scholarly journals THE EFFECTIVENESS OF DIGITAL COMICS IN IMPROVING INDUSTRIAL REVOLUTION SKILLS AND STUDENT MOTIVATION

2021 ◽  
Vol 2 (1) ◽  
pp. 55-61
Author(s):  
Kristin Sangur ◽  
Audrey Makatita
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Student Motivation ◽  
Industrial Revolution ◽  
Descriptive Analysis ◽  
Biology Education ◽  
Test Analysis ◽  
Problem Solving Skills ◽  
Analysis Techniques ◽  
Before And After

Digital comics are media that support the learning process in the 4.0 era. Digital comics contain the concept of bacteria that is easy for students to understand. The purpose of this study was to analyze the increase in problem-solving skills, critical thinking, and student motivation in learning the concept of bacteria using digital comics. The subjects in this study were 26 third semesters’ students of the biology education program. The comics that are used are digital comics created by researchers using the comic life application. The instruments used were critical thinking test questions and problem-solving and motivation questionnaires. Data analyses were done by using descriptive analysis techniques. The results of the t-test analysis showed that there were differences in students' problem solving and critical thinking abilities before and after learning using digital comics "Bacterial Characteristics" (p <0.05). Meanwhile, student motivation also has differences between the first meeting and the second meeting during learning using digital comics (p <0.05). The use of digital comics can empower students' problem-solving skills, critical thinking, and motivation in learning the concept of bacterial characteristics

scholarly journals PENERAPAN MODEL LEARNING CYCLE KARPLUS UNTUK MENINGKATKAN PROBLEM SOLVING SKILLS DAN HASIL BELAJAR IPA KELAS V SD NEGERI 2 PADOKAN

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Muhamad Wahyu Adinugroho ◽  
Sigit Sujatmika ◽  
Shanta Rezkita
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Descriptive Analysis ◽  
Learning Cycle ◽  
Test Results ◽  
Cycle Model ◽  
Model Learning ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Analysis Techniques

This study aims to improve problem-solving skills and learning achievement by applying the Karplus Learning Cycle Model on students of class VC of SD N 2 Padokan Bantul, totaling 20 students. This research was a classroom action research and was carried out in two cycles.  Data collection techniques were test and non-test. Students’ problem-solving skills data were collected using pretest and posttest as well as observation sheets, while science learning achievement of students was taken using pretest and posttest. The data were analyzed using descriptive analysis techniques. The results showed that problem-solving skills and learning achievements of the students in class VC SD N 2 Padokan can be improved through learning with the Karplus Learning Cycle Model. Each stage of the Karplus Learning Cycle Model can improve aspects of problem-solving skills and student learning achievement. The Exploration stage increases the aspect of understanding the problem. The Explanation phase enhances the aspects of planning a solution. The concept application stage improves aspects of solving problems and evaluating problem-solving. Improved problem-solving skills are proven through test results, where the average N gain of class in the first cycle was 0.37 with the moderate category, up to 0.70 with the high category in the second cycle.  This is also strengthened from the results of observations, where the average scores of the class increase from the first cycle of 67.61% with a pretty good category to 91.66% with a very good category in the second cycle.  The increase in student learning achievements is evidenced through the results of the test, where an increase in the number of students who reached KKM 75 from the first cycle as much as 90% to 100% in the second cycle.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals ANALISIS INTERAKSI PENERAPAN MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING BERBASIS PROJECT UNTUK MENINGKATKAN CRITICAL THINKING SKILL DAN INTERPERSONAL SKILL

2019 ◽  
Vol 3 ◽  
pp. 102
Author(s):  
Sulistyaning Kartikawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Learning Model ◽  
Interpersonal Skill ◽  
Double Loop ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Analysis Techniques ◽  
Loop Problem

<p class="AbstractEnglish"><strong>Abstract:</strong> This study aims to determine the interaction/influence of the application of the project based Double Loop Problem Solving learning model in improving Critical Thinking Skill and student Interpersonal Skill. This research is in the form of quantitative research and the sample used in this study is one class taken using Saturated Sampling techniques. The research class was treated using a project-based Double Loop Problem Solving learning model. The independent variable in this study is a project based Double Loop Problem Solving learning model, while the dependent variable is Critical Thinking Skill and student Interpersonal Skill. There are 2 kinds of data analysis techniques, namely data analysis techniques about Critical Thinking Skills and data analysis techniques about student Interpersonal Skills. The analysis of the hypothesis test of this study used the T-Test with a significance level of 5%. T-Test Criteria are as follows, Ho is accepted / H1 is rejected if T count is smaller than T table and Ho is rejected / H1 is accepted if T count is greater than T table. From the results of the TT-test for the first dependent variable Critical Thinking Skill T count = 18.77 and T table = 1.782, because T count is greater than T table, Ho1 is rejected, meaning that there is interaction/influence on the implementation of project based Double Loop Problem Solving learning model in improving Critical Thinking Skill. While the results of the T test for the Interpersonal Skill dependent variable obtained T count = 12.33 with T table = 1.782, because T count is greater than T table, Ho2 is rejected, meaning that there is interaction / influence on the application of Double Loop Problem Solving based learning models to improve Student Interpersonal Skills.</p><p class="AbstractEnglish"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em> dalam meningkatkan <em>Critical Thinking Skill</em> dan <em>Interpersonal Skill</em> mahasiswa. Penelitian ini berbentuk penelitian kuantitatif dan sampel yang digunakan dalam penelitian ini adalah satu kelas yang diambil dengan menggunakan teknik Sampling Jenuh. Kelas penelitian diberi  perlakuan dengan menggunakan model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em>. Adapun variabel bebas dalam penelitian ini adalah model pembelajaran <em>Double Loop Problem Solving </em>berbasis<em> project</em>, sedangkan variabel terikatnya adalah <em>Critical Thinking Skill</em> dan <em>Interpersonal Skill</em> mahasiswa. Teknik analisis data ada 2 macam yaitu teknik analisa data tentang <em>Critical Thinking Skill</em> dan teknik analisa data tentang <em>Interpersonal Skill</em> mahasiswa. Analisis uji hipotesis penelitian ini menggunakan  Uji-T dengan taraf signifikan 5 %. Kriteria Uji-T adalah sebagai berikut, Ho diterima/H1 ditolak jika T hitung lebih kecil dari T tabel dan Ho ditolak/H1 diterima jika T hitung lebih besar dari T tabel. Dari hasil uji T untuk variabel terikat pertama <em>Critical Thinking Skill</em> diperoleh T hitung = 18,77 dan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho<sub>1</sub> ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving</em> berbasis <em>project </em>dalam meningkatkan <em>Critical Thinking Skill.</em> Sedangkan hasil uji T untuk variabel terikat <em>Interpersonal Skill</em> diperoleh T hitung = 12,33 dengan T tabel = 1,782, karena T hitung lebih besar dari T tabel maka Ho<sub>2</sub> ditolak, artinya terdapat interaksi/pengaruh penerapan model pembelajaran <em>Double Loop Problem Solving</em> berbasis <em>project </em>dalam meningkatkan <em>Interpersonal Skill</em> mahasiswa.</p>

Pedagogical Orientation in the Fourth Industrial Revolution

2021 ◽  
pp. 1044-1063
Author(s):  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami Nur
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Fourth Industrial Revolution ◽  
Collaborative Environment ◽  
Community Stakeholders ◽  
Part Time ◽  
Time Basis

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

scholarly journals Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature

2015 ◽  
Vol 5 (4) ◽  
pp. 100 ◽  
Author(s):  
Nancy J. McCormick ◽  
Linda M. Clark ◽  
Joan M. Raines
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Everyday Life ◽  
Student Motivation ◽  
Student Involvement ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Research On Teaching

<p>Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life.  In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.  For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills.  The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.</p>

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