scholarly journals Critical thinking implementation in an English education course: Why is it so challenging?

2021 ◽  
Vol 6 (2) ◽  
pp. 300
Author(s):  
Agnes Riska Pravita ◽  
Paulus Kuswandono
Keyword(s):  
Critical Thinking ◽  
Instructional Strategies ◽  
Mixed Method ◽  
English Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Questioning ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Mean

Critical thinking has been acknowledged essential in education field but there have been debates on unclear instruction in implementing critical thinking skill in the classroom. Due to the urgency on the needs of critical thinking skill cultivation, this research aims to investigate the implementation of critical thinking skill instructional strategies in Critical Reading and Writing I and the students� perception towards their critical thinking skill in CRW I. In order to attain the data, the researchers employed mixed-method. Observation sheet, interview guidelines, close-ended and open-ended questionnaires were utilized. The data of the close-ended questionnaire set in the Likert Scale distributed to 17 students was analyzed by measuring the central tendency or the mean and it indicates that the value of the students� perceived critical thinking skills is 3.89 (middle to high) in which the highest 4.18 is on interpretation skill and the lowest 3.71 is analysis skill. Meanwhile, for the open-ended questionnaire, the data was analyzed utilizing coding procedure. Further, in analyzing the data of the interview, the researchers recorded the data into transcripts and analyzed them utilizing selective coding and it reveals that the instructional strategies used are explicit instruction, teacher questioning and active and cooperative learning.

scholarly journals Pengembangan perangkat pembelajaran matematika menggunakan pendekatan inquiry berorientasi kemampuan berpikir kritis

2019 ◽  
Vol 14 (1) ◽  
pp. 56-70
Author(s):  
Alfizah Ayu Indria Sari ◽  
Dhoriva Urwatul Wutsqa
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Inquiry Approach ◽  
The Mean ◽  
Addie Model ◽  
Special Region

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kegiatan Siswa (LKS) menggunakan pendekatan inquiry berorientasi pada kemampuan berpikir kritis dan rasa ingin tahu siswa yang berkualitas berdasarkan aspek valid, praktis dan efektif. Penelitian ini menggunakan model pengem­bangan ADDIE dengan tahapan analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah 32 siswa kelas XI MIA 3 SMA Negeri 1 Godean. Analisis data kevalidan dan kepraktisan dilakukan dengan mengkonversi skor aktual menjadi skor kualitatif. Analisis keefektifan dilakukan dengan menentukan persentase ketuntasan siswa pada tes kemampuan berpikir kritis dan rata-rata skor angket rasa ingin tahu. Hasil penelitian menunjukkan bahwa perangkat pembelajaran menggunakan pendekatan inquiry yang berorientasi pada kemam­puan berpikir kritis dan rasa ingin tahu siswa telah memenuhi kriteria valid, praktis dan efektif. Developing a learning kit using an inquiry approach oriented to critical thinking skillAbstractThis study aimed to produce a learning kit using the inquiry approach oriented to students’ critical thinking skills and curiosity which has a good quality in the aspects of validity, practicality, and effectiveness. This study was research and development that used the ADDIE model, which includes the steps of analysis, design, development, implementation, and evaluation. The subjects were 32 of 11th-grade students of SMA Negeri 1 Godean (Senior High School), Province of Special Region of Yogyakarta, Indonesia. The data of validity and practicality were analyzed by converting the actual score into qualitative data. The data of effectiveness were done by determining the percentage of student that passed the critical thinking skill tests and the mean scores of students' curiosity questionnaire. The results of this study were a teaching kit using the inquiry approach oriented to students' critical thinking skill and curiosity has met the criterion of valid, practical, and effective.

scholarly journals PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

2014 ◽  
Vol 2 (2) ◽  
pp. 209 ◽  
Author(s):  
Pricilla Anindyta ◽  
Suwarjo Suwarjo
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Significance Level ◽  
Class E

<p class="E-JOURNALTitleEnglish">Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan <em>problem based learning</em> terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model <em>problem based learning</em>, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan <em>problem based leaning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan <em>problem based learning</em> dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan <em>problem based learning</em> berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021.</p> <p class="E-JOURNALAbstrakKeywords"><strong>______________________________________________________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p class="E-JOURNALAbstrakTitle"><strong>THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5<sup>TH</sup> GRADERS<br /></strong></p><p class="E-JOURNALAbstrakTitle"><strong><em>ABSTRACT</em></strong></p> <p class="E-JOURNALAbstractBodyEnglish">The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021.</p> <strong>Keywords</strong>: problem-based learning, expository learning, critical thinking skill, self-regulation.<br />

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 Assessing the Critical Thinking Skills of Students at Higher Secondary Level

2021 ◽  
Vol 4 (2) ◽  
pp. 451-462
Author(s):  
Uzma Shahzadi ◽  
Syed Nasir Hussain ◽  
Mubashrah Jamil
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Secondary Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Beings ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Teaching Methodologies ◽  
Multistage Sampling

The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.

scholarly journals PENGARUH STRATEGI RECIPROCAL TEACHING TERHADAP KETERAMPILAN BERPIKIR KRITIS DALAM PEMBELAJARAN TEMATIK KELAS V SD

2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Sundahry Sundahry ◽  
Yanti Fitria ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Critical Thinking ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reciprocal Teaching ◽  
Educational Goals ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quasi Experimental

Abstract:. The basic criteria of integrated teaching are: teaching includes educational goals in which learners actively participate in the learning process, teaching begins with a theme relevant to the learner's life, learners engage in learning and active thinking processes to practice critical thinking skills. Critical thinking skill is an activity of thinking about an idea or idea related to a given concept or a presented problem. Critical thinking is also understood as the activity of analyzing ideas or ideas in a more specific way, distinguishing them sharply, choosing, identifying, studying, and developing them in a more perfect direction. The purpose of this study was to investigate: the influence of reciprocal teaching strategies on the critical thinking skills of learners. This research is a quasi experimental type research. The population is all students in SD Nanggalo Tarusan Pesisir Selatan and the samples are students of VA and VB class as many as 50 people. This sampling technique is porpusive sampling. Data from the research results obtained from critical thinking skills tests. The results showed that the critical thinking skills of learners who were given a reciprocal teaching strategy were higher than conventional learning. Keyword: Reciprocal teaching, Critical Thinking Skill, Thematic Abstrak: Kriteria mendasar tentang pengajaran terintegrasi antara lain; pengajaran meliputi tujuan pendidikan dalam hal peserta didik secara aktif berpartisipasi dalam proses belajar, pengajaran dimulai dari suatu tema yang relevan dengan kehidupan peserta didik, peserta didik terlibat dalam proses belajar dan berpikir aktif untuk melatih keterampilan berpikir kritis. Keterampilan berpikir kritis adalah suatu kegiatan cara berpikir tentang ide atau gagasan yang berhubungan dengan konsep yang diberikan atau masalah yang dipaparkan. Berpikir kritis juga dipahami sebagai kegiatan menganalisis idea atau gagasan ke arah yang lebih spesifik, membedakannya secara tajam, memilih, mengidentifikasi, mengkaji, dan mengembangkannya ke arah yang lebih sempurna. Tujuan penelitian ini adalah untuk menyelidiki: pengaruh strategi reciprocal teaching terhadap keterampilan berpikir kritis peserta didik. Penelitian ini merupakan penelitian jenis quasi eksperimen. Populasinya adalah seluruh peserta didik di SD Nanggalo Tarusan Pesisir Selatan dan sampelnya adalah peserta didik kelas VA dan VB sebanyak 50 orang. Teknik pengeambilan sampel ini porpusive sampling. Data dari hasil penelitian diperoleh dari tes keterampilan berpikir kritis. Hasil penelitian menunujukan bahwa keterampilan berpikir kritis peserta didik yang diberi strategi reciprocal teaching lebih tinggi dibandingkan pembelajaran konvesional.Kata Kunci: Reciprocal teaching, Keterampilan Berpikir Kritis, Tematik

scholarly journals Research Based Learning (RBL): How to Improve Critical Thinking Skills?

2018 ◽  
Vol 42 ◽  
pp. 00042 ◽  
Author(s):  
Tri Saptuti Susiani ◽  
Moh Salimi ◽  
Ratna Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Self Regulation ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Future Teachers ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

scholarly journals Online interaction in social learning environment towards critical thinking skill: A framework

2019 ◽  
Vol 9 (1) ◽  
pp. 4
Author(s):  
Wan Tur Tasnim Wan Husssin ◽  
Jamalludin Harun ◽  
Nurbiha A Shukor
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Social Learning ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Interaction ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Institutions

Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.

A Comparison of the Critical Thinking Skills of BSW and MSW Students

2002 ◽  
Vol 7 (2) ◽  
pp. 63-75 ◽  
Author(s):  
Hugh G. Clark
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Levels ◽  
Msw Students ◽  
Work Education

The Council on Social Work Education's standards requires the teaching and measurement of critical thinking skills at both the baccalaureate and masters level of social work education. How to measure those skills is a difficult question for educators. Equally difficult is determining whether the skills are being taught to social work students. This research is the result of a study begun in 1998 that compared scores on the California Critical Thinking Skills Test (CCTST) of recently graduated BSW students and MSW students who had completed their degree or were in their last semester. Surprisingly, little difference seems to exist between the critical thinking skill levels of BSW and MSW students.

scholarly journals Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School

2020 ◽  
Vol 1 (3) ◽  
pp. 246-260
Author(s):  
Devy Alvionita ◽  
Prabowo ◽  
Z.A. Imam Supardi
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Fluid Dynamic ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Materials ◽  
Design Data ◽  
Significance Level

This study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill.

scholarly journals Demonstration and experiment on archaebacteria and eubacteria: effectiveness for cognitive learning outcomes (CLO) based on critical thinking skill

Biosfer ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 75-85
Author(s):  
Muhammad Hamdani ◽  
Baskoro Adi Prayitno ◽  
Puguh Karyanto
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Methods ◽  
Experimental Learning ◽  
Cognitive Learning Outcomes

The purpose of this study was to determine differences in students' cognitive learning outcomes (CLO) using demonstration and experimental learning methods. The Clo differences are in students who have high critical thinking skills (HCTS) and low critical thinking skills (LCTS), and whether there is or not the interaction between learning methods and critical thinking towards students CLO. Hopefully, this research could strengthen existing theories and inform other teacher colleagues by using demonstration and experimentation methods in other subjects to improve the quality of a school. The study design used a 2 x 2 factorial design. The study population was students of X science class in one of the state high schools in Central Lombok, Indonesia, which amounted to 18 schools. The study sample amounted to 2 schools. In order to select the research sample, we used purposive random sampling. CLO and critical thinking skills were measured by using essay tests.esting on the validity and reliability of CLO tests and critical thinking skill showed valid and reliable results. Data were analyzed using ANCOVA with pre-test scores as covariates. The results showed that there were significant differences in CLO between students learning to use the demonstration and experimental learning method. There was a significant difference in CLO between students who have HCTS and LCTS, and there was no interaction between learning methods and critical thinking on student’s CLO. Experimental method learning is more optimal to improving student CLO when When it is applied to HCTS students rather than LCTS students on Archaebacteria and Eubacteria.

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