scholarly journals Improving Pupils’ Genuine Love for Reading and Critical Thinking Using the Strategies of the Four-Pronged Approach

2018 ◽  
Vol 6 (5) ◽  
pp. 41-51
Author(s):  
Antonieta Sevilla Palasan
Keyword(s):  
Critical Thinking ◽  
Oral Language ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Control Group ◽  
Language Abilities ◽  
Post Test ◽  
Quasi Experimental

This study aims at improving the language skills of pupils, particularly their Genuine Love for Reading (GLR) and Critical Thinking Skills (CTS), which are two components of the Four-Pronged Approach to English language teaching. The other two components are Grammar and Oral Language Development (GOLD) and Transfer Stage (TS) but they were not included in this study. The researcher conducted the study using the pre-test—post-test quasi-experimental research design in which fifth grade pupils were divided into two groups: the control group exposed to the regular teaching approach and the experimental group exposed to the instructional strategies of the four-pronged approach for 78 sessions. Prior to the conduct of the interventions, a pre-test was administered to determine the pupils’ level of GLR and CT. The researcher also prepared lessons plans that followed the instructional plan of the four-pronged approach, which were used during the 78 sessions. Results revealed that the experimental group’s Genuine Love for Reading (GLR) and Critical Thinking Skills (CTS) improved significantly as compared to those in the control group. The findings suggest that the strategies of the Four-Pronged Approach help enhance in English language abilities of pupils. Relevant recommendations are forwarded in light of the outcomes of the study.

scholarly journals Developing Critical Thinking Skills among Prospective Teachers through Teaching Educational Research Course: A Quasi Experimental Approach

2022 ◽  
Vol 4 (4) ◽  
pp. 747-757
Author(s):  
Ayesha Kanwal ◽  
Intzar Hussain Butt
Keyword(s):  
Critical Thinking ◽  
Educational Research ◽  
Prospective Teachers ◽  
Experimental Approach ◽  
Essential Element ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

The study aims to develop critical thinking skills among prospective teachers. The study was experimental in nature; quasi experimental approach was used to conduct the study. The population of the study was prospective teachers studying at master level. Sample of the study was 73 prospective teachers enrolled in the educational research course in two groups. The first was labeled as the control group, while one was labeled as the experimental group. To assess the critical thinking skills of prospective teachers test was developed by the research using guidelines of Watson and Glaser test. Test was consisted of five dimensions i.e. analyzing, assumptions, deduction, and inference and interpreting information. Cronbach's alpha determined the test's reliability to be 0.80. Intervention was consisted of 10 lessons related to educational research course. The prospective teachers performed well in analyzing, Assumptions, deduction and overall CTS in post-test as compare to pre-test. There was statistically noteworthy the variation between the or before as well as post-test grades of Inference and interpreting. The critical thinking skills are essential element to compete 21st century challenges. Prospective teachers have to face many educational challenges to improve students learning, it is necessary that they should be prepared with CTS either to infuse through separate curriculum or embed with existing curriculum.

scholarly journals Improving EFL Learners’ Critical Thinking Skills in Argumentative Writing

2018 ◽  
Vol 12 (1) ◽  
pp. 98 ◽  
Author(s):  
Nabila Nejmaoui
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Control Group ◽  
Argumentative Writing ◽  
Efl Learners ◽  
Short Time ◽  
Experimental Group

In the 21st century where information has become easily available and accessible, education has shifted its attention to teaching students how to process and think critically about the information they receive. Welcoming the changes that education constantly witnesses, the field of English Language Teaching (ELT) has embraced the integration of critical thinking. Accordingly, the present paper aims to explore the effect, if any, of integrating critical thinking on learners’ use of critical thinking skills in argumentative writing. To this end, an experimental study was conducted; 36 Moroccan EFL learners from the department of English were divided evenly into an experimental group and a control group. While the participants in the experimental group were taught writing with critical thinking skills, the others were taught writing with no reference to these skills. The participants in both groups took a pre-test and posttest to evaluate the development of their use of critical thinking skills in argumentative writing. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students’ ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. An integration of CT for longer periods may bring forth encouraging outcomes.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

scholarly journals The Use of Pocket Mobile Learning to Improve Critical Thinking Skills in Physics Learning

2018 ◽  
Vol 6 (4) ◽  
pp. 80
Author(s):  
Irnin Agustina Dwi Astuti ◽  
Dasmo Dasmo ◽  
Nurullaeli Nurullaeli
Keyword(s):  
Critical Thinking ◽  
Mobile Learning ◽  
Thinking Skills ◽  
Research Data ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Physics Learning ◽  
Significance Level ◽  
Post Test ◽  
Independent Variable

The aims of the research concerned here were to the influence of using pocket mobile learning on improvement in students critical thinking skills. Pocket mobile learning is a learning media using mobile devices. This research is the quasy experiment using post test only for control group design.The independent variable is learning media in which the control group applied powerpoint, while the trearment group applied mobile pocket learning. The  research  data  were  analyzed  by  means  of  ANOVA  with  the  significance  level  of  5%.  Based on analysis and research results can be concluded that pocket mobile learning media of specifically physics material about dynamics of motion could improve students critical thinking skills.

The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (9) ◽  
pp. 1869 ◽  
Author(s):  
Lotfollah Karimi ◽  
Farshad Veisi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Post Test ◽  
And Control ◽  
The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences.  To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

scholarly journals Efektivitas Model Pembelajaran 3CM (Cool-Critical-Creative-Meaningfull) terhadap Kemampuan Berpikir Kritis Siswa SMP

2021 ◽  
Vol 10 (2) ◽  
pp. 213-224
Author(s):  
Titania Mega Rizti ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
Randomized Control

AbstrakPembelajaran matematika diharapkan dapat mengasah kemampuan berpikir kritis, meskipun pembelajaran secara daring. Penelitian bertujuan menerapkan salah satu model pembelajaran yang menekankan pada aspek berpikir kritis yaitu model 3CM (Cool-Critical-Creative-Meaningfull) pada materi bangun ruang sisi datar dan menganalisis dampaknya terhadap kemampuan berpikir kritis siswa. Populasi penelitian adalah seluruh siswa SMPN di Salatiga, sampelnya 82 siswa dari SMPN 1 Salatiga dan SMPN 6 Salatiga yang dibagi menjadi kelompok eksperimen 1 dan 2. Desain penelitian eksperimen semu ini adalah randomized control grup pretest-postest design. Instrumen tes berbentuk 7 soal uraian, terdiri dari pretest dan posttest dengan rubrik penilaian berdasarkan aspek Focus, Reason, Inference, Situation, Clarity, and Overview. Uji hipotesis menunjukkan penerapan model pembelajaran 3CM dengan dua jenis kegiatan creative yang berbeda yaitu berbasis project dan berbasis problems posing menghasilkan kemampuan berpikir kritis yang sama. Penerapan 3CM dimungkinkan untuk menggunakan dua jenis kegiatan tersebut dalam melakukan aspek creative guna mengasah kemampuan berpikir kritis siswa.  The Effectiveness of The 3 CM (Cool-Critical-Creative-Meaningful) Learning Model on The Critical Thinking Ability of SMP StudentsAbstractMathematics learning is expected to hone thinking skills, although learning must be done boldly. This study aims to apply a learning model that emphasizes the critical thinking aspect, namely the 3CM (Cool-Critical-Creative-Meaningful) model on the flat-sided building material, and analyze its impact on students' critical thinking skills. The study population was all students of SMPN in Salatiga, the sample was 82 students from SMPN 1 Salatiga and SMPN 6 Salatiga who were divided into experimental 1 and 2 groups. This quasi-experimental research design was a randomized control group pretest-posttest design. The test instrument is in the form of a description of 7 questions consisting of a pretest and posttest with a rubric based on aspects Focus, Reason, Inference, Situation, Clarity, and Overview. Hypothesis testing that the application of the 3CM learning model with different types of Creative (based on project and problems posing) activities results in the same critical thinking skills.

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

scholarly journals EFFECTIVENESS OF THE USE OF LEARNING MODEL CONTROVERSIAL ISSUES (CI) ON CRITICAL THINKING ABILITY

2018 ◽  
Vol 2 (2) ◽  
pp. 05-10
Author(s):  
Edo Dwi Cahyo ◽  
Laila Kodariyati
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Controversial Issues ◽  
School Students ◽  
Fourth Grade Students ◽  
Post Test ◽  
Quasi Experimental

This research is motivated by the low ability of students to think critically. The purpose of the study was to determine the effect of the Controversial Issues (CI) learning model in improving students' critical thinking skills. This study uses a quantitative approach with a quasi-experimental method. The study design used Nonequivalent [Pre-Test and Post-Test] Control Groups Design (NCGD). The research samples were fourth grade students of SDN 4 Metro Timur, SDN 5 Metro Timur, SDN 8 Metro Timur, and SDN 10 Metro Timur, 60 students were used as the experimental class and 60 students were used as the control class. Data collection tools in the form of sheets about students' critical thinking skills. Data collection techniques in the form of tests, namely pretest to measure the initial ability of students' critical thinking skills and posttest to see the final ability. Based on the results of the study concluded that the effectiveness of the use of the Controversial Issues learning model affects the critical thinking skills of class IV elementary school students, so that students' critical thinking skills in the experimental class are much better when compared to the control class that has conventional learning. Keywords: Controversial Issues, learning model, Social Skills.

scholarly journals Mengembangkan keterampilan berpikir kritis dengan game ritual tumpe

2019 ◽  
Vol 5 (2) ◽  
pp. 139-146
Author(s):  
Muliati Supandi ◽  
Senam Senam
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Eligibility Criteria ◽  
Gain Score ◽  
Post Test ◽  
Quasi Experimental

Tujuan penelitian ini mengembangkan produk berupa Game ritual tumpe untuk peserta didik SMP Kelas VII. Penelitian menggunakan metode research and developement (R & D) yang dikembangkan oleh Thiagarajan. Penelitian mengacu pada model 4D: define (mendefinisikan), design (mendesain), develop (mengembangkan) dan disseminate (menyebarluaskan). Hasil penelitian menunjukkan bahwa media pembelajaran yang dikembangkan valid atau memenuhi kriteria kelayakan. Kategori kelayakan yang diperoleh dari ahli media dan juga guru adalah sangat valid. Implementasi media pembelajaran di dalam kelas dapat meningkatkan partisipasi aktif peserta didik sehingga berdampak pada peningkatan kemampuan berpikir kritis. Jenis penelitian menggunakan quasi eksperimen, menggunakan kelas kontrol dan kelas eksperimen. Gain score yang diperoleh pada saat pretest dan posttes pada kelas eksperimen menunjukkan perbedaan yang signifikan. Nilai gain score kelas eksperimen diperoleh 0,67 dan kelas kontrol 0,54 dengan kategori sedang. Efektivitas pembelajaran dilakukan dengan uji Manova dengan perolehan nilai sig. sebesar 0.000 (<0.05). Kondisi tersebut menunjukkan bahwa media yang dikembangkan valid, praktis dan efektif digunakan dalam proses pembelajaran sains di kelas VII SMP. Develop critical thinking skills with tumpe ritual games AbstractThe aim of this study was to develop product in the form of a Tumpe Ritual Game for Class VII junior high school students. The research used the research and developement (R & D) method developed by Thiagarajan. The research refers to the 4D model: define, design, develop and disseminate. The result of the study indicates that learning media developed is valid or meet the eligibility criteria. The feasibility category obtained from media experts and also the teacher is highly valid. The implementation of learning media in the classroom can increase students' active participation so that it has an impact on improving critical thinking skill. This type of research uses quasi-experimental, using the control class and the experimental class. Gain scores obtained at the pre-test and post-test in the experimental class showed significant differences. The  gain score of experimental class was 0.67 and the control class was 0.54 with the medium category. The effectiveness of learning was done by Manova test with the acquisition of sig values. amounting to 0,000 (<0.05). These condition indicated that the media developed was valid, practical and effective to be used in the process of learning science in class VII SMP.

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