scholarly journals Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development

2022 ◽  
Vol 12 (1) ◽  
pp. 28
Author(s):  
Gladys Merma-Molina ◽  
Diego Gavilán-Martín ◽  
Salvador Baena-Morales ◽  
Mayra Urrea-Solano
Keyword(s):  
Critical Thinking ◽  
Positive Relationship ◽  
Self Esteem ◽  
Research Approach ◽  
Measurement Instruments ◽  
Education Students ◽  
Self Confidence ◽  
Educational Programmes ◽  
Thinking Disposition ◽  
Development Of Students

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents.

Relationship Between Critical Thinking Disposition and Self-esteem in Bachelor Nursing Students

2014 ◽  
Vol 11 (2) ◽  
pp. 973-978
Author(s):  
Motahare Pilevarzadeh ◽  
Fatemeh Mashayekhi ◽  
Motahare Faramarzpoor ◽  
Malihe Beigzade
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Self Esteem ◽  
Critical Thinking Disposition ◽  
Thinking Disposition

scholarly journals Profil Berpikir Kritis Matematis Mahasiswa dalam Menyelesaikan Soal Trigonometri Ditinjau dari Tingkat Kepercayaan Diri

2019 ◽  
Vol 8 (1) ◽  
pp. 71-82
Author(s):  
Bagus Dwi Wicaksono ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Education Students ◽  
Self Confidence ◽  
Qualified Teacher ◽  
Qualitative Descriptive ◽  
Asean Economic Community

AbstrakMemasuki era Masyarakat Ekonomi Asean (MEA) diperlukan calon guru yang berkualitas agar mampu menyiapkan generasi yang dapat bersaing secara global. Salah satu kemampuan yang harus dimiliki seorang calon guru adalah kemampuan berpikir kritis matematis. Sebuah penelitian menyimpulkan bahwa kemampuan berpikir kritis dipengaruhi oleh kepercayaan diri. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis mahasiswa Pendidikan Metematika FKIP UKSW ditinjau dari tingkat kepercayaan diri. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian merupakan mahasiswa Pendidikan Matematika FKIP UKSW yang diambil berdasarkan 2 kategori yaitu mahasiswa dengan kepercayaan diri tinggi atau S1 dan mahasiswadengan kepercayaan diri rendah atau S2. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis matematis antara subjek S1 dan subjek S2 dimana subjek S1 memenuhi semua aspek FRISCO (fokus, reason, inference, situasion, clarity, dan overview) sedangkan subjek S2 hanya memenuhi aspek focus, reason, inferencedanclarity. Profil of Student’s Mathematical Critical Thinking in Solving Trigonometry Question Viewed from Self-ConfidenceAbstractEntering the era of the Asean Economic Community (MEA) requires qualified teacher candidates to be able to prepare generations that can compete globally. One of the abilities that a prospective teacher must possess is mathematical critical thinking skills. A study concluded that critical thinking skills are influenced by self-confidence. This study aims to describe the mathematical critical thinking skills of the SWCU FKIP Mathematics Education students in terms of their level of confidence. This type of research is qualitative descriptive. The research subjects were SWCU FKIP Mathematics Education students taken based on 2 categories, namely students with high self-confidence or S1 and students with low self-confidence or S2. The results of this study indicate that there are differences in mathematical critical thinking skills between S1 subjects and S2 subjects where S1 subjects fulfill all aspects of FRISCO (focus, reason, inference, situation, clarity, and overview) while S2 subjects only fulfill focus, reason, inference, and clarity aspects.

scholarly journals Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

2021 ◽  
Vol 11 (1) ◽  
pp. 41-52
Author(s):  
Krida Singgih Kuncoro ◽  
Agustin Zakkia ◽  
Fitria Sulistyowati ◽  
Betty Kusumaningrum
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Self Esteem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Education Students ◽  
High Category ◽  
Low Levels

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

scholarly journals Study Analysis of Confidence Level on Slow Learner Students

2021 ◽  
Vol 5 (4) ◽  
pp. 584
Author(s):  
Savitri Wanabuliandari ◽  
Sekar Dwi Ardianti ◽  
Gunarhadi Gunarhadi ◽  
Triana Rejekiningsih
Keyword(s):  
Data Analysis ◽  
Quantitative Research ◽  
Self Esteem ◽  
Psychological Tests ◽  
Survey Method ◽  
Research Approach ◽  
Slow Learner ◽  
Slow Learners ◽  
Self Confidence ◽  
Positive Side

Confidence helps to see life from the positive side and helps to find new experiences. This self-confidence has not been well embedded in slow learner students. Slow learner students have low self-confidence. One of the reasons for low self-esteem is discrimination and bullying at school. The purpose of this study was to analyze the level of self-confidence of slow learner students. This study uses a quantitative research approach. The research method used is a survey method. The respondents of this study were slow learner students in grade IV who had gone through psychological tests. The number of slow learner students is five students based on psychological tests. Data collection techniques using observation and questionnaires. This study tested the validity of the data by using the credibility test. Testing the credibility of the data is done through triangulation and using reference materials. This study uses data analysis techniques Miles and Huberman models. Qualitative data analysis was carried out by reducing data, presenting data, and drawing conclusions/verification. The result of the research is that the teacher still does not understand the characteristics of the slow learner students. Slow learners feel that the teacher does not care. Slow learners do not understand the material taught by the teacher. Slow learner students tend to be quiet and look down while studying. The self-confidence analysis shows that all students are slow learners in the category of not being confident.

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