Pengembangan metode pembelajaran Quantum Teaching mata pelajaran Bahasa Arab kelas V pada MI Nurul Huda I Miji dan MI Nurul Huda 2 Surodinawan  Kota Mojokerto.

Over time, education experts have successfully created a new formula had appalling education. Bobby DePorter one education expert has created a new and practical way to affect the mental state of students conducted by the teacher. All were summarized in Quantum Teaching, which means the conversion of a variety of interactions that exist within the students into something beneficial for both the students themselves and for others. The purpose of this development study is: it produces the product of the teaching methods that are implemented Quantum Teaching Skills Approach process consisting of manual teaching methods Quantum Teaching. Products Quantum Teaching learning method has been refined based on the analysis of trial data. Based on the measures that have been implemented can be concluded as follows. 1). Products are revised based on test results of theoretical and empirical are: assessment experts do not indicate a revision, but the results of the questionnaire, the revision by the student based on the questionnaire: (1) Changing procedure of evaluation in the use of the model (2) Fix the model view or change strategy learning. 2.) The products developed interesting for classical learning in the classroom and independently. 3) The product of these products can ease the burden of teachers in teaching. 4) The results of expert validation and testing, Quantum Learning methods Teaching to develop critical thinking skills is fit for use for learning .5) products developed can increase students' motivation, and motivation is one of the conditions of implementation of productive learning model in the form method Quantum teaching learning to develop critical thinking skills.

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Active teaching model to promote critical thinking

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2018-0002 ◽

2019 ◽

Vol 72 (1) ◽

pp. 293-298

Author(s):

Fábio da Costa Carbogim ◽

Larissa Bertacchini de Oliveira ◽

Melina Mafra Toledo ◽

Flávia Batista Barbosa de Sá Diaz ◽

Greicy Kelly Gouveia Dias Bittencourt ◽

...

Keyword(s):

Critical Thinking ◽

Undergraduate Students ◽

Educational Intervention ◽

Life Support ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teaching Model ◽

Active Teaching ◽

Two Phases ◽

Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

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Clinical Teaching Methods for Stimulating Students' Critical Thinking

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig11.3 ◽

2016 ◽

Vol 1 (11) ◽

pp. 3-17 ◽

Cited By ~ 3

Author(s):

Samantha J. Procaccini ◽

Nancy J. Carlino ◽

Denise M. Joseph

Keyword(s):

Critical Thinking ◽

Teaching Methods ◽

Clinical Teaching ◽

Clinical Decision ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Speech Language Pathology ◽

Clinical Educators ◽

Integral Role ◽

Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

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Penerapan Model Pembelajaran Problem Based Learning untuk Mengukur Kemampuan Berpikir Kritis Mahasiswa Calon Guru pada Mata Kuliah Psikologi Pendidikan

Jurnal Konseling dan Pendidikan ◽

10.29210/114000 ◽

2017 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

Uus Toharudin ◽

Iwan Setia Kurniawan

Keyword(s):

Critical Thinking ◽

Prospective Teachers ◽

Educational Psychology ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Average Score ◽

Test Results ◽

Group 2 ◽

Experimental Group ◽

Group 1

This study aims to determine the critical thinking skills of prospective teachers of biology at Pasundan University in the course of educational psychology. Implementation of Problem Based Learning learning model aims to measure students' critical thinking skills. The method used in this study is a quasi-experimental design with Randomized Control Group Posttest, data obtained based on the analysis, the data is described to obtain information or a description of the results of this research. The population in this study were 104 students, the sample in this study were 39 students for the experimental group-1 and 39 students for the experimental group-2. Data collected test data obtained from the test results of students who are given a score based on the indicators. results of research show that the critical thinking skills of prospective teachers of biology in educational psychology courses including category sufficient for the experimental group-1 and category well for the experimental group-2. The average score of the experimental group-1 amounted to 2.73, and the average score of the experimental group-2 by 3.05. Indicators of critical thinking skills at the highest indicator 3 (I-3) with an average of 3.38 for the experimental group-1 and 3.41 for the experimental group-2. Indicators of critical thinking skills are the lowest in two indicators (I-2) that is equal to 2.23 for the experimental group-1 and 2.74 for the experimental group-2. The average percentage of absorption problems in the experimental group-1 amounted to 51.25%, while the experimental group-2 amounted to 57.21%. The results of significance test p-value (0.008). Based on the significance of the test results can be concluded that the experimental group-2 has the critical thinking skills is better than the experimental group-1.

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The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v12i1.8831 ◽

2021 ◽

Vol 12 (1) ◽

pp. 219-228

Author(s):

Vera Rosalina Bulu ◽

Femberianus Tanggur

Keyword(s):

Critical Thinking ◽

Quantitative Research ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Homogeneity Test ◽

Test Results ◽

Stem Learning ◽

Learning Models ◽

Normality Test ◽

Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

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Biotechnology Module Based on Sociosaintific Issues to Improve Student's Critical Thinking Ability Through Online Learning

Jurnal Pendidikan Matematika dan IPA ◽

10.26418/jpmipa.v12i1.43179 ◽

2021 ◽

Vol 12 (1) ◽

pp. 23

Author(s):

Nia Alfitriyani ◽

Indarini Dwi Pursitasari ◽

Surti Kurniasih

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Test Results ◽

Thinking Skill ◽

Critical Thinking Ability ◽

Learning Module ◽

Instructional Level ◽

Thinking Ability ◽

Readability Test

This research aims to develop a science learning module based on Socio Scientific Issues on biotechnology materials that can improve students' critical thinking skills. This research is an R&D research with a 4-D design. Validation is carried out by science experts and teachers. The module readability test and the students' responses to the module were obtained using a close test and questionnaire. Data analysis was performed descriptively quantitatively. The results of the module validation by expert lecturers obtained 89% and an average CVI value of 0.98 with a very valid category and was suitable for use. The module readability test results were 42.22% with the instructional level category indicating that the modules needed to be learned. The results of the N-Gain test for critical thinking ability is 0.59, the module is in the moderate category and the students' response value to the module by 87.50% showed the response in the very good category to the use of module-based SSI in learning to improve critical thinking skill.

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Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis

Humaniora ◽

10.21512/humaniora.v1i2.2878 ◽

2010 ◽

Vol 1 (2) ◽

pp. 359

Author(s):

Dominikus Tulasi

Keyword(s):

Critical Thinking ◽

General Education ◽

Student Behavior ◽

Empirical Evaluation ◽

Bloom's Taxonomy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Student Centered Learning ◽

Bloom’S Taxonomy ◽

Teaching Learning

This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind.

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Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Model Pembelajaran Kooperatif Tipe Jigsaw dengan Media Game Monopoli

Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan ◽

10.17977/um019v6i1p201-209 ◽

2021 ◽

Vol 6 (1) ◽

pp. 201

Author(s):

Ishmatud Diyanah ◽

A. Rosyid Al Atok

Keyword(s):

Critical Thinking ◽

Group Formation ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Test Results ◽

Cooperative Model ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Post Test ◽

Quantitative Descriptive

This study aimed to describe the application and analysis of student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media. The study used classroom action research with a quantitative descriptive approach. The application of the jigsaw type cooperative learning model with monopoly game media was applied in several stages, namely group formation, rolling dice in turns, followed by transaction activities in the form of a combination of answering questions, renting, selling, and buying assets until finally one of the students became an absolute rich person called a monopolist. The student's critical thinking ability before taking action measured through the pretest. It showed that the percentage of completeness obtained by students was 65.6% with a minimum completeness criterion of 75. The student's critical thinking ability after the action in cycle I showed that there was a change in the percentage of completeness obtained by students of 66.67% of the pretest results to 76.67% of the post-test results. In the second cycle, there was a change of 76.67% from the pretest results to 90% from the post-test results, thus student's critical thinking skills in learning that used a jigsaw cooperative model with monopoly game media increased by 10% in cycles I and 13,33% in cycle II.

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Effect of Scientific Approach toward Students' Critical Thinking Skills

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v7i1.1906 ◽

2019 ◽

Vol 7 (1) ◽

pp. 15

Author(s):

Triyani Triyani ◽

Lovy Herayanti ◽

Syifaul Gummah

Keyword(s):

Critical Thinking ◽

Hypothesis Test ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Test Results ◽

High Quality ◽

Scientific Approach ◽

The Impact

The role of education is to improve the quality of education, especially in producing high-quality students. High-quality students are those who are able to think critically, creatively, logically and take initiatives in responding to issues in society caused by the impact of the development of science and technology. This study aims to determine the effect of a scientific approach to students' critical thinking skills. This study is an experimental research with one group pretest-posttest design. The sample of this study consisted of one class (28 students), which was treated using a scientific approach. Critical thinking skills are measured using a test instrument and then analyzed statistically (t test). Hypothesis test results indicate that there is an effect of using a scientific approach toward students' critical thinking skills.

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The integration of STEAM-project-based learning to train students critical thinking skills in science learning through electrical bell project

Journal of Physics Conference Series ◽

10.1088/1742-6596/2098/1/012040 ◽

2021 ◽

Vol 2098 (1) ◽

pp. 012040

Author(s):

Y Rahmawati ◽

Adriyawati ◽

E Utomo ◽

A Mardiah

Keyword(s):

Critical Thinking ◽

Time Management ◽

Science Learning ◽

Electrical Energy ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Test Results ◽

Reflective Journals ◽

Management Project

Abstract This study uses qualitative methods describing the integration of STEAM-project-based learning with the aim of training the critical thinking skills of 18 male and 18 female students in science learning. The application of STEAM is done by integrating it with a project-based learning model on the topic of energy transformation through the electric bell project. Instruments are used to explore the development of critical thinking skills through interviews, observations, reflective journals, and critical thinking skills tests. The study found that students trained STEAM-PjBL to ask questions and have a good understanding of the energy change from electrical energy to sound energy. In addition, through problem solving and project creation, students are encouraged to connect ideas, make assumptions, and infer concepts. The challenges faced in this study are time management, project ideas related to teaching concepts, and student engagement. In addition, STEAM-PjBL integration provides an opportunity for teachers to develop their competencies in applying various methods to encourage students in the test results of the test is students achieve mastering (40%) and competent (30%) at a critical level. Only temporary small (3.80%) students no concept of transformation correctly, even after knowing the distance.

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