερεις τύποι μάθησης (Αποκλίνων, Αφομοιωτικός, Συγκλίνων και Διευκολύνων). Για την εκτίμηση του επιπέδου ανάπτυξης των δεξιοτήτων κριτικής σκέψης των φοιτητών, χρησιμοποιείται το California Critical Thinking Skills Test (CCTST), δημιουργημένο από τον Peter Facione με βάση τα συμπεράσματα της Delphi Report (American Philosophical Association). Το CCTST εκτιμά πέντε επιμέρους δεξιότητες κριτικής σκέψης (Ανάλυση, Αξιολόγηση, Συμπερασμός, Επαγωγικός και Απαγωγικός Συλλογισμός) καθώς και την συνολική ικανότητα στις δεξιότητες κριτικής σκέψης. Η έρευνα δια την συγκέντρωση παρατηρήσεων διενεργήθηκε σε δυο φάσεις: στην πρώτη εκτιμήθηκαν μόνο οι τρόποι και τύποι μάθησης με τη χρήση των LSQ και LSI και στην δεύτερη εκτιμήθηκαν οι τρόποι και τύποι μάθησης με τη χρήση μόνο του LSI καθώς και οι δεξιότητες κριτικής σκέψης με τη χρήση του CCTST. Η στατιστική ανάλυση των δεδομένων της έρευνας στηρίζεται στη χρησιμοποίηση του οικονομετρικού μοντέλου της quantile regression (QR), με το οποίο μπορούν να υπολογιστούν συντελεστές ακόμη και για τα 99 εκατοστημόρια της κατανομής της εξαρτημένης μεταβλητής, αυξάνοντας θεαματικά την αντλούμενη πληροφόρηση, έναντι της κλασικής παλινδρόμησης. Προκύπτει έτσι ένα σημαντικό ερμηνευτικό πλεονέκτημα, το οποίο φωτίζει την επίδραση που ασκείται σε όλο το εύρος της κατανομής και συμβάλλει στην εκτενέστερη και βαθύτερη κατανόηση των ασκούμενων επιδράσεων. Αυτή η δυνατότητα έχει κατ’ εξοχήν σημασία στην ερμηνεία της αλλαγής της προτίμησης από τον έναν τρόπο μάθησης στον διαμετρικά αντίθετό του και την ενδιάμεση κατάσταση της ισορροπημένης μάθησης, για κάθε μια από τις δυο διαστάσεις μάθησης του μοντέλου Εμπειρικής Μάθησης του Kolb. Η QR χρησιμοποιείται επίσης για την έρευνα της επίδρασης των διαμορφωμένων τρόπων και τύπων μάθησης στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης. Θεωρητικά υποστηρίζεται ότι ο Συγκλίνων μαθήτυπος του μοντέλου του Kolb υπερτερεί στην επίδοση στις δεξιότητες κριτικής σκέψης, υπόθεση που δεν τεκμηριώνεται στην περίπτωση που αναπτύσσεται ισορροπημένη προτίμηση προς τους τέσσερεις τρόπους μάθησης. Οι εν λόγω επιδράσεις τεκμηριώνονται με την ανάλυση των δεδομένων από την πειραματική εφαρμογή διδακτικού μοντέλου ενεργού εμπλοκής των φοιτητών στην διαδικασία διδασκαλίας-μάθησης της Χρηματοοικονομικής με τη χρήση της QR. Τα βασικά συμπεράσματα της παρούσας διατριβής είναι τα εξής: α) Το μαθησιακό περιβάλλον που διαμορφώνεται από την εκάστοτε εφαρμοζόμενη διδακτική στρατηγική επιδρά διαφορετικά σε κάθε τμήμα της κατανομής της εξαρτημένης μεταβλητής. β) Η ανάπτυξη ισορροπημένης προτίμησης προς τους τρόπους μάθησης είναι επωφελέστερη, έναντι της επιλεκτικής προτίμησης, για την ανάπτυξη δεξιοτήτων κριτικής σκέψης. γ) Η διάδραση που αναπτύσσεται μεταξύ των φοιτητών σε ομάδες που απαρτίζονται από διαφορετικούς τύπους μάθησης ασκεί σημαντική επίδραση στην ανάπτυξη ισορροπημένης μάθησης και στη βελτίωση του επιπέδου των δεξιοτήτων κριτικής σκέψης. δ) Η εκτίμηση πολλών συντελεστών παλινδρόμησης με την χρήση της QR διευρύνει σημαντικά την ερμηνεία των επιδράσεων των ανεξάρτητων στις εξαρτημένες μεταβλητές, έναντι άλλων απλών στατιστικών μέτρων καθώς και της κλασικής παλινδρόμησης. ε) Στον τομέα της διδασκαλίας στον επιστημονικό χώρο της Χρηματοοικονομικής στην Ελλάδα, η παρούσα εργασία είναι μοναδική και πρωτότυπη και η συμβολή της είναι καθολική, αναδεικνύοντας ταυτόχρονα ένα οικονομετρικό μοντέλο – την QR – σε ερμηνευτικό εργαλείο των σχέσεων που αναπτύσσονται στην διδακτική πράξη.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2021 ◽  
pp. 2090-2104
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

scholarly journals Method of discussion and learning styles towards student’s critical thinking ability

2020 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
A. Jauhar Fuad
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Analytical Technique ◽  
Critical Thinking Ability ◽  
Thinking Ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

scholarly journals Implementing Multimedia Teaching to Improve Students’ Motivation and Critical Thinking Skills Based on the Students’ Learning Styles at Mahatma Gading School

2021 ◽  
Vol 1 (3) ◽  
pp. 202
Author(s):  
Usha Naraindas Bharwani
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Wilcoxon Test ◽  
Control Group ◽  
Multimedia Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Academic Year

<div><p class="1eAbstract-text">This study investigated implementing multimedia teaching to improve students’ motivation and critical thinking skills based on students learning styles at Mahatma Gading School. Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively supports students with different learning styles. The study employed quantitative weak experimental of static group pre-test post-test. The respondents were 67 students from Mahatma Gading School academic year 2016. There was no control group. The data was computed using SPSS VERSION 22. Results of the pretest were observed before teaching and results of the posttest was conducted after teaching. Instruments used for data collection were in the form of test and questionnaire. The test was to measure students’ critical thinking skills and questionnaire to measure students learning styles and motivation. The researcher analyzed the data through Descriptive Statistics, and Wilcoxon Test. The data was then analyzed, which showed there was a statistically significant difference between students after implementing multimedia during the Science class. However, the result of the Wilcoxon Test on reading learners had no significant differences in students learning styles.</p></div>

Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika Terhadap Kemampuan Berpikir Kritis Matematika

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Abdul Karim
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Visual Learning ◽  
Negative Attitude ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Impact

<p>The general objective of this research is to find and analyze empirically about <br />the critical thinking skills of students towards mathematics courses in terms of students' learning styles and attitudes. Research carried out by the method exposes affordable facto population Junior High School eighth grade students Sukmajaya Depok District of the academic year 2013/2014 as much as 320 students. Large sample of 78 students, with Samling technique used simple random sampling. The results of hypothesis testing is concluded as follows: (1) critical thinking skills of mathematics students who have a kinesthetic learning style (?B3 = 68.69) was higher than the average of critical thinking skills of students who have a visual learning style (?B1 = 62.38) and auditory (?B2 = <br />67.08). (2) critical thinking skills of students who have a positive attitude in math (?A1 = 68.62) was higher than the mean of the critical thinking skills of students who have a negative attitude on the math (?A2 = 63.49). (3) There is no interaction between students' learning styles and attitudes in mathematics on the ability to think critically. Students as individuals have all three learning styles are mutually supportive even though there is a tendency in one type, therefore, students are expected to combine all three learning styles <br />so that the impact will improve critical thinking skills. </p>

scholarly journals Learning Style Changes And Their Relationship To Critical Thinking Skills

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
C. Siriopoulos ◽  
Gerasimos Pomonis
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Second Phase ◽  
Master's Level ◽  
Postgraduate Students ◽  
Learning Style Inventory ◽  
Learning Development

This study reports on the results of a research on learning styles and critical thinking skills of sixty eight postgraduate students of Master’s Level Business Education Programs. These students have participated in both phases of our research. In the first phase, carried out in spring 2005, Kolb’s Learning Style Inventory (LSI v.3) was the basis of the administered questionnaire and in the second phase, carried our in winter 2005 – 06, the LSI v.3 and the California Critical Thinking Skills Test (CCTST) were the basis of the administered questionnaire. Results show that the prevailing learning style types are the ‘assimilating’ and the ‘converging’ ones. Between the first and the second phase students have become more balanced learners. This balanced learning development relates to both ‘Concrete – Abstract’ and ‘Active – Reflective’ dimensions of the learning process and this latter dimension correlates significantly with students’ critical thinking skills on all scales of the used instrument. 

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

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.

scholarly journals ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 56-60
Author(s):  
Atikah Nur Azizah ◽  
Hening Widowati ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Direct Experience ◽  
Integrated Science ◽  
Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

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