scholarly journals Developing IRT-Based Physics Critical Thinking Skill Test: A CAT to Answer 21st Century Challenge

2019 ◽  
Vol 12 (4) ◽  
pp. 267-280 ◽  
Author(s):  
Edi Istiyono ◽  
◽  
Wipsar Sunu Brams Dwandaru ◽  
Yulita Adelfin Lede ◽  
Farida Rahayu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Test

scholarly journals Development of Learning Device Based on 21st Century Skill with Implementation of Problem Based Learning to Increase Critical Thinking Skill of Students on Polyhedron for Grade 8th Junior High School

2020 ◽  
Vol 4 (2) ◽  
pp. 273 ◽  
Author(s):  
Melva Yola Afdareza ◽  
Putri Yuanita ◽  
Maimunah Maimunah
Keyword(s):  
High School ◽  
Critical Thinking ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
21St Century Skill

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of  problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

EFEKTIVITAS BLENDED LEARNING BERBASIS PENDEKATAN STEM EDUCATION BERBANTUAN SCHOOLOGY UNTUK MENINGKATKAN CRITICAL THINKING SKILL PADA MATERI FLUIDA DINAMIK

2019 ◽  
Vol 2 ◽  
Author(s):  
Suji Ardianti ◽  
Dwi Sulisworo ◽  
Yudhiakto Pramudya
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Stem Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Face To Face ◽  
Post Test

Education systemin this era, focused on 21st century. Learning of the 21st century is a system to the renewal of a movements education especially in the field of science and math . One of renewal is known with the STEM term. Competence of the 21st century is one of a concrete manifestation in terms of support learning the curriculum applied at present. One of the object of which is seen critical skill against. subjects found in the level of education, but in reality in the field is critical thinking skill being one an obstacle to human resources in indonesia. Referring to the teaching and learning process in the classroom, sometimes material that was delivered can not received optimally by students due to limited time face to face. The population of this research is SMAN 3 Sumbawa Besar at West Nusa Tenggara. The research sample as much as 54 students class XI random sampling technique. The collection of data used an essay of critical skill with a value of post test as quantitative data. The research results show that class of blended learning approach that uses STEM education shows that can improve critical skill of student.

scholarly journals AUTHENTHIC PROBLEM BASED LEARNING (aPBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR SISWA

2017 ◽  
Vol 8 (1) ◽  
pp. 64 ◽  
Author(s):  
Muhammad Nur Hudha
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Action Observation ◽  
Problem Based Learning ◽  
Action Planning ◽  
School Level ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Test

The purpose of physics learning at the school level is directed to develop the students’ thinking skill. This study aimed to improve the students’ critical thinking skill and students’ problem solving skill through aPBL (authenthic Problem Based Learning) learning. This study used classroom action research designed by Kemmis & Mc Taggart with the stages; problem identification, action planning, action, observation, and reflection. The research data were obtained in the form of the data of students’ problem-solving skill and critical thinking. The data in this research were analyzed qualitatively and quantitatively. The results showed that the application of aPBL (authentic Problem Based Learning) could  improve the students' critical thinking skill and  students’ problem solving skill. This improvement could be seen from the average score of critical thinking test and problem solving skill test that had been carried out. Keywords: aPBL, thinking skill, physics

scholarly journals CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN

2017 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Ratna Hidayah ◽  
Moh. Salimi ◽  
Tri Saptuti Susiani
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Important Indicator ◽  
Self Reflection ◽  
The World ◽  
World Development

The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills are beneficial in improving the analysis skill, creativity, ability to make use of ideas or information, and looking for information skill as well as self-reflection. Learning can do the development of learners’ critical thinking skills. An important indicator in the critical thinking skills is interpreting which about an ability dealing with studying or analyzing, identifying the relevant or irrelevant sources, identifying and evaluating the assumptions, implementing various strategies to make the appropriate decisions, summarizing and regulating themselves.

scholarly journals PENERAPAN PENDEKATAN PEMBELAJARANCONTEXTUAL TEACHING AND LEARNING(CTL) DALAM UPAYAPENINGKATAN KETERAMPILAN BERPIKIR KRITIS

2017 ◽  
Vol 5 (1) ◽  
pp. 9
Author(s):  
Devi Lestari ◽  
Saiful Prayogi ◽  
Bq Azmi Syukroyanti
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Data Collection ◽  
Teaching And Learning ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Test ◽  
Class Room ◽  
Data Collection Technique ◽  
Data Analysis Result

This research aim to increase students’ critical thinking skill by using Contextual Teaching and Learning (CTL). This research is class room action research which use the quantitative approach. Subject of the research is VIII grade students’ and object of the research is students’ critical thinking skill in SMPN 5 Narmada. The instrument of the research is the critical thingking skill test. The data collection technique in this research is test and observation sheet, the test is used to measure the critical thingking skill whether the observation sheet is used to measure students’ and teacher activity. The result of research shows that the application of Contxtual Teaching and Learning (CTL) approach can increase students’ critical thinking skill. This can be seen from the data analysis result where the I cyrcle reach 49,91 and the II cyrcle reach 80,00 which involve in critical category.

scholarly journals PENGARUH METODE DISCOVERY-INQUIRY TERHADAP PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN TOPIK KELARUTAN

2020 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Fina Khaerunnisa Frima
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Industrial Revolution ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Method ◽  
Research Subjects ◽  
Thinking Skill ◽  
Critical Thinking Skill

The era of industrial revolution 4.0 contributes major challenges in 21st century of education in obtaining qualified students. Education process lead to the development of student skills and attitudes in addition to the knowledge learning process. Critical thinking skills (KBKr) is one of the 21st century learning skills that students should have and needs to be practiced during learning process in school. One of the learning method to practice KBKr is discovery-inquiry learning method. The purpose of this study is obtain the affect of discovery-inquiry learning method on student’s critical thinking skill achievement in topic of solubility. Method of research is pre-experimental and one-shot case study as the design of method research. Subjects were 41 students at one of the senior high school in Bandung. Instruments of this research are six questions of written test and interview guidelines. Highest achievement at the whole sub indicators is the high ability student’s group. Overall, the student’s critical thinking skill achievement on factors affecting solubility’s learning with discovery-inquiry is good.

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.

The Critical Thinking Skill Gap in the Kenyan Education Curriculum

2020 ◽  
Vol 9 (SI) ◽  
pp. 178-191
Author(s):  
Cosmas Masega Ongesa
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
21St Century ◽  
Education System ◽  
Critical Review ◽  
Learning Goals ◽  
Education Curriculum ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Purpose Of Education

Across the globe, the learning goals of elementary, secondary, and higher education curricula emphasize the development of the critical thinking approach. In Kenya, the curriculum mentions developing critical thinking as one of its objectives, but a critical review reveals that the education system prioritizes competitive exams and rote memorization over critical thinking and other vital 21st-century skills. In this paper, I argue that educational authorities can achieve this objective if they critically evaluate the purpose of education regularly to ensure that there is an alignment between the stated goals and practice. They also need to make sure that the education they provide leaves no learner behind.  

21st Century Skill “Problem Solving”: Defining the Concept

2019 ◽  
Vol 2 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Mehadi Rahman Md
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Cognitive Processes ◽  
Modern World ◽  
Systematic Observation ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
21St Century Skill ◽  
Analytical Thinking

Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individual’s ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.

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