scholarly journals Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

2021 ◽  
Author(s):  
Meriem Baghoussi

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

2021 ◽  
Vol 12 (3) ◽  
pp. 97-110
Author(s):  
Meriem Baghoussi

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.


2012 ◽  
Author(s):  
Syed Abdul Hakim Syed Zainuddin ◽  
Mohini Mohamed

Kajian ini bertujuan untuk menentukan keupayaan menyelesaikan masalah matematik bukan rutin di kalangan pelajar tingkatan dua di beberapa buah sekolah sekitar daerah Johor Bahru. Ia difokuskan kepada keupayaan pelajar dalam proses menyelesaikan masalah yang merangkumi: proses memahami masalah, merancang strategi penyelesaian, melaksanakan strategi dan akhir sekali menyemak serta menilai jawapan. Kajian ini merupakan kajian tinjauan. Persampelan adalah secara persampelan kelompok. Sampel kajian adalah terdiri daripada 70 orang pelajar tingkatan dua. Tiga alat kajian digunakan, iaitu ujian penyelesaian masalah matematik bukan rutin, soal selidik berkaitan sikap terhadap penyelesaian masalah dan temu bual berstruktur. Tiga kategori yang dinilai dalam inventori sikap adalah kesanggupan dalam aktiviti menyelesaikan masalah, ketabahan ketika menyelesaikan masalah dan keyakinan diri dalam menyelesaikan masalah. Dapatan menunjukkan bahawa pelajar tingkatan dua mempunyai kemahiran memahami masalah pada tahap tinggi tetapi mempunyai kemahiran merancang strategi dan menulis jawapan pada tahap yang sangat lemah. Manakala bagi kemahiran melaksana strategi, pelajar tingkatan dua ini berada pada tahap yang sederhana dalam menyelesaikan masalah matematik bukan rutin. Dari segi sikap terhadap penyelesaian masalah, pelajar tingkatan dua mempunyai tahap sikap yang tinggi dalam kesanggupan dan ketabahan tetapi mempunyai tahap sikap yang sederhana dalam keyakinan. Temu bual pula mendapati terdapat perbezaan pandangan dan pola penyelesaian antara pelajar yang mendapat skor terendah dan pelajar yang mendapat skor tertinggi ketika menjawab soalan matematik bukan rutin. Kata kunci: Masalah matematik bukan rutin; proses menyelesaikan masalah; kesanggupan; ketabahan; keyakinan diri This study was designed to identify student’s ability in solving non–routine mathematical problem among form two students from schools in the district of Johor Bahru. Its focus is on student’s ability on problem solving process that is: to understand the problem, to plan the problem solving strategies, to carry out the strategies, and lastly to review the answers as well as the overall solution. This study was a form of survey with a cluster sampling. A total of 70 form two students were chosen as research sample. Three instruments were used: non–routine problem solving test, a questionnaires about problem solving attitudes and a structured interview. Three categories on attitudes inventory evaluated were willingness, perseverance and self–confidence on problem solving activity. The findings of the study showed that form two students were skilled in the understanding of the problem but have low skills in planning problem solving strategies and in reviewing the answers. These students have moderate skills to carry out the strategies in solving non-routine mathematical problem. Results of attitude on problem solving showed that form two students have high scores for attitudes on willingness and perseverance but average scores for attitude on confidence. The interview also showed student opinion varied and there is a marked difference in patterns of solving problems across students with lowest scores and highest scores. Key words: Non–routine mathematical problem; problem solving process; willingness; perseverance; self–confidence


2019 ◽  
Vol 25 (1) ◽  
pp. 36-42
Author(s):  
Muchlas Samani ◽  
Sunwinarti Sunwinarti ◽  
Bima A.W. Putra ◽  
Reza Rahmadian ◽  
Juni Noor Rohman

Critical thinking, creativity, and problem-solving skills are critical for vocational schools graduates to enter the workforce in the industrial era 4.0. This study aims to find a learning strategy that can develop these three skills. The study was carried out at SMK X Mojokerto in the Automotive Technology Program in the academic year of 2017/2018. Data were collected using an observation sheet validated by three experts and tested with inter-rater reliability. The data analysis method is t-test. The results of data analysis showed that the Contextual Project Based Learning (CPjBL) was generally effective to improve critical thinking, creativity, and problem-solving skills. Detailed observation included each of these aspects. The findings showed that the implementation of contextualized learning problems could improve the aspect of originality and problem understanding skills, which was usually difficult to improve. On the other hand, CPjBL was not effective in developing the ability of analysis in critical thinking and look-back in problem-solving skills.


2018 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Anwar Anwar ◽  
Yusrizal Yusrizal ◽  
Zulkarnaen Jalil

Abstrak. Penelitian ini merupakan penelitian pemecahan masalah (problem solving)  yang difokuskan pada pembelajaran eksperimen pada konsep gerak harmonik dengan tujuan untuk meningkatkan keterampilan berpikir kritis dan minat siswa terhadap mata pelajaran fisika di MAN Gandapura BireuenPenelitian ini menggunakan metode eksperimen dengan desain pretest post-test, control group design. Teknik pengambilan sampel dengan pusposive sampling. Pengumpulan data dilakukan dengan pretest dan posttest untuk meningkatkan ketrampilan berpikir kritis. Lembar minat siswa untuk mengetahui minat siswa sebelum dan setelah menggunakan  strategi Problem solving dengan menggunakan metode eksperimen. Hasil uji normalitas dan homogenitas  menunjukkan bahwa data homogen dan berdistribusi normal. Oleh karena itu, uji beda rata-rata terhadap N-gain ketrampilan berpikir kritis antara kedua kelas menggunakan uji t. Hasil uji t diperoleh thitungttabel (6,33 2,010) artinya terjadi perbedaan ketrampilan berpikir kritis yang signifikan  antara kedua kelas. Nilai rata-rata N-gain ketrampilan berpikir kritis untuk kedua kelas dengan kategori sedang. Minat belajar siswa setelah menggunakan strategi problem solving menggunakan metode eksperimen juga lebih tinggi, sehingga dapat disimpulkan bahwa pembelajaran dengan menggunakan strategi problem solving dapat meningkatkan ketrampilan berpikir kritis dan minat belajar siswa.Kata kunci: Stategi Problem Solving, metode eksperimen, minat dan  ketrampilan berpikir kritis                                                  Abstract. This research is a problem-solving focused on learning experiments on the concept of harmonic motion with the aim to improve critical thinking skills and interest of the students towards subjects of physics at MAN Gandapura Bireuen. Penelitian using the experimental method to the design of the Pre-test Post-test, Control Group Design. The sampling technique pusposive sampling. The data collection is done by pretest and posttest to improve critical thinking skills. Sheets interest of students to determine student interest before and after use problem solving strategies using experimental method .. normality and homogeneity test results show that the data homogeneous and normal distribution. Therefore, different test average of the N-gain critical thinking skills between the two classes using the t test. T test results obtained t t table (6,33 2.010) means that there is a difference of critical thinking skills significant difference between the two classes. The average value of the N-gain critical thinking skills for both classes with the medium category. Student interest after using problem solving strategies using the experimental method is also higher, so it can be concluded that learning with problem solving strategies can enhance critical thinking skills and student interest.Keywords: Problem Solving, the experimental method, interest critical thinking skills


2018 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Moch. Said Mardjuki

Learner autonomy is believed to be the contributing factor toward the students’ successful learning process. However, its implementation in Indonesia still faces some challenges regarding students’ readiness and competencies in realizing such concept. Thus, this study is aimed to investigate gender-based perceptions and attitudes among EFL Indonesian students on learner autonomy. Qualitative design in which four out of twenty respondents were selected purposively under the rationale that they demonstrated positive evidences reflected to the preliminary questionnaire results. Using semi-structured interview, the findings indicated no gender-based discrepancy in terms of learning experiences and challenges. Although individual tasks were preferred by both groups, problem-solving strategies differ in which females employed internal strategies (rescheduling and self-commitment), while males employed external strategies (learning sources and collaborative works). In conclusion, each of the autonomous learners has personal preference to deal with the encountered challenges. Further researches, thus, need to investigate the actual transparencies of their learning behavior through observation.


2018 ◽  
Vol 9 (6) ◽  
pp. 21
Author(s):  
Yusri

The aim of this research is to know the effects of problem solving, project based learning, linguistic intelligence and critical thinking on the students’ report writing. Linguistic intelligence, critical thinking and report writing tests are used to collect the data. Two-factor ANOVA at 0.05 significance level are applied statistically. The findings of this research showed that (1) The students’ report writing skill taught through problem solving was higher than those who were taught through project based learning. (2) There were interactions among problem solving, project based learning, linguistic intelligence and critical thinking on the students’ report writing. (3) The students’ report writing who were taught through problem solving and having high linguistic intelligence and high critical thinking is higher than those who were taught through project based learning and having high linguistic intelligence and high critical thinking (4) The students’ report writing skill who were taught through problem solving and having low linguistic intelligence and low critical thinking is lower than those who were taught through project based learning and having low linguistic intelligence and low critical thinking.


Author(s):  
Abdul Gafoor K. ◽  
Mini Narayanan

The more one realizes about himself, the more he appreciates about the other. The need of having a harmonious mind and life with the nature through an education powered by peace and non-violence is stressed in this chapter. An attempt is made to advocate ways to prepare children in accomplishing peace through instructional principles implied by Gandhian philosophy. Classroom practices proposed herein embrace peace education strategies to develop tolerance in children for the survival in the global society. It also deals with the classroom practices that can be designed to find the “self” in a child to make him self-sufficient, natural and complete. A student-centered approach, which comprises strategies like collaborative learning, cooperative learning, discussion forums, and problem solving strategies not only strengthens the human relationships but also creates a sense of unity in diversity.


Author(s):  
Світозара Анатоліївна Бігунова

Abstract. The article considers the features of the project-based learning as a mean of forming students’ skills of independent work, critical thinking, problem solving, teamwork, etc. Project-based learning is a special method that helps students to acquire knowledge and skills through continuing work on a problem or issue that can be interesting and exciting, but at the same time challenging. The main feature of the project-based learning is the presence of a specific educational goal, the focus on research, the authenticity of the problems studied in the project, and the emphasis on the importance of the work. Planning of the project-based learning is a complex and time-consuming task as it includes both theoretical information and development of various handouts and additional materials of practical nature to be used in the process of work. For sure, they need clear instructions to be fully understandable for students. The teacher should think about making the students ready for each stage of the project, developing the key ideas of the project, clearing the standards of the project, developing connections with other subject areas, selecting the examples and tools for a feedback. Engaging students in project-based learning effectively helps them to process the types of complex problems, to develop their ability to analyze, synthesize, evaluate, think critically and ask questions about the ideas to focus on.  


2019 ◽  
Vol 10 (1) ◽  
pp. 37-46
Author(s):  
Muhammad Ridlo Yuwono ◽  
Udiyono Udiyono ◽  
Dimas Himawan Maarif ◽  
Sulistiana Sulistiana

This study aims to describe the profile of students' critical thinking in solving analytical geometry problems that are viewed from gender. This research is a qualitative study with case studies. Data analysis technique used are Miles and Huberman analysis, namely data reduction, data presentation, and presented conclusions. The results of this study are male students and female students who have met the standard eight intellectual critical thinking standards of analytical geometry, namely clarity, precision, accuracy, relevance, consistency, logical correctness, completeness, and fairness. On the intellectual standard of precision, male students were more careful in giving reasons for taking problem solving strategies to female students. At the intellectual standard of fairness, male students are able to provide two alternative solutions to problems, while female students only provide one initial solution to problem solving. 


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