scholarly journals RESEARCH NOTEBOOKS Developing Students' Critical Thinking Skills in KAETSU ARIAKE Junior & Senior High School library

2016 ◽  
Author(s):  
Shoko Sanada ◽  
Hideo Yamada ◽  
Aiko So ◽  
Terumi Kuwata
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
School Library ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Program ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Library Skills

We, Kaetsu Ariake, regard 21st century skills as one of the most important factors for our students to acquire. Especially, critical thinking (CT) and its skills are indispensable. Thus, we offer special classes for the 7th, 8th, and 9th grade students to become better thinkers. Teachers from a variety of subjects teach the classes, which are held in our school library with the help of its librarian. The librarian teaches the students library skills, supports the teachers, and edits the Research Notebooks. The Research Notebooks are the key to managing the three-year course. We refer to the six-step learning program and Revised Bloom’s Taxonomy in order to develop the Research Notebooks. Using the Notebooks, the students can develop good insights and skills to do research. By making use of the library, getting the help of the librarian, and using the Research Notebooks, we promote 21st century skills throughout our school.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Didimus Tanah Boleng ◽  
Elsje Theodora Maasawet ◽  
Krishna Purnawan Candra
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Significant Interaction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Main Effect ◽  
Scientific Approach ◽  
Quasi Experimental

In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.

Asse

2019 ◽  
Author(s):  
Yulisa Nurdini
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Assessment For Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Written Feedback ◽  
Design Assessment

Development of 21st century skills becomes essential life skills in supporting individuals to adapt well to 21st century life. One of the 21st century skills that needs is critical thinking skills. Development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to do research on the application of assessment for learning to improve students critical thinking skills. This study uses quasy experiment method with the pretest posttest control group design. Assessment for learning through written feedback is applied to experimental class, while the control class is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The results showed that the application of assessment for learning through written feedback can improve students critical thinking skills. This is indicated by the experimental class average N-gain value is 0.82 in Pteridophyta and 0,87 in Bryophyta subchapter.

scholarly journals Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

2020 ◽  
Vol 19 (11) ◽  
pp. 223-241
Author(s):  
Maria C. S Kawedhar ◽  
Sri Mulyani ◽  
Sulistyo Saputro ◽  
Sri Yamtinah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Quantitative Data ◽  
Formal Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Shadow Education ◽  
Supplementary Education ◽  
Chemistry Learning

Private tutoring, also known as shadow education (SE), is significant in the view of Indonesian society. It attains public reliance on children’s success at school. Although SE seems to be promising to elevate students’ achievements in school, this still needs to be proven. With the development of 21st-century skills, can SE make itself worthy of being a part of proper supplementary education? This research aims to reveal how relevant SE is to develop students’ 21st-century skills, especially critical thinking (CT) skills. This study involved 193 students from 3 different ranks of schools in Surakarta, Indonesia. This mixed methods explanatory research used a computerized testlet instrument to obtain quantitative data about students’ CT skills in Chemistry. Open-ended questionnaires and open-ended interviews were used to obtain qualitative data about students’ tendencies in their SE. Interviews were also performed to hear SE tutors’ voices about the SE field in which they worked. The quantitative data were analyzed using Rasch modeling to reveal the interaction between the items and students’ CT skills. The modeling results showed that SE still seems less significant in responding to the community’s wishes about their children’s success at school, especially as related to CT skills. However, the results also showed that SE can aid those with moderate cognitive ability. Furthermore, the qualitative results are worth considering by those who will take or build SE in future. Thus, SE can be a proper supplement for formal education.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MAHASISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN KETERAMPILAN ABAD 21

2020 ◽  
Vol 2 (1) ◽  
pp. 37-58
Author(s):  
Muzayyanatun Munawwarah ◽  
Nurul Laili ◽  
Mohammad Tohir
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
21St Century Skills ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Study Program ◽  
Post Test

Descriptive analysis methode of research describes about increasing subject in the level of critical thinking skills of students in solving mathematics based on 21st-century skills. The subjects research were 28 students of Mathematics Education Study Program at Ibrahimy University of Situbondo. Data collection is done by providing pre-test and study documentation to students. The test is given to collect data related to students' critical thinking skills. Then learning is done based on 21st-century skills. Furthermore, students are given a post-test solving mathematical problem. Data were collected through observations, test results and interview data tested for their validity by triangulation. The data analysis technique used is qualitative descriptive data analysis. The results of this study indicate that: (1) the results of the achievement of indicators of critical thinking of students based on critical thinking stages formulated by Facione, overall the subject of an increase of 7.53%; (2) there was the same highest increase in the achievement of the indicator thinking Facione stage, namely at the Analyze stage (A) for high, medium, and low category subjects respectively, 77.78%, 80%, and 44.44%. However, there are still two stages of critical thinking that still need attention for further research, namely at the List (L) and Self-Correct (S) stages classified as still needing special attention in implementing 21st-century skills in learning activities; (3) the level of critical thinking skills of students based on the critical thinking stages formulated by Facione was in the category of "not critical" for the pre-test results and was in the category of "sufficient critical" for the post-test results.

scholarly journals AN INVESTIGATION OF 21ST CENTURY SKILLS OF HIGH SCHOOL STUDENTS IN TERMS OF SOME DEMOGRAPHIC VARIABLES

2020 ◽  
Vol 8 (51) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Information And Technology

21st century skills are considered as the skills that people need in a changing world such as creativity and innovation, critical thinking, problem solving, communication and cooperation. This study aims to examine 21st century skills of high school students in terms of some variables and to investigate the relationship between students’ academic achievement and 21st century skills. The present study, based on survey model, was a descriptive research. The research was carried out with 323 high school students from different levels and schools in Istanbul. “Multidimensional 21st Century Skills Scale” with 5 sub-dimensions including Problem Solving and Critical Thinking Skills, Information and Technology Literacy Skills, , Social Responsibility and Leadership Skills, Entrepreneurship and Innovation Skills and Career Awareness and “Personal Information Form” were used as data collection tools in the research. The academic success of students was evaluated through the grade point average of the 2019-2020 fall semester. The analysis of the data was carried out quantitatively to evaluate each sub-dimension and all of the scale. According to the results of the research, while the multidimensional 21st century skills of the students measured throughout the scale do not differ significantly according to the gender variable, there is a significant difference in problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills sub-dimensions. While the skills of students’ problem solving and critical thinking skills, information and technology literacy skills, entrepreneurship and innovation skills differ significantly according to their class levels, there is no difference in social responsibility and leadership skills and career awareness sub-dimensions according to the class level variable. Another result obtained in the research is that there is a positive relationship between students’ 21st century skills and academic achievements. As a suggestion, different factors affecting students’ 21st century skills development can be examined. Keywords: 21st Century Skills, High School Students, Academic Achievement, Survey Model

Essential Skills for the 21st Century Workforce

2019 ◽  
pp. 134-147
Author(s):  
Maureen N. Short ◽  
Yolanda Keller-Bell
Keyword(s):  
Critical Thinking ◽  
Labor Markets ◽  
Technological Innovation ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Workforce Skills

This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.

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.

scholarly journals What is the teacher's challenge on the developing of learning media to increase critical thinking ability and the character?

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Muhammad Sulthon ◽  
Pratiwi Pujiastuti ◽  
Heri Retnawati
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Program ◽  
Critical Thinking Ability ◽  
Public Elementary Schools ◽  
Thinking Ability ◽  
Essential Function

The development of technology makes learning media have an essential function for the learning process conducted by the teacher to students. However, in reality, there are still many teachers who have not yet implemented the development of learning media to support the learning program. The purpose of this study is to describe the challenges and problems that occur in the development of learning media to improve critical thinking skills and character. This study examines how the challenges of teachers in developing learning media to improve students' critical thinking skills and character. The method was in the form of qualitative data (phenomenology). Data were collected by conducting interviews and observations on nine teachers from 3 public elementary schools in Sleman Regency, Yogyakarta, Indonesia. Based on research, it conducted that students' critical thinking skills and character will increase if the teacher can solve or face challenges in developing existing learning media. 

scholarly journals Development of Local Wisdom Digital Books to Improve Critical Thinking Skills through Problem Based Learning

2021 ◽  
Vol 9 (3) ◽  
pp. 1-7
Author(s):  
Shofwan Ridho ◽  
Sri Wardani ◽  
Sigit Saptono
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Alternative Source ◽  
Digital Book ◽  
Strongly Agree

The challenge of education entering the 21st century in the era of the industrial revolution 4.0 is expected to get graduates who are competent in utilizing ICT but also competent in developing critical thinking skills. This research aims to develop digital book based on local wisdom to improve critical thinking skills. This research includes Research and Development (R&D) research using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) models. Data analysis techniques used in this study include descriptive data analysis related to the validity and response of users, while to determine the effectiveness of the product used the N-gain test. The results show (1) the developed digital book has valid criteria regarding aspects of the material, presentation, and language (2) students and teachers provide responses to the local wisdom digital book used in learning with response criteria strongly agree (3) assessment results Students' critical thinking skills show improvement with high N-Gain grades. The developed local wisdom digital book is suitable to be used as an alternative source of learning additive material in natural science learning in the face of the 21st century and the industrial revolution 4.0.

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