Improving the Critical Thinking Skills of Accounting Students Using the Framework-Based Teaching Approach

Financial Accounting ◽

Accounting Students ◽

Inquiry Based Learning ◽

The purpose of this paper is to examine how the Framework-based Teaching (FBT) approach improves the critical thinking skill among accounting students at tertiary education level. This qualitative study is conducted using the Scholarship of Teaching and Learning (SOTL) approach, where reflections from lecturers ‘experience in teaching and learning process are gathered. Data are collected from both accounting lecturers and students who implemented the FBT approach using the inquiry-based learning technique in the financial accounting course. Data are analysed using content analysis. The results from the study indicate that, based on lecturers’ reflection, students are pushed to think in depth in classes using the inquiry based learning of the FBT approach. This is supported by students’ feedback on their own critical thinking ability. Thus, the FBT approach improves the critical thinking skills among accounting students. The implication of this study is the practicability of the FBT approach in teaching financial accounting course at university level in encouraging critical thinking skills.

KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR ◽

10.24036/jippsd.v1i2.8617 ◽

2017 ◽

Vol 1 (2) ◽

Author(s):

Masniladevi Masniladevi

Keyword(s):

Critical Thinking ◽

Primary Schools ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Thinking Ability ◽

Teachers And Students ◽

Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

PENGARUH PENDEKATAN PROBLEM POSING DAN CTL TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN MATEMATIKA BAGI SISWA SMA

Jurnal Karya Pendidikan Matematika ◽

10.26714/jkpm.5.2.2018.49-57 ◽

2018 ◽

Vol 5 (2) ◽

pp. 49

Author(s):

Widha Nur Shanti ◽

Dyahsih Alin Sholihah ◽

Ahmad Anis Abdullah

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Problem Posing ◽

Control Group ◽

Control Group Design ◽

Thinking Ability ◽

Quasi Experimental

This study aims to determine the effect of the Problem Posing approach and the Contextual Teaching and Learning (CTL) approach to critical thinking skills. This study is a quasi-experimental study with randomize design pretest-posttest control group design. The population of this study were all class X students of SMA Negeri 1 Sentolo consisting of six classes. From the population, two classes were randomly sampled as the research sample, namely class X MIA 3 and class X MIA 1. In class X MIA 3 students applied learning using the Problem Posing approach and class X MIA 1 students used the CTL approach. The instrument used to collect data is a test of critical thinking skills. To examine the effect of the Problem Posing approach and the CTL approach on critical thinking ability data were analyzed using the t test. The results showed that there were differences in the ability to think critically between classes with learning using the Problem Posing approach and the classroom with learning using the CTL approach, with the average students 'critical thinking skills in the class with the Problem Posing approach higher than the students' critical thinking skills. in the class with the CTL approach.

KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR ◽

10.24036/02017128617-0-00 ◽

2017 ◽

Vol 1 (2) ◽

Author(s):

Masniladevi Masniladevi

Keyword(s):

Critical Thinking ◽

Primary Schools ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Thinking Ability ◽

Teachers And Students ◽

Contextual Teaching

PERBANDINGAN KEMAMPUAN BERPIKIR KRITIS MENGGUNAKAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN MODEL PEMBELAJARAN LANGSUNG SISWA KELAS VIII SMP NEGERI 5 KOTA JAMBI

PHI: Jurnal Pendidikan Matematika ◽

10.33087/phi.v2i1.27 ◽

2018 ◽

Vol 2 (1) ◽

pp. 54

Author(s):

Siti Mahmudah ◽

Harman Harman ◽

Sri Dewi

Keyword(s):

Critical Thinking ◽

Standard Deviation ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Thinking Ability ◽

Class Viii ◽

Contextual Teaching

Abstract: The ability to think critically is a form of thinking ability that needs to be developed in order to solve problems, formulate conclusions, collect possibilities, and make decisions when using all those skills effectively in the right context and type. The ability to think critically can encourage students to come up with new ideas or thoughts about a problem. Developing students' critical thinking skills can help students make conclusions by considering data and facts that occur in the field. This research is an experimental research with research design using experimental design Posttest Only Control Design. The population in this study is all students of class VIII SMPN 5 Kota Jambi consisting of eleven classes. While the sample is the students of class VIII C as the experimental class and class VIII J as the control class taken by random sampling. From the result of data analysis conducted on two samples obtained the average value of critical thinking ability of experimental class 71,36 with standard deviation 16,17 and mean value of critical thinking skill of class of 63,82 with standard deviation 15,58, and result hypothesis test obtained tcount 2.067 and ttable 1.67 at the level of real α is 0,05. From the calculation result it can be seen that tcount is more than ttable, so H0 is rejected and H1 accepted. Based on the final result, it can be concluded that there is a comparison of students' critical thinking ability taught by using Contextual Teaching and Learning model is higher than the critical thinking ability of students taught by using direct learning model.Keywords: Critical Thinking Skills, Contextual Teaching and Learning Model, and Direct Learning Model

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

ALGORITMA Journal of Mathematics Education ◽

10.15408/ajme.v2i1.16314 ◽

2020 ◽

Vol 2 (1) ◽

Author(s):

Maifalinda Fatra ◽

A Rizki ◽

Tita Khalis Maryati

Keyword(s):

Critical Thinking ◽

Mathematics Learning ◽

Sampling Technique ◽

Thinking Skills ◽

Learning Model ◽

Control Group ◽

Simple Explanation ◽

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0

Journal of Natural Science and Integration ◽

10.24014/jnsi.v3i2.8791 ◽

2020 ◽

Vol 3 (2) ◽

pp. 114

Author(s):

Oktariani Oktariani ◽

Asyti Febliza ◽

Nurul Fauziah

Keyword(s):

Critical Thinking ◽

Chemistry Education ◽

Thinking Skills ◽

Average Score ◽

Education Students ◽

Ability Test ◽

Chemistry Teachers ◽

This research was conducted to identify and describe prospective teachers’ critical thinking skills profile as readiness to face the industrial revolution 4.0. This research was a descriptive research. Research subjects were chemistry education students who are prospective chemistry teachers. The instruments used in this study were the Critical Thinking Ability Test and Critical Thinking Ability Questionnaire. The instrument used is valid and reliable. The results of the study showed that the critical thinking skills of prospective chemistry teacher students are still in sufficient criteria with average score 46,7. It was also found that students' critical thinking skills in 5th semester were better than those in semester 3rd and 1st with average score 57,46 and 41. This result was also supported by differences in student performance for each indicator of critical thinking skills. Chemistry students show better performance on indicators of building basic skills compared to other critical thinking skills indicators. Meanwhile, the indicators on building strategies and tactics of chemistry education students still showed poor performance than other indicators. This needs to be improved immediately in order to prepare prospective chemistry teachers who are ready to compete in facing the industrial revolition 4.0. Improvements can be made by designing learning methods, teaching materials and evaluation tools that can improve students' critical thinking skills.Keywords: critical thinking skill, education 4.0., prospective chemistry teachers, revolutioanl industry 4.0ABSTRAK.Penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan profil keterampilan berpikir kritis calon guru kimia sebagai kesiapan dalam menghadapi revolusi industri 4.0. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian merupakan mahasiswa pendidikan kimia yang merupakan calon guru kimia. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis dan kuisioner keterampilan berpikir kritis. Instrumen yang digunakan sudah valid dan reliabel. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis calon guru kimia masih berada pada kriteria cukup yaitu dengan skor rata-rata 46,7. Selain itu juga ditemukan bahwa keterampilan berpikir kritis mahasiswa semester 5 lebih baik dibandingkan semester 3 dan semester 1 dengan skor rata-rata masing-masingnya yaitu 57, 46 dan 41. Hasil ini juga didukung dengan adanya perbedaan performa mahasiswa untuk masing-masing indikator keterampilan berpikir kritis. Calon guru kimia menunjukkan performa yang lebih baik pada indikator membangun keterampilan dasar dibandingkan dengan indikator keterampilan berpikir kritis lainnya. Sementara itu, pada indikator membangun strategi dan taktik calon guru kimia masih menunjukkan performa yang kurang baik dibandingkan dengan indikator yang lainnya. Hal ini perlu segera diperbaiki guna mempersiapkan calon guru kimia yang siap bersaing menghadapi era revolusi industri 4.0. Perbaikan dapat dilakukan dengan cara merancang metode pembelajaran, bahan ajar dan alat evaluasi yang dapat mengasah keterampilan berpikir kritis peserta didik. Kata kunci: calon guru kimia, keterampilan berpikir kritis, pendidikan 4.0, revolusi industri 4.0

PEMANFAATAN MEDIA SOFTWARE TRACKER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI IMPULS DAN MOMENTUM DI SMKN 1 SOREANG

Journal of Teaching and Learning Physics ◽

10.15575/jotalp.v2i1.6583 ◽

2017 ◽

Vol 2 (1) ◽

pp. 17-22

Author(s):

Furi Chorina Agustin ◽

Yudi Dirgantara ◽

Ade Yeti Nuryantini

Keyword(s):

Critical Thinking ◽

Cognitive Abilities ◽

Positive Impact ◽

Sampling Technique ◽

Thinking Skills ◽

Analysis Technique ◽

Thinking Ability ◽

High Level

This study originated from the lack of utilization of learning media during the learning process. Teaching methods used by teachers are less varied so that learners are only trained in cognitive abilities only while for high-level thinking skills such as critical thinking ability is still low. One alternative that can be done to improve the skills of critical thinking is to utilize the Software Tracker media. This study aims to determine the improvement of critical thinking skills of learners through the use of Software Tracker media on the material impulse and momentum. The research method used is Pre-Experiment with design One-Group Pretest-Posttest Design. The sample of this research using Purposive Sampling technique. The research instrument used in this research is the critical thinking skills of the students of impulse material and momentum to measure the critical thinking ability of learners. The data analysis technique uses normality test, and t test to normalized n-gain value from pretest and posttest value of learners using Microsoft Excel. The results showed that the critical thinking skills of learners increased after utilizing the Software Tracker media during learning. The result of this research is proved from the significant value of ttable test of 1.691 while t count is 24.53 which means H0 is rejected and Ha accepted. The results of this study indicate that the use of Software Tracker media on the material impulse and momentum have a positive impact on improving the critical thinking skills of learners.

The Effect of Problem Based Learning Model on Critical Thinking Ability of Students on Additives and Addictive Substances Class VIII SMPN 12 Padang

Bioeducation Journal ◽

10.24036/bioedu.v2i2.68 ◽

2018 ◽

Vol 2 (2) ◽

pp. 124-132

Author(s):

Mesia Dewi Hasanah ◽

Heffi Alberida ◽

Yosi Laila Rahmi

Keyword(s):

Critical Thinking ◽

Research Result ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Control Group ◽

Implementation of Curriculum 2013 requires students to learn actively, independently, and critical thinking. Critical thinking is an activity through thinking about ideas related to concepts or problems. The efforts to improve critical thinking skills of learners can be done by using the appropriate learning model. One of the learning models that can be used to improve the ability of critical thinking is a problem-based learning model. This type of research is quasi experiment with randomized control-group pretest posttest design. The sample of this research choosed by used purposive sampling method. Class VIII6 as experimental class and class VIII4 as control class. Data of this research result are quantitative data of critical thinking ability. Data were analyzed by using t test. The results showed that the mean difference of posttest value with pretest value of critical thinking ability of experimental class learners is higher than control class. Hypothesis testing with t-test obtained tcalculate=2,94>ttable= 1,67, then H1 accepted. Based on these results the authors conclude that the implementation of problem-based learning model has a positive effect on the ability to think critically learners on the material additives and addictive substances.

Kemampuan Berpikir Kritis dan Metakognisi Siswa dalam Menyelesaikan Masalah Matematika melalui Pendekatan Problem Solving

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v6i2.991 ◽

2017 ◽

Vol 6 (2) ◽

pp. 234 ◽

Cited By ~ 1

Author(s):

Muhammad Ikhsan ◽

Said Munzir ◽

Lia Fitria

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Thinking Ability ◽

Better Than

The aims of this study are to determine the improvement of critical thinking skills mathematical and metacognition of students who are taught with problem solving approach and the correlation between mathematical critical thinking and metacognition of students. This research is an experimental research with pretest-posttest control group design. The sample this research is the students of class VIII_2 and VIII_3 in SMP Negeri 1 Banda Aceh. Collecting data technique are test and nontest. Data were analyzed using t-test and correlation test. The result of the research shows 1) the critical thinking ability of the students who get the learning through problem solving approach is better than the students who get the conventional learning, 2) Metacognition of students who get the learning by using problem solving approach is better than the students who get the conventional learning, 3) a positive and significant relationship between students' metacognition and critical thinking skills.

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 ◽

Test Results ◽

Thinking Skill ◽

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.