scholarly journals The Effect of Using Instructional Program Based on the STEM (Science, Technology Engineering & Mathematics) Approach in Teaching Mathematics on the Critical Thinking Skills of High School Students in the Riyadh Educational District

2020 ◽  
Vol 3 (2) ◽  
pp. 85-99
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Significant Difference ◽  
The Mean ◽  
And Mathematics ◽  
Experimental Group

This study aims to identify the effect of using a STEM-oriented (Science, Technology Engineering & Mathematics) teaching program in teaching mathematics on critical thinking skills among high school students in the Riyadh educational region in the Kingdom of Saudi Arabia. The sample of the study consists of (88) male and female students selected randomly from the "Advance Schools for Smart learning" in Riyadh city, where the semi-experimental approach is used. The results of the study show that there are statistically significant differences between the averages of the degrees of analysis skill, induction skill, reasoning skill, skill of conclusion, and evaluation skill in favor of the experimental group. The results also showed a statistically significant difference between the mean scores for the analysis skill, the induction skill, the reasoning skill, the conclusion skill and the evaluation skill for the benefit of the experimental group. The results also show a statistically significant difference between the mean scores for the scale skills as a whole and for the benefit of the experimental group. The results of the study show that there are no statistically significant differences between the mean scores of the critical thinking test skills and the total score attributed to the gender variable (male and female). The study recommends adopting the STEM approach in teaching science, technology, engineering and mathematics subjects, and redeveloping and building the content of science and mathematics curricula for the secondary stage through relying on science standards for the next generation, and working on adopting a special curriculum to teach the STEM approach and include it in the next plan for general education stages.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals Development of Salt Hydrolysis Module Based on guided Inquiry to Increase The Critical Thinking Ablility of 11th Grade High School Students

2020 ◽  
Vol 5 (7) ◽  
pp. 927-933
Author(s):  
Annisatul Qaidah ◽  
Hardeli .
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
School Students ◽  
Significant Difference ◽  
Class 1

This study aims to produce a guided inquirybased salt hydrolysis module to improve students' critical thinking skills by determining the level of validity, practicality and effectiveness of the module. The type of research used is research development or Research and Development (R&D). The sampling technique uses cluster purposive sampling. The number of samples is 57 students from both schools. The development model used is the Plomp development model which has three stages namely the initial investigation phase (preliminary research phase), the prototype phase (prototyping phase) and the assessment phase (assessment phase). The research instruments used were interview sheets, questionnaires in the form of validation and practicality sheets, objective questions, and critical thinking questions. Data analysis techniques using SPSS 16 software. The results obtained by N-gain experimental class is higher than the control class that is experimental class 1 and 2 have N-gain 64.65 and 59.46, while control classes 1 and 2 have N-gain 60 , 83 and 58.6 with significant differences. Hypothesis test results show a significant difference between the critical thinking skills of the experimental class and the control class, both in schools with high and low student abilities.

scholarly journals Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 11 (1) ◽  
pp. 11-22
Author(s):  
Elisabeth Irma Novianti Davidi ◽  
Eliterius Sennen ◽  
Kanisius Supardi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Education Reform ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Significant Difference

Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in improving the critical thinking skills of elementary school students in Wae Ri'i District. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were elementary school students in five (5) elementary schools in Wae Ri'i District. The results shows the sig (2-tailed) value of Equal variances is assumed to be 0.000 <0, 05. Therefore, Ho is rejected and Ha is accepted, which means that there is a significant difference in critical thinking skills after students used the STEM-PBL approach, compared to innovative K13 approach. The average scores of the control class critical thinking skills for the pre-test and post-test were 38 and 79.5. The fixed coefficient is 0.676 and is significant at 0.000. This means that the correlation is positive. Therefore, learning with STEM approach is proven to be effective in improving the critical thinking skills of elementary school students in Wae Ri'i sub-district.

scholarly journals Efektivitas Strategi PBL Berbasis Potensi Akademik Terhadap Keterampilan Pemecahan Masalah dan Berpikir Kritis Siswa SMA Pada Topik Lingkungan

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
I Wayan Karmana ◽  
Iwan Dody Dharmawibawa ◽  
Titi Laily Hajiriah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Significant Difference ◽  
Academic Potential

The purpose of this research is to explain the effect of Problem Based Learning (PBL) and academic potential and their interactions toward problem solving and critical thinking skills of high school students. This research is a quasi-experiment that implements two different strategies with pretest-posttest non equivalent control group design by treatment factorial 2x2 which was conducted in the 2018/2019 academic year. Population of this research was class X students of SMA Negeri 8 Mataram, while the research sample was class X students of 2 classes with a purposive sampling technique. Research instruments is test of problem solving skills and test of critical thinking skills. Data analysis was performed with descriptive analysis and to test the hypothesis an anacova test was followed by further test used of Least Significant Difference (LSD). The calculation is aided by the SPSS 14 for Windows program. The results of this research showed that Problem Based Learning affects the problem solving and critical thinking skills. While academic ability (potential) and interaction of learning strategies with academic potential do not affect the problem solving and critical thinking skills of high school students on enviromental topic.

scholarly journals The Effectiveness of Flipbook and Video to Improve Students' Critical Thinking Skills in Science Learning during the COVID-19 Pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Ulin Nuha ◽  
Sri Wahyuni ◽  
Aris Singgih Budiarso ◽  
Uswatun Hasanah ◽  
Novita Eka Anggraini
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior High School Students ◽  
Average Score ◽  
School Students ◽  
Significant Difference

Critical thinking is one of the skills that must be possessed in studying science. During the Covid-19 pandemic, flipbooks and videos can be used as alternative media to improve students' critical thinking skills. This study aims to determine the effectiveness of using flipbooks and videos in improving the critical thinking skills of junior high school students during the pandemic. The method used in this research is descriptive quantitative. The data collected were in the form of students' pretest and posttest scores. The data were analyzed using the N-gain test and Independent Sample T-Test. The results showed: (1) learning videos were effective for improving students' critical thinking skills with an average score of 0.44 (medium) and (2) flipbooks were effective for improving students' critical thinking skills with an average score of 0.42 (medium). There is no significant difference between students' critical thinking skills, both after using flipbooks and videos.

scholarly journals STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) APPROACHES USING THEMATIC LEARNING MEDIA TO DEVELOP CRITICAL THINKING

2021 ◽  
Vol 13 (1) ◽  
pp. 20
Author(s):  
Azka Falaih Rizqiyana
Keyword(s):  
Critical Thinking ◽  
Elementary School Students ◽  
Test Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Post Test ◽  
And Mathematics ◽  
Thematic Learning

Current learning emphasizes the integration of science and technology to face the challenges of the 21st century. Elementary school students experience difficulties in developing critical thinking skills due to the limitations of thematic learning media and appropriate learning approaches. Teachers must support the learning process following the changing times, namely integrating Science, Technology, Engineering, and Mathematics (STEM) into fun learning. The purpose of this study was to determine the effectiveness of the approach stem using thematic learning media in developing the critical thinking skills of elementary school students. This research is a quantitative research using a quasi-experimental method with one-group-pre-test-post-test, which is to see the difference between the pre-test and post-test with 1 class without a control class. Furthermore, the data obtained in this study were in the form of students 'answers to data collection instruments that measured students' critical thinking skills before and after treatment with the approach STEM using thematic learning media. Based on the results of data analysis and discussion, it is concluded that the criteria for improving students' critical thinking skills are in the moderate category, there is a difference in the mean critical thinking skills between the pre-test group, namely before and the post-test group, namely after learning with the approach STEM using thematic learning media and the post-test group, that is, after learning with the approach STEM using thematic learning media has average critical thinking skills better than the pre-test group, namely before learning with the approach STEM using thematic learning media.Keywords: STEM, Learning Media, Thematic, Critical Thinking

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

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