scholarly journals Anti-Corruption Education Model in Islamic Universities

2021 ◽  
Vol 13 (3) ◽  
pp. 2146-2158
Author(s):  
Firman Firman ◽  
Nurdin Kaso ◽  
Arifuddin Arifuddin ◽  
Mirnawati Mirnawati ◽  
Dodi Ilham ◽  
...  
Keyword(s):  
Thinking Skills ◽  
Academic Community ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
Student Activities ◽  
State Regulations ◽  
Education Management ◽  
Basic Competencies ◽  
Education Model ◽  
Religious Colleges

Anti-corruption education in Islamic religious colleges aims to provide students with sufficient knowledge about the ins and outs of corruption and its eradication and instill anti-corruption values. This descriptive qualitative research with the literature study method examines various reference books, state regulations, and journals relevant to the research topic. This study captures and describes the concepts and models of anti-corruption education management in religious colleges. The student anti-corruption movement is expected to appear at the front as a driving force. Students are supported by their basic competencies: intelligence, critical thinking skills, and the courage to state the truth. This study found that there are three models of anti-corruption education at PTKI (religious universities) in Indonesia, namely 1) integrated anti-corruption education in courses, 2) integrated anti-corruption education in student activities, and 3) cultural habituation and anti-corruption character in the academic community.

scholarly journals Pengembangan LKPD Berorientasi Guided Discovery Learning dengan Internet Assisted Learning untuk Melatihkan Keterampilan Berpikir Kritis

2021 ◽  
Vol 3 (1) ◽  
pp. 46
Author(s):  
Farhati Zakiyah ◽  
Bertha Yonata
Keyword(s):  
Critical Thinking ◽  
Reaction Rate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Student Activities ◽  
Percentage Decrease ◽  
Basic Competencies ◽  
Average Observation

This study aims to describe the feasibility of a guided discovery learning oriented Student Worksheet to train critical thinking skills on reaction rate materials. The feasibility of this student worksheet is reviewed from three aspects those are validity, practicality, and effectiveness. The research method used was Research & Development (R&D) which was tested on 10 students of class XI IPA MAA Al-Amiriyyah. The results showed that the student worksheet  was declared worthy in term of the validity aspect with the validity of the content reviewed from the criteria of conformity with the material and basic competencies,those are conformity with the guided discovery learning component, conformity with the critical thinking skills component and the suitability of practicum video with reaction rate factors of 100%, 89%, 83% and 91% respectively, and the validity of the constructs reviewed from the language criteria and presentation respectively obtained results of 90% and 91% respectively. , this percentage decrease is described as very valid. Practicality obtained the results of average observation of student activities by 98.51% and the response of learners on the criteria of content, language and presentation obtained results of 91%, 97% and 89% respectively. All three criteria are described as excellent. Effectiveness based on increased pretest-posttest results of critical thinking skills of learners who obtained a 100% completion percentage with an n-gain score in the range of 0.69-0.88 with medium to high categories

scholarly journals Development of a Science Module on Temperature and Heat Topics to Improve Critical Thinking and Collaboration Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 285
Author(s):  
Mohamad Nor Aufa ◽  
Sutarto Hadi ◽  
Syahmani Syahmani ◽  
Rusmansyah Rusmansyah ◽  
Muhammad Hasbie ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Small Group ◽  
Science Teachers ◽  
Design Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
Educational Design ◽  
Educational Design Research

This study aims to produce a science module based on mobile-collaborative-based science learning (m-CBSL) with the topic of temperature and heat and describe the resulting module's validity and practicality. The research design was Educational Design Research (EDR). The data collection techniques used were literature study, walkthrough, interview, and questionnaire. The instrument used in this study was a questionnaire of validity and practicality. Data analysis techniques include descriptive data analysis, validation sheets, and questionnaires. Module validation sheets were given to 5 validators. In contrast, practicality sheets were given to 9 students of class VII SMP Negeri 12 Banjarmasin (small group) and 62 students and three science teachers at SMP Negeri 6 & 12 Banjarmasin field test. The validity questionnaire analysis results concluded that the validity of the module was 3.71 "very valid" categories. The practicality level based on the teacher's questionnaire scored 87.04 in the "very practical" category. The small group questionnaire scored 85.19 in the "very practical" category, and the field trial questionnaire scored 86.42 in the "very practical" category. It means that the m-CBSL based science module is valid and practical in the learning process to improve critical thinking skills and collaboration.

ARAUCARIA: SOFTWARE FOR ARGUMENT ANALYSIS, DIAGRAMMING AND REPRESENTATION

2004 ◽  
Vol 13 (04) ◽  
pp. 961-979 ◽  
Author(s):  
CHRIS REED ◽  
GLENN ROWE
Keyword(s):  
Argument Structure ◽  
Thinking Skills ◽  
Academic Community ◽  
Ease Of Use ◽  
Critical Thinking Skills ◽  
Research Activity ◽  
Open Standard ◽  
Platform Independence ◽  
Support Of Research ◽  
Dialogic Interaction

Argumentation theory involves the analysis of naturally occurring argument, and one key tool employed to this end both in the academic community and in teaching critical thinking skills to undergraduates is argument diagramming. By identifying the structure of an argument in terms of its constituents and the relationships between them, it becomes easier to critically evaluate each part of an argument in turn. The task of analysis and diagramming, however, is labor intensive and often idiosyncratic, which can make academic exchange difficult. The Araucaria system provides an interface which supports the diagramming process, and then saves the result using AML, an open standard, designed in XML, for describing argument structure. Araucaria aims to be of use not only in pedagogical situations, but also in support of research activity. As a result, it has been designed from the outset to handle more advanced argumentation theoretic concepts such as schemes, which capture stereotypical patterns of reasoning. The software is also designed to be compatible with a number of applications under development, including dialogic interaction and online corpus provision. Together, these features, combined with its platform independence and ease of use, have the potential to make Araucaria a valuable resource for the academic community.

scholarly journals PENERAPAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR

Vidya Karya ◽  
2019 ◽  
Vol 34 (1) ◽  
pp. 26
Author(s):  
Nursidah Nursidah ◽  
Bambang Suharto ◽  
Rusmansyah Rusmansyah
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Student Activities ◽  
Student Activity ◽  
Psychomotor Learning

Abstract. It has been conducted the research on the implementation of Guided Discovery Learning (GDL) models on salt hydrolysis material. The factors studied were teacher activities, student activities, critical thinking skills, and cognitive, affective, and psychomotor learning outcomes. This study uses a classroom action research design with 2 cycles. The source of the data is 37 students of class XI IPA 1 SMA Negeri 1 Banjarmasin. The research instruments were tests and nontes. The results showed that there was an increase in teacher activity by 35.20%, from 51.13 (quite good) in cycle 1 to 69.13% (good) in cycle II; there was an increase in student activity by 41.19%, from 47.13% (quite active) in the first cycle to 88.88% (active) in cycle II; students' critical thinking skills increase by 27.30%; learning outcomes of cognitive, affective, and psychomotor respectively increased by 23.39%, 40.43%, and 37.62%. Keywords: GDL, critical thinking, learning outcomes   Abstrak. Telah dilakukan penelitian tentang penerapan model Guided Discovery Learning (GDL) pada materi hidrolisis garam. Faktor yang diteliti yaitu aktivitas guru, aktivitas siswa, keterampilan berpikir kritis, hasil belajar kognitif, afektif, dan psikomotorik. Penelitian ini menggunakan rancangan penelitian tindakan kelas (PTK) dengan 2 siklus. Sumber data penelitian adalah 37 orang siswa kelas XI IPA SMA Negeri 1 Banjarmasin. Instrumen penelitian berupa tes dan nontes. Hasil penelitian menunjukkan bahwa terjadi peningkatan aktivitas guru sebesar 35,20%, dari 51,13(cukup baik) pada siklus 1 menjadi 69,13% (baik) pada siklus II; terjadi peningkatan aktivitas siswa sebesar 41,19%, dari 47,13% (cukup aktif)  pada siklus I menjadi 88,88% (aktif) pada siklus II; keterampilan berpikir kritis siswa meningkat sebesar 27,30%; hasil belajar kognitif, afektif, dan psikomotor masing-masing meningkat sebesar 23,39%, 40,43%, dan 37,62%. Kata kunci: GDL, berpikir kritis, hasil belajar

scholarly journals Meningkatkan Kemampuan Berpikir Kritis Melalui Problem Posing

2017 ◽  
Vol 8 (1) ◽  
pp. 48
Author(s):  
Widha Nur Shanti ◽  
Dyahsih Alin Sholihah ◽  
Adhetia Martyanti
Keyword(s):  
Critical Thinking ◽  
Secondary Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Literature Study ◽  
Analysis Techniques ◽  
Library Research ◽  
Mathematical Question ◽  
Three Stages

<p><em>This study aims to explain how the problem posing approach adopted in the study of mathematics can develop students' critical thinking skills. The method used in this research is literature study (library research). The data in this study is a secondary data such as the results of the research as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques in the study include three stages, namely organize, synthesize, and identify.</em></p><p><em>These results showed that the problem posing approach to the stages of learning, among others (1) create a situation of mathematics; (2) create a mathematical question; (3) solve math problem; (4) to apply mathematics, has relevance to the indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision. Overall, it was concluded that the students' critical thinking skills can be improved by the application of problem posing approach in the learning process.</em></p>

scholarly journals Profile of Problem Based Learning to Improve Students' Critical Thinking Skills

2021 ◽  
Vol 2 (6) ◽  
pp. 682-699
Author(s):  
Shofiyatul Masruro ◽  
Elok Sudibyo ◽  
Tarzan Purnomo
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Average Increase ◽  
Literature Study ◽  
Collection Method ◽  
Physics Concepts

This article was created to identify the effect of the Problem Based Learning model in improving students' critical thinking. The data collection method is in the form of a literature study. This article explains that problem-based learning is a learning model that focuses on students' solving problems in physics concepts. Critical thinking is the student's ability to analyze and evaluate the information received to conclude appropriately. The results of the literature study showed an increase in students' critical thinking skills in the learning process with the Problem Based Learning (PBL) learning model. The application of Problem Based Learning has an average increase of about 50% after the learning pattern is applied. The existence of the PBL learning model is effectively used to improve students' critical thinking, which incidentally in solving physics concepts requires the ability to analyze and evaluate to conclude.

scholarly journals INQUIRY SOCIAL COMPLEXITY (ISC): DESIGN INSTRUCTIONAL TO EMPOWERMENT CRITICAL AND CREATIVE THINKING (CCT) SKILLS IN CHEMISTRY

2020 ◽  
Vol 17 (34) ◽  
pp. 727-735
Author(s):  
Ryzal PERDANA ◽  
A. Budiyono ◽  
A. Sajidan ◽  
A. Sukarmin ◽  
Ratu Betta RUDIBYANI
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Literature Review ◽  
Creative Thinking ◽  
Social Complexity ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
School Students

To prepare people to live in the 21st century successfully, it is needed more than subject contents. It is very crucial for the people to know in how to apply their skills and knowledge by critical thinking, using knowledge in new situations, comprehending new ideas, collaborating, communicating, problems solving, decision making and so on. This research is an innovation of disruptive education that aims to design learning models that can empower students' critical thinking skills through descriptive analysis based on data and literature review. This study used a sample of 180 high school students in the city of Surakarta, Indonesia. The results of the measurement of students' critical thinking skills in the category are very lacking in all aspects, for instance, 52.80% of analysis aspect, 37.28% of inference aspects, 45.16% of explanation aspect, 35.01% of self-regulation aspect are in very low criteria as well as 41.14% of interpretation aspects in very poor criteria. The results of measurement of students' creative thinking skills also shows very concerning category in all aspects involving: fluency of 45.83% of fluency aspect, 42.50% of flexibility aspect, 44.86% originality aspect, and 47.50% of elaboration aspect are all in very low criteria. Literature review results also found that chemistry teachers’ design model has not maximized the ability to think critically so that it needs a learning design that can empower critical thinking skills. Through a data-based literature study a form of inquiry social complexity (ISC) model was formulated to empower critical thinking skills.

scholarly journals Training Mathematics Teachers for Developing Critical Thinking Skills in VIGrade Pupils

2020 ◽  
Vol 13 (2) ◽  
pp. 186-195
Author(s):  
Ovidiu BĂDESCU ◽  
Cristian STAN
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Basic Competencies ◽  
Short And Long Term ◽  
Long Term Impact ◽  
Technological World ◽  
Alternative Solutions

Abstract: Critical thinking and creativity along with problem-solving skills have become basic competencies in an increasingly complex and technological world, in which an individual needs to be able to process information in a critical way, find alternative solutions, analyse complex problems, and formulate innovative solutions. As teachers, we train the children for occupations that have not been invented yet – an aspect that thus becomes clear is that it is no longer sufficient for the young students to perfectly execute given tasks, but they need to be able to solve new problems. To achieve this, they need to be able to consider the problem from multiple angles, to weight alternatives, to look critically at what needs to be solved, and to make well-thought and well-argued decisions. With this perspective in mind, developing such skills in pupils should be an essential goal for the teachers. Yet, unfortunately, training teachers for developing critical thinking skills in pupils comes short, in the Romanian educational system. This article presents the results of a traning course whose goal was to prepare mathematics schoolteachers to teach mathematics based on questioning and discovery, to help develop pupils’ crticical thinking skills. Analyzing the short- and long-term impact of our training course confirms the results obtained in OECD (2019) studies, namely that once teachers have been qualified to work in this way, they become more open to acting differently to stimulate the developing of critical thinking and creative skills in pupils.

scholarly journals Aplikasi model inkuiri terbimbing berbantuan lkpd untuk meningkatkan keterampilan proses sains pada materi kalor

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Siska Dewi Aryani
Keyword(s):  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Guided Inquiry ◽  
Literature Study ◽  
Science Process Skills ◽  
Learning Patterns ◽  
Scientific Approach ◽  
Skills Learning

ABSTRAKPenulisan ini dilatar belakangi oleh pola pembelajaran yang ditekankan saat ini selain menuntut pembelajaran yang mengedepankan kemampuan berpikir kritis juga pembelajaran harus menggunakan pendekatan saintifik. Kebanyakan peserta didik menganggap bahwa materi fisika terutama subkonsep kalor adalah materi abstrak. Untuk itu, perlu ada aplikasi dalam pembelajaran yaitu dengan mengaplikasikan model inkuiri terbimbing berbantuan LKPD agar peserta didik dapat meningkatkan keterampilan proses sainsnya. Tujuan penelitian ini yaitu mendeskripsikan aplikasi model inkuiri terbimbing berbantuan LKPD untuk meningkatkan keterampilan proses sains pada materi kalor. Metode yang digunakan dalam penulisan ini yaitu dengan studi kepustakaan dengan mengkaji beberapa literatur untuk dianalisis dan dibuat kesimpulan. Hasil penulisan menunjukkan bahwa model inkuiri terbimbing berbantuan LKPD untuk peserta didik dapat menjadi solusi dari permasalahan yang ditemui dalam meningkatkan keterampilan proses sains peserta didik di kelas. Model inkuiri terbimbing berbantuan LKPD diaplikasikan kepada peserta didik di Sekolah Menengah Atas dengan beberapa langkah antara lain; peserta didik diberikan masalah untuk dipecahkan, masalah diberikan dalam bentuk LKPD, selanjutnya melakukan proses analisis dan diskusi untuk menemukan solusi dari masalah yang ditemukan, setelah itu peserta didik melakukan presentasi kepada kelompok lain dengan LKPD yang sudah di isi selama proses pembelajaran berlangsug. Dengan demikian, pembelajaran dengan model inkuiri terbimbing dapat meningkatkan keterampilan proses sains peserta didik di kelas Kata Kunci: Inkuiri terbimbing, LKPD, Keterampilan proses sains ABSTRACTThis article was based on the learning patterns that are emphasized at present, apart from demanding learning that prioritizes critical thinking skills, learning must also use a scientific approach. Most students consider that Physics, especially the sub-concept of heat, is an abstract material. For this reason, there was a need for an application in learning, namely by applying a guided inquiry model assisted by LKPD so that students can improve their science process skills. The purpose of this research was to describe the application of the guided inquiry model assisted by LKPD to improve science process skills in heat material. The method used in this writing is literature study by reviewing some of the literature to be analyzed and made conclusions. The results of the writing show that the guided inquiry model assisted by LKPD for students can be a solution to the problems encountered in improving the science process skills of students in the classroom. The LKPD-assisted guided inquiry model was applied to students in Senior High Schools with several steps, among others; students were given problems to solve, problems were given in the form of LKPD, then carried out a process of analysis and discussion to find solutions to the problems found, after that students made presentations to other groups with LKPD that have been filled during the learning process. Thus, learning with a guided inquiry model can improve the science process skills of students in the classroom Keywords: Guided inquiry, LKPD, Science process skills

scholarly journals PENERAPAN MODEL PEMBELAJARAN INQUIRY DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN (PPKn)

2021 ◽  
Vol 6 (1) ◽  
pp. 145-155
Author(s):  
Cahyono Cahyono ◽  
Lili Sukarliana ◽  
Dadang Mulyana
Keyword(s):  
Critical Thinking ◽  
Citizenship Education ◽  
Planning Process ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
The Many ◽  
Processing Techniques

One of the learning models in the 2013 curriculum is the inquiry learning model, so researchers are interested in finding out the application of the inquiry learning model in developing students' critical thinking skills in Pancasila and Citizenship Education (PPKn) subjects. The aim is to describe the planning, process, student responses, obstacles and efforts of teachers to the application of the inquiry learning model in developing students' critical thinking abilities in Pancasila and Citizenship Education subjects. The theory used by the inquiry learning model according to Komalasari (2017) and critical thinking according to Deswani (in Nana Najmina 2017). Research Method Descriptive study qualitative approach. Data collection techniques include interviews, literature study, and documentation techniques. Respondents of Pancasila and Citizenship Education Teachers and Class XI Students. Sampling was taken by means of Proportionet Stratified Random Sampling and data processing techniques by means of reduction, display, verification, triangulation. The results showed that with the application of the inquiry learning model students could develop critical thinking skills by solving problems. The obstacles faced are generally from the allocation of time, students and the many efforts made by Pancasila and Civics Education teachers. Keywords: Inquary Learning Model, critical thinking, Pancasila and Citizenship Education

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