Fostering Transversal Skills in Game-Based Learning

2022 ◽  
pp. 107-130
Author(s):  
Robert Z. Zheng
Keyword(s):  
Critical Thinking ◽  
Cognitive Abilities ◽  
Cognitive Architecture ◽  
Thinking Skills ◽  
Learning Activities ◽  
Practical Significance ◽  
Future Research ◽  
Game Based Learning ◽  
Information Process ◽  
The Relationship

The current chapter examines the relationship between facets of cognitive abilities and relevant learning activities by drawing on literature pertaining to higher- and lower-order critical thinking. Specific discussions were made on cognitive architecture and deep learning, modality and information process, and cognitive abilities and levels of process in learning activities. The cognitive ability-learning activity matrix was proposed to (1) raise attention to the relationship between cognitive abilities and relevant learning activities in transversal critical thinking in game-based learning and (2) guide educators, teachers, and professional trainers to facilitate effective transversal of critical thinking skills across domains, disciplines, and learning communities. Discussions of the theoretical and practical significance of the proposed matrix were made. Recommendations for future research were proposed to guide the direction and practice in fostering transversal skills in game-based learning.

Pengembangan Perangkat Pembelajaran Berbasis TPACK pada Materi Sifat Koligatif Larutan untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Titin Mairisiska ◽  
Sutrisno Sutrisno ◽  
Asrial Asrial
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Development Research ◽  
Average Percentage ◽  
The Relationship ◽  
Colligative Properties

TPACK based learning devices development research on the colligative properties is intended to develop Lesson Plan (RPP) and student’s activity sheets (LKS) in the form of a flip page ebook, apply the RPP and LKS and analyze the relationship among components of TPACK compiler. This research done by applying 4D Thiagarajan, Semmel and Semmel  Model, that has been modified. The results indicated on learning activities at the meeting I 92%, meeting II dan III 93,4%, meeting IV dan V 86,7%, meeting VI 86,1%, meeting VII 91,4%, all of them belong to the category of “highly optimized”. Students gave positive responses to the learning and products developed. The average percentage of student’s critical thinking skills as a whole is 66.3% which includes the category of “good”.

scholarly journals Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search

2020 ◽  
Vol 10 (2) ◽  
pp. 180-187
Author(s):  
Sholihati Amalia ◽  
Wuri Wuryandani
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
School Children ◽  
Elementary School Children ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Future Research ◽  
Cultural Learning ◽  
Learning Modules

AbstractIntroduction:The purpose of this article is to examine the use of socio-cultural based learning modules for developing critical thinking skills in elementary school children.Methods:This article is a systematic review that collects data from relevant indexed journals.Results:The findings are discussed in theoretical studies so as to produce conclusions. Well-structured socio-cultural modules can provide many benefits for students, namely for students who are actively involved in learning activities, and they can also attract students’ to be involved in learning activities.Conclusions:The application of socio-cultural learning helps students in learn about their own culture, which can develop students’ character. These findings provide input for future research needed to develop socio-cultural based learning modules for the critical thinking needs of elementary school children.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

scholarly journals Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

2018 ◽  
Vol 11 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Siti Zubaidah ◽  
◽  
Aloysius Duran Corebima ◽  
Susriyati Mahanal ◽  
Mistianah Mistianah ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Relationship ◽  
Reading Interest

scholarly journals Developing critical thinking skills to improve reading comprehension

2020 ◽  
Vol 9 (4) ◽  
pp. 170-178
Author(s):  
María Piedad Rivadeneira-Barreiro
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Teaching Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Evaluation ◽  
The Relationship

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension.  Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university.  The results showed insignificant relation between critical thinking skills and learners' reading comprehension.  The findings also revealed both groups had small differences during the pretest and posttest.  The pretest and posttest showed minimal changes between groups, as well.  Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes.  The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

scholarly journals Kemampuan Berpikir Kritis Siswa Melalui Pembelajaran Berbasis Lingkungan untuk Studi Ekosistem Sungai

2019 ◽  
Vol 3 (2) ◽  
pp. 100-105
Author(s):  
Fema Anggriani ◽  
Bhakti Karyadi ◽  
Aceng Ruyani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Sea Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Observation Data ◽  
Teaching Materials ◽  
Process Skill ◽  
Post Test

ABSTRACT[Capacity of student critical thinking through learning base on ecosystem study of water river]. South Bengkulu one of regencies in Bengkulu Province, located west in of the Bukit Barisan Mountains range which has a height of 600-1200 meters above sea level. South Bengkulu has a lot natural wealth that can be utilized as a medium of learning. This research aims to measure the ability of critical thinking and process skill student of class VII MTN 2 south Bengkulu by utilizing environment-based teaching materials. This research uses observation data collection techniques and test (pre test and post test ) Assessment of process skill conducted on two learning activities that is indoor and out door learning activities. Performance of process skill from student of class VII MTsN 2 South Bengkulu including into the category excellent and good while student critical thinking skills classically including into the critical categoryKeywords: student critical thinking skills; environment-based teaching materials’ pre test and post test.(Received November 19, 2018; Accepted April 15, 2019; Published June 18, 2019) ABSTRAKBengkulu Selatan adalah salah satu kabupaten di Provinsi Bengkulu terletak di sebelah barat pegunungan Bukit Barisan di mana ketinggian pegunungan tersebut rata-rata 600-1200 m diatas permukaan laut (dpl) yang mempunyai banyak kekayaan alam yang dapat dimanfaatkan sebagai media pembelajaran. Penelitian ini bertujuan 1) Mengukur kemampuan berfikir kritis siswa dan ketrampilan proses siswa kelas VII MTsN 2 Bengkulu Selatan dengan memanfaatkan bahan ajar berbasis lingkungan. Penelitian ini menggunakan teknik pengumpulan data observasi dan tes (pre test dan Post test). Penilaian keterampilan proses ini dilakukan pada dua kegiatan pembelajaran indoor dan kegiatan pembelajaran outdoor. Kemampuan kinerja keterampilan proses siswa kelas VII MTsN 2 bengkulu Selatan termasuk kedalam kategori sangat baik dan Baik dan kemampuan berpikir kritis siswa secara klasikal termasuk kedalam kategori Kritis.Kata Kunci: Kemampuan berpikir kritis siswa, bahan ajar berbasis lingkungan, Pre test dan post test.

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

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 ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
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.

scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS MAHASISWA DALAM MENGEMBANGKAN PEMBELAJARAN SETS TERINTEGRASI KEARIFAN LOKAL

2017 ◽  
Vol 1 (2) ◽  
pp. 121
Author(s):  
Shanta Rezkita ◽  
Nadziroh Nadziroh ◽  
Endah Marwanti
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Cultural Value ◽  
Descriptive Research ◽  
Thinking Ability ◽  
School Learning ◽  
Quantitative Descriptive ◽  
Fair Poor

The demand of KKNI curriculum in the 21st century is about the equality of learning achievement covering attitudes and values, work ability, scientific mastery, authority and responsibility. For that, PGSD graduates of Sarjanawiyata Tamansiswa University (UST) Yogyakarta are expected to be able to design the learning activities, which is in line with the development of science, and technology, which is on the same time, are able to bring Indonesian cultural value into it. The graduates’ competence are presented in their abilities to develop elementary school learning activities based on the Science Environment Technology and Society (SETS) and integrate local wisdom into it. The purpose of this research is to describe the skills of critical thinking of PGSD students in developing SETS-based learning integrated with local wisdom and also along with the indicators that appear in each skill aspect. This is a type of quantitative descriptive research with non-test data collection techniques, observation, and documentation. While the main instruments are in the form of Student Worksheet (LKM), the observation sheet towards the indicators of critical thinking skills. Data analysis techniques is done by using descriptive statistics interpretation through several answering criteria: very good, good, fair, poor, and very poor which is then the results are presented in the form of tables. The results showed that the average critical thinking ability of PGSD UST students was 69.24% with can be categorized in good criteria. Indicator of every critical thinking skills aspect has appeared, even though some targets of achievements have not been optimally gained yet.

scholarly journals The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 1-14
Author(s):  
Triyo Supriyatno ◽  
Dirga Ayu Lestari ◽  
Ulfa Utami
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Guided Inquiry ◽  
Learning Models ◽  
Model Learning ◽  
Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

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