scholarly journals The Effect of Portable Electrical Motor Trainer Motor Media To Enhancing Creative and Critical Ability

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Hisbulloh Ahlis Munawi ◽  
Agus Suwardono ◽  
Elsanda Merita Indrawati
Keyword(s):  
Critical Thinking ◽  
Motor Control ◽  
Electric Motor ◽  
Creative Thinking ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Subject ◽  
Inference Strategy

The purpose of this study is to determine the effect of using portable electric motor control trainer media on increasing creative thinking skills and critical thinking skills in electrical engineering students. This research is an experimental study using Pretest-Posttest group design. The subject of the study is electrical engineering students at Nusantara University, PGRI Kediri consisting of 27 students. The level of creativity is measured through aspects of fluency, flexibility, authenticity, and elaboration, while aspects of critical thinking ability are by giving simple explanations, building basic skills, giving further explanation, applying strategies and techniques, and concluding. The study determines the increase in creative and critical thinking skills using N-Gain analysis. The result shows that: 1) the students' creative thinking skills are increased by learning using a portable type electric motor control trainer media that was categorized high on aspects of fluency and elaboration, and categorized based on aspects of flexibility and authenticity; 2) the students' critical thinking skills increase after participating in learning by using portable type electric motor control trainer media which is high in the aspects of elementary classification, inference, strategy and tactics, and categorized based on the aspects of basic support and advanced classification.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Guided Inquiry ◽  
Central Java ◽  
Before And After ◽  
The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 35-44
Author(s):  
Nurul Hidayati ◽  
Elly Yustina ◽  
Sri Hendra Suryani ◽  
Juli Eka Nugraheni
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
Learning Models ◽  
Teaching Process ◽  
Validation Criteria ◽  
Final Score ◽  
The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi.  Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

Learning styles and critical thinking skills of engineering students

2017 ◽  
Author(s):  
Mimi Mohaffyza Mohamad ◽  
Ali Raza Jamali ◽  
Marina Ibrahim Mukhtar ◽  
Lai Chee Sern ◽  
Adnan Ahmad
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills

The Critical Thinking Skills of Minority Engineering Students: An Exploratory Study

1995 ◽  
Vol 64 (4) ◽  
pp. 437 ◽  
Author(s):  
Jacqueline Fleming ◽  
Nancy Garcia ◽  
Carole Morning
Keyword(s):  
Critical Thinking ◽  
Exploratory Study ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Application of the Problem Based Learning Model to Improve Critical Thinking Skills for Grade IV Elementary School Students

2021 ◽  
Vol 3 (4) ◽  
pp. 104
Author(s):  
Elyana Rahmawati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Fourth Grade Students ◽  
Field Notes ◽  
The Subject

<p><em>This study aims to improve critical thinking skills through the application of a Problem Based Learning based. This research is a classroom action research conducted in two cycles with planning, implementation, observation, and reflection stages. Data collection instruments use question instruments, observation sheets, documentation, and field notes. The subject of the study was the fourth grade students of SDN 1 Muryolobo. The results showed an increase in critical thinking skills as indicated by the data in the pre cycle of 42%, in the first cycle increased by 67,23%, and in the second cycle increased by 80,72%. Increasing critical thinking skills also affects the students learning outcomes. This is indicated by the learning outcomes on Indonesian language in pre cycle, cycle I, and cycle II, are 45%, 68%, and 81%. Furthermore, the learning outcomes of IPS in pre cycle, cycle I, and cycle II are 36%, 63%, and 81%.</em></p>

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

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