Asse

2019 ◽  
Author(s):  
Yulisa Nurdini
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
21St Century ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Assessment For Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Written Feedback ◽  
Design Assessment

Development of 21st century skills becomes essential life skills in supporting individuals to adapt well to 21st century life. One of the 21st century skills that needs is critical thinking skills. Development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to do research on the application of assessment for learning to improve students critical thinking skills. This study uses quasy experiment method with the pretest posttest control group design. Assessment for learning through written feedback is applied to experimental class, while the control class is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The results showed that the application of assessment for learning through written feedback can improve students critical thinking skills. This is indicated by the experimental class average N-gain value is 0.82 in Pteridophyta and 0,87 in Bryophyta subchapter.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

scholarly journals RESEARCH NOTEBOOKS Developing Students' Critical Thinking Skills in KAETSU ARIAKE Junior & Senior High School library

2016 ◽  
Author(s):  
Shoko Sanada ◽  
Hideo Yamada ◽  
Aiko So ◽  
Terumi Kuwata
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
School Library ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Program ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Library Skills

We, Kaetsu Ariake, regard 21st century skills as one of the most important factors for our students to acquire. Especially, critical thinking (CT) and its skills are indispensable. Thus, we offer special classes for the 7th, 8th, and 9th grade students to become better thinkers. Teachers from a variety of subjects teach the classes, which are held in our school library with the help of its librarian. The librarian teaches the students library skills, supports the teachers, and edits the Research Notebooks. The Research Notebooks are the key to managing the three-year course. We refer to the six-step learning program and Revised Bloom’s Taxonomy in order to develop the Research Notebooks. Using the Notebooks, the students can develop good insights and skills to do research. By making use of the library, getting the help of the librarian, and using the Research Notebooks, we promote 21st century skills throughout our school.

scholarly journals Empowering critical thinking skills by implementing scientific approach-based models among various students’ ethnics

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Didimus Tanah Boleng ◽  
Elsje Theodora Maasawet ◽  
Krishna Purnawan Candra
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Significant Interaction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Main Effect ◽  
Scientific Approach ◽  
Quasi Experimental

In empowering students’ 21st century skills, the implementation of scientific approach-based models (SAbM) is recommended. This quasi-experimental research was conducted in senior high school in which the students were comprised of different ethnics. The aim of the study was to determine the effect of SAbM on empowering students' critical thinking skills (CTS). The SAbM implemented were Problem-Based Learning (PBL), Guided Inquiry (GI), and PBL+GI combination. Furthermore, the students’ ethnics included were Javanese, Bugis, Kutai, Banjar, and Toraja. The purposive sampling was used to determine the classes employed (i.e. 11th classes from two senior high schools in Samarinda). The instrument used to collect CTS data was questions test. The data were analyzed using two-way ANCOVA. The results showed that there was no significant interaction between ethnic and learning models on the students' CTS (p = 0.219), as also shown by the main effect of ethnic types (p = 0.583). In contrast, there was a significant effect of SAbM on students’ CTS (p = 0.0005) Through this study, SAbM need to be implemented continuously as it can optimize the empowerment of students’ 21st Century skills.

CRITICAL AND LOGICAL MATHEMATICS THINKING SKILLS ENHANCEMENT OF VOVATIONAL SCHOOL STUDENTS THROUGH COOPERATIVE MODEL TYPE STAD ASSISTED MAPLE

2018 ◽  
Author(s):  
Maryanti ◽  
Laila Qadriah ◽  
Sayed Achmady
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Logical Thinking ◽  
Mathematical Learning ◽  
Cooperative Model ◽  
Better Than

Critical thinking skills of mathematics and mathematical logical thinking is very important in the study of mathematics, as described in 2013 curriculum books that are currently implemented. However, this ability is often overlooked in the study of mathematics which still adhered to the old paradigm that learning is less engaging students in active thinking so that students are not used to empower the cognitive function in thinking. One of the efforts to develop the students' active thinking on the matter exponent especially needed an innovative learning strategies that STAD learning model aided Maple. This study aims to determine the increase in critical thinking skills and logical mathematical learning mathematics students getting through the cooperative model STAD assisted Maple. This research uses experimental methods to study the design of the control group pretest-posttest design. Population is the entire class X SMK Flight Banda Aceh by taking two classes as a sample of the experimental class and control class, through random sampling technique of three parallel classes are available. Data collection was performed using a test instrument that includes tests of critical thinking and logical ability. To see the difference in ability between groups of students Student Team Achievement Division with a conventional group used the t-test at a significance level of 0.05 after testing pre-requisites are met. Based on the results, it is noted that: 1) Improvement of critical thinking skills of students who got the mathematical learning of mathematics through STAD cooperative model assisted Maple is better than the students who received conventional learning, in terms of: (a) overall, and (b) subgroup ( high, medium, low); 2) Improvement of mathematical logical thinking ability of students who receive mathematics learning through cooperative model STAD assisted Maple is better than the students who received conventional learning, in terms of: (a) overall, and (b) subgroups (high, medium, low).

scholarly journals The Effect of Applying Blended Learning Strategies Flipped Classroom Model on Students’ Critical Thinking Skills

2022 ◽  
Vol 8 (1) ◽  
pp. 86-93
Author(s):  
Zulhamdi Zulhamdi ◽  
Hafnati Rahmatan ◽  
Wiwit Artika ◽  
Andi Ulfa Tenri Pada ◽  
Ismul Huda
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Research Approach ◽  
Control Group Design

Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material

scholarly journals Shadow Education in Indonesia: Is It Relevant to Students’ Critical Thinking Skills in Chemistry Learning?

2020 ◽  
Vol 19 (11) ◽  
pp. 223-241
Author(s):  
Maria C. S Kawedhar ◽  
Sri Mulyani ◽  
Sulistyo Saputro ◽  
Sri Yamtinah
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Quantitative Data ◽  
Formal Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Shadow Education ◽  
Supplementary Education ◽  
Chemistry Learning

Private tutoring, also known as shadow education (SE), is significant in the view of Indonesian society. It attains public reliance on children’s success at school. Although SE seems to be promising to elevate students’ achievements in school, this still needs to be proven. With the development of 21st-century skills, can SE make itself worthy of being a part of proper supplementary education? This research aims to reveal how relevant SE is to develop students’ 21st-century skills, especially critical thinking (CT) skills. This study involved 193 students from 3 different ranks of schools in Surakarta, Indonesia. This mixed methods explanatory research used a computerized testlet instrument to obtain quantitative data about students’ CT skills in Chemistry. Open-ended questionnaires and open-ended interviews were used to obtain qualitative data about students’ tendencies in their SE. Interviews were also performed to hear SE tutors’ voices about the SE field in which they worked. The quantitative data were analyzed using Rasch modeling to reveal the interaction between the items and students’ CT skills. The modeling results showed that SE still seems less significant in responding to the community’s wishes about their children’s success at school, especially as related to CT skills. However, the results also showed that SE can aid those with moderate cognitive ability. Furthermore, the qualitative results are worth considering by those who will take or build SE in future. Thus, SE can be a proper supplement for formal education.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MAHASISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN KETERAMPILAN ABAD 21

2020 ◽  
Vol 2 (1) ◽  
pp. 37-58
Author(s):  
Muzayyanatun Munawwarah ◽  
Nurul Laili ◽  
Mohammad Tohir
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
21St Century Skills ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Study Program ◽  
Post Test

Descriptive analysis methode of research describes about increasing subject in the level of critical thinking skills of students in solving mathematics based on 21st-century skills. The subjects research were 28 students of Mathematics Education Study Program at Ibrahimy University of Situbondo. Data collection is done by providing pre-test and study documentation to students. The test is given to collect data related to students' critical thinking skills. Then learning is done based on 21st-century skills. Furthermore, students are given a post-test solving mathematical problem. Data were collected through observations, test results and interview data tested for their validity by triangulation. The data analysis technique used is qualitative descriptive data analysis. The results of this study indicate that: (1) the results of the achievement of indicators of critical thinking of students based on critical thinking stages formulated by Facione, overall the subject of an increase of 7.53%; (2) there was the same highest increase in the achievement of the indicator thinking Facione stage, namely at the Analyze stage (A) for high, medium, and low category subjects respectively, 77.78%, 80%, and 44.44%. However, there are still two stages of critical thinking that still need attention for further research, namely at the List (L) and Self-Correct (S) stages classified as still needing special attention in implementing 21st-century skills in learning activities; (3) the level of critical thinking skills of students based on the critical thinking stages formulated by Facione was in the category of "not critical" for the pre-test results and was in the category of "sufficient critical" for the post-test results.

scholarly journals Strategi Pembelajaran Kooperatif Tipe Jigsaw: Pengaruhnya Terhadap Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 2 (1) ◽  
pp. 98-106
Author(s):  
Mailinda Wati ◽  
Welly Anggraini
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Class D ◽  
Equivalent Control

Abstract:This study aims to look at the critical thinking skills of learners. One way to improve learning outcomes is to use learning strategies Jigsaw. Jigsaw learning strategy designed to enhance the sense of responsibility of students towards their own learning and the learning of others.This type of research has been done in this study is quasy experiment with non equivalent control group design. The population numbered 97 students of class IX SMP Negeri 2 Penengahan. With a sample class D as an experimental class IX and IX B as the control class. The sampling technique is done with randoom sampling technique. To measure students' critical thinking skills bepeserta conducted tests with essay questions about the material amounted to 10 static electricity.The results showed that, when analyzed using t-test obtained thitung> t table (0.05) with a value 5.593> 2.011. This shows that learning strategies Jigsaw affect the critical thinking skills of learners.Abstrak: Penelitian ini bertujuan untuk melihat kemampuan berpikir kritis peserta didik. Salah satu cara yang dapat melihat kemampuan berpikir kritis peserta didik adalah dengan menggunakan strategi pembelajaran Jigsaw. Strategi pembelajaran Jigsaw dirancang untuk meningkatkan rasa tanggung jawab peserta didik terhadap pembelajarannya sendiri dan pembelajaran orang lain.Jenis penelitian yang telah dilakukan dalam penelitian ini adalah quasy experiment dengan desain non equivalent control group.Populasi pada penelitian berjumlah 97 peserta didik kelas IX SMP Negeri 2 Penengahan.Dengan sempel kelas IXD sebagai kelas eksperimen dan IXB sebagai kelas kontrol.Teknik pengambilan sempel dilakukan dengan teknik randoom sampling.Untuk mengukur kemampuan berpikir kritis bepeserta didik dilakukan tes dengan soal esayberjumlah 10 soal dengan materi listrik statis.Hasil penelitian diperoleh bahwa, setelah dianalisis dengan menggunakan uji-t didapat thitung>ttabel(0,05) yaitu dengan nilai 5,593>2,011. Hal ini menunjukkan bahwa strategi pembelajaran Jigsaw berpengaruh terhadap kemampuan berpikir kritis peserta didik.

scholarly journals Effect of Cooperative Learning Strategies on Students’ Critical Thinking Skills; Interpretation and Analysis at Higher Secondary Level

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 386-394
Author(s):  
Tahseen Akbar ◽  
Dr. Mumtaz Akhtar
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Secondary Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Experimental Group

The study was conducted to find out the effect of cooperative learning strategies on students’ skill of interpretation and analysis at the higher secondary level. The research was quantitative. A pre-test post-test control group design was adopted for the study. One female public sector higher secondary school of district Sargodha was the population of the study. 60 students of grade XI were selected as a sample by using a simple random sampling technique. Two groups were formed: experimental and control comprising thirty students each. The experimental group was taught by applying cooperative learning strategies; jigsaw and scripted cooperation, while the conventional method was used to teach the control group. The period of intervention was sixteen weeks and English book I for grade XI was selected as content for intervention. A self-made test was used to assess the skills of interpretation and analysis as pretest and posttest. Data of pretest and posttest were analyzed by applying paired sample t-test. Analysis of the data showed a significant difference between pretest and posttest scores of the experimental group. On the other hand, there was no significant improvement seen in the control group. Teachers were recommended to use cooperative learning strategies to develop the critical thinking skills of the students.

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