The Impact of The Using Information Literacy for Inquiry Based Learning Toward Student’s Critical Thinking Skill

2019 ◽  
Vol 9 (2) ◽  
pp. p8605
Author(s):  
Nurul Ilmiyah ◽  
Waspodo Tjipto Subroto ◽  
Nasution .
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Inquiry Based Learning ◽  
The Impact

scholarly journals The Impact of Inquiry-based Learning approach on Critical Thinking Skill of EFL Students

EFL Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Farid Ghaemi ◽  
Seyed Javad Ghazi Mirsaeed
Keyword(s):  
Critical Thinking ◽  
Language Proficiency ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Inquiry Based Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Language Proficiency Test ◽  
The Impact

To modify the way how the students are getting ready to encounter the needs of the new era, some other different teaching approaches are under research. Inquiry-based learning is such a method supposed to empower the skills students need to master.  The hypothesis was that inquiry-based learning can have impact on critical thinking ability of students. The data was from language learners at Guyesh language institute placed in Alborz(Iran). To homogenize the participants, they had a language proficiency test (PET) as pre-test. Out of 62 students, 38 students were selected. The learners were put into one experimental and one control group based on their exam results. The researchers used independent sample T–Test to measure the statistical differences between the two groups. Before receiving instruction the students completed a critical thinking questionnaire. After sessions of inquiry-based instruction, the researchers gave the post-tests to both experimental and control groups. Finally, the results of the analysis of the data ensured that doing inquiry-based activities increased critical thinking ability of the subjects.  The outcome of this study confirmed that participation in inquiry-based learning class had a significant impact on learners’ critical thinking skill.

scholarly journals The Impact Of Problem Based Learning On The Students’ Learning Outcomes Toward Critical Thinking Skill In Elementary School

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Agustiningsih Agustiningsih ◽  
Singgih Bektiarso ◽  
Arju Mutiah ◽  
Ahmad Ahmad
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Impact

Problem based learning supports students to have an ability to solve problems in real life, so that students’ critical thinking skill is structurally able to appear and is examined well. By problem based learning, students are able construct their own knowledges. This research is held in elementary school using true experimental with test post-test control group design. It uses quantitative descriptive approach. The data of critical thinking skill indicates that problem based learning does not affect significantly toward students’ critical thinking. The data of learning outcomes is analyzed by using t-test in 5 % signification level. The calculation result using t-test gains tcount = 2, 533. This value is consulted to ttable with db = 54 in 5 % signification level, so that it gains ttable = 2,005. It gains tcount>ttable (2,533 > 2,005). Based on its result, it can be concluded that problem based learning affects students’ learning result, unlike students’ critical thinking skill.

scholarly journals EFEKTIVITAS MODEL LEARNING CYCLE 7E BERBANTUAN E-MODUL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMP

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Sapta Desty Sugiharti ◽  
Nanang Supriadi ◽  
Siska Andriani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Learning Cycle ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Scheffe Test ◽  
The Mean ◽  
The Impact

This research aimed to findout the effectiveness of learning cycle 7e assisted e-modul to improve critical thinking skill of Junior High School of students. This research used the quasy experimental design with three classed as sample, VII A as first experiment class, VII B as second experiment class, andVII C as control class. The data were used in this research are the result of pretest and n-gain scores. Data were analyzed by one way Anova and Scheffe test. Based on the result of the Scheffe test, it is knownthe models learning is togive the impact of a diffirent order to enhance the ability of the critical thinking skill. The mean of N-Gain at first experiment class was 0,829, at second experiment class was 0,693, and control class was 0,571. Based on the mean of N-Gain, it can be concluded that learning cycle 7e assisted e-modul was the most effective model to improve critical thinking skill of Junior High School students.

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Media Animasi Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Fisika Siswa SMAN 5 Mataram Tahun Ajaran 2016/2017

2018 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Haris Munandar ◽  
Sutrio Sutrio ◽  
Muhammad Taufik
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design ◽  
The Impact ◽  
Academic Year

Abstract – The aim of this research is to know the impact of the applying of problem-based learning with animation toward the critical thinking skill and result of learning physics of student of SMAN 5 Mataram academic year 2016/2017. This research is belong to quasi experiment with pretest-postest control group design. The population is all student of XI MIPA at SMAN 5 Mataram, while the sample are class XI MIPA 4 as the experimental class, and the XI MIPA 6 as control class. The sample taken by the random sampling. The collect of data is done by give the test, 20 multiple choice to knowing the result of learning phyisics and 5 essay for knowing the student’s critical thinking skill. The collected data has been analyzed by using the -test. The result of this research shows that (1) there is an impact of the applying of problem-based learning with animation toward the student’s critical thinking skill that includes the ability in: (a) focusing the question, (b) analyzing the argument/identificating the reason, (c) inducing and considering the result of induction, (d) evaluating the result of consideration, (e) giving the reason; (2) there is an impact of the applying of problem-based learning with animation toward the student’s result of learning physics that includes the result of learning in the cognitif area that follow the Bloom’s taxonomy, that is C1 till C6 (remembering, knowing, applying, analyzing, evaluating, and creating).

scholarly journals Scientific Argumentation in Chemistry Education: Implications and Suggestions

2018 ◽  
Vol 14 (11) ◽  
pp. 16
Author(s):  
Lee Yeng Hong ◽  
Corrienna Abdul Talib
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Chemistry Education ◽  
Science Achievement ◽  
Essential Element ◽  
Scientific Argumentation ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Malaysian Students ◽  
The Impact

The Malaysia Education Blueprint 2012-2025 reveals the aspiration of government to prepare Malaysian children to meet the challenges of a 21st century economy. Nonetheless, Malaysia has a long way to go to achieve this target. PISA (2015) result indicates that Malaysian students have problems in reasoning skills. To achieve the target, Educational Blueprint advocates infusion of inquiry-based instruction in classrooms for students to acquire critical thinking skill. Critical thinking skill is a 21st century learning skill the students need to possess in today’s global economy. This skill includes the ability of individual to reason effectively. Scientific argumentation is a skill to promote critical thinking of students. Being the essential element of scientific inquiry and important activity in scientific reasoning, scientific argumentation helps students to develop and refine scientific knowledge. It is imperative to implement scientific argumentation in science classrooms. The purpose of this paper aims to raise some issues, including the results of previous studies about the impact of scientific argumentation on science achievement, the rationale for focusing on monological models in the three classification of argumentation models, and address the issues about the appropriateness of Toulmin argument model (an example of monologoical models), which is prevailed in science education to promote students’ scientific argumentation skills. Finally, this paper will outline some suggestions regarding implementation of Toulmin argument model to promote scientific argumentation in chemistry education.

scholarly journals ASSOCIATION AMONG MATHEMATICAL CRITICAL THINKING SKILL, COMMUNICATION, AND CURIOSITY ATTITUDE AS THE IMPACT OF PROBLEM-BASED LEARNING AND COGNITIVE CONFLICT STRATEGY (PBLCCS) IN NUMBER THEORY COURSE

2018 ◽  
Vol 7 (1) ◽  
pp. 15 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Communication Skill ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Mathematical Communication ◽  
The Impact ◽  
Conflict Strategy

This research aims to find out the association amongMathematical Critical Thinking (MCT) ability, Mathematical Communication, and Mathematical Curiosity Attitude (MCA) as the impact of applying Problem-Based Learning Cognitive Conflict Strategy(PBLCCS) in Number Theory course. The research method is correlative study. The instruments include a test for mathematical critical thinking skill and communication, and questionnaire to obtain the scores of mathematical curiosity attitude. The findings show that: 1) there is no association between critical thinking skill and mathematical curiosity attitude as the impact of applying problem-based learning cognitive conflict strategy, 2) there is no association between mathematical communication and curiosity attitude as the impact of applying problem-based learning and cognitive conflict strategy, and 3) the impact of applying problem-based learning cognitive conflict strategy is more influential in developing critical thinkingskillthan communication skill and curiosity.

scholarly journals Pengaruh Model Pembelajaran Problem Based Learning Terintegrasi High Order Thinking Skill terhadap Kemampuan Berpikir Kritis dan Sikap Percaya Diri

2020 ◽  
Vol 8 (2) ◽  
pp. 257-268
Author(s):  
Inang Irma Rezkillah ◽  
Haryanto Haryanto
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Self Esteem ◽  
Thinking Skills ◽  
High Order ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
High Order Thinking Skill ◽  
The Impact ◽  
High Order Thinking

This study aims to identify: (1) the impact of high order thinking skill integrated problem based learning on critical thinking skill; (2) the impact of high order thinking skill integrated problem based learning on student self-esteem; (3) the influence of high order thinking skill integrated problem based learning has both the critical thinking skill and self-esteem together. This study is an experimental quasi study with a pretest-posttest control design. The populationsof this study were the wholestudents of Primary School Teacher Education in the 4th semester of Ahmad Dahlan University by the year 2020/2021. This research used a random sampling technique. The data were analyzed using independent t-test and MANOVA, and Hoteling’s Trace test.The results showed that (1) there was an influence of HOTS integrated PBL that there are critical thinking skills; (2) there is an influence of HOTS integrated PBL that there is the confidence of the students; (3) there is an influence of HOTS integrated PBL that there arecritical thinking skills and confidence together

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