The Importance of Critical Thinking on Teaching Learning Process

The study aims at developing the valid Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in order to improve the learning motivation and the critical thinking skills significantly and also at identifying the effectiveness level of the Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in improving the students’ learning motivation and critical thinking skills. Therefore, autoatically the nature of the study is research and development. During the conduct of the study, the data were gathered by using the random sampling technique. Then, the data gathering instruments that had been implemented were the media assessment questionnaire, the observation, the motivation questionnaire and the critical thinking skills test. The results of the study show that the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media that has been developed by using the Borg & Gall model is considered valid. The students’ learning motivation has increased as having been confirmed by the fact that the students are more enthusiastic, more interested and happier in attending to the learning process. Furthermore, the results of the students’ critical thinking skills test in the experimental group show that 25 students have met the passing grade while the remaining 6 students have not met the passing grade. On the other hand, the results of the students’ critical thinking skills test in the control group show that 20 students have met the passing grade while the remaining 12 students have not met the passing grade. In other words, these findings show that the learning process through the use of the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media is able to improve the students’ learning motivation and critical thinking skills.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v5n1.p720-726 ◽

2017 ◽

Vol 5 (1) ◽

pp. 720

Author(s):

Nurkhasanah Nurkhasanah ◽

Tukiran Tukiran ◽

Wahono Widodo

Keyword(s):

Critical Thinking ◽

Cooperative Learning ◽

Learning Process ◽

Lesson Plan ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Teaching Materials ◽

Inquiry Approach ◽

Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi, dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

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Contextualización del proceso enseñanza-aprendizaje de las matemáticas en ingeniería y el desarrollo del pensamiento crítico matemático en estudiantes

Revista de Educación Técnica ◽

10.35429/jote.2020.13.4.21.23 ◽

2020 ◽

pp. 21-23

Author(s):

José Alfredo Aguirre-Puente ◽

Ariana Gómez-Contreras ◽

Verónica de Jesús Morales-Félix ◽

Humberto Ramos-López

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Daily Life ◽

Research Project ◽

Teaching Learning ◽

Mathematical Conception

Currently in the process of teaching-learning of mathematics, a panorama of a science with an abstract nature is glimpsed. In such a way that the acquisition of knowledge is in a mechanized way and the teacher's word is taken as dogma. The problems and equations formulated to the student are formulated under a mathematical conception with strong cohesion towards the nature of the operation to be solved, under a perspective that is irrelevant to the student within the process of assimilation of knowledge, leaving even more the aspect of its application within the context of their daily life and therefore how relevant their learning can become. From this area of opportunity arises the concern of this research project based on the improvement of the teaching-learning process based on the contextualization of scenarios that facilitate the acquisition of knowledge, mathematical critical thinking and the ability to locate the field of application of The same, developing their own methodologies, taking into account the teacher and student expertise, thereby trying to achieve a meaningful teaching-learning process, simpler acquisition and retention for the student and to achieve for the teacher.

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The Use of Visualization in Teaching and Learning Process for Developing Critical Thinking of Students

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v9i1.p71-74 ◽

2017 ◽

Vol 9 (1) ◽

pp. 71

Author(s):

Kyvete Shatri ◽

Kastriot Buza

Keyword(s):

Critical Thinking ◽

Student Performance ◽

Learning Process ◽

Teaching Methods ◽

Teaching And Learning ◽

Critical Approach ◽

Overall Performance ◽

Teaching Learning ◽

Positive Effect

Many researches has been conducted for the need to increase critical thinking of students (in (different fields, (also many researches has been done on the importance and the role of critical thinking for students achievements. In this context this requires a critical approach. To achieve this should be used effective teaching methods that develop critical thinking and also facilitate and enhance the learning of students and their performance in general, making them able to solving problems in their fields. A visualization approach increase communication, increase critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate visualization for the purpose of examining its role in developing critical thinking. In order to achieve this it was made an experiment for the use of visualization and from this experimentation are extracted the results of the effect of using the visualization for the aspect of developing and increasing critical thinking. The results which are taken from this research highlight the positive effect that the use of visualization in teaching and learning process has in developing the critical thinking of students and their overall performance. The results also shows that the visualization motivates students to learn, making them more cooperative and developing their skills for critical approach. Keywords: visualization, critical thinking, teaching, learning, student performance

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Critical Thinking for Quality Education

Academic Voices A Multidisciplinary Journal ◽

10.3126/av.v1i0.5300 ◽

1970 ◽

Vol 1 ◽

pp. 6-12

Author(s):

Bhawani Prasad Mainali

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Quality Education ◽

Thinking Skill ◽

Educational Paradigm ◽

Culture Of Silence ◽

Teaching Learning

Critical thinking is a recent educational paradigm. It is a powerful thinking skill that empowers learners and facilitates creative and qualitative teaching/learning process. This article deals with the concept of critical thinking for quality education. Moreover, it also identifies the rationale of critical thinking and its implications in Nepalese education . Keywords Critical thinking, creativity, concretization, culture of silence, quality education. DOI: http://dx.doi.org/10.3126/av.v1i0.5300 Academic Voices 2011; 1: 6-12

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HOTS in teacher classroom interaction: A case study

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.4.2.132-141 ◽

2019 ◽

Vol 4 (2) ◽

pp. 132

Author(s):

Yuyun Yulia ◽

Fenita Rizki Budiharti

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Classroom Interaction ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order Thinking Skills ◽

Teaching Learning ◽

Practice Questions ◽

Teacher Classroom

As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.

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The CAMBRIA case: Learning through experience

Proceedings of the 3rd International Conference on Higher Education Advances ◽

10.4995/head17.2017.5381 ◽

2017 ◽

Author(s):

Juan Esteban Escalante ◽

Sara Aguilar-Barrientos

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Electric Vehicle ◽

Undergraduate Students ◽

Learning Process ◽

Creative Thinking ◽

Proposed Model ◽

Teaching Learning ◽

Learning Through Experience ◽

Pedagogical Changes

Experiential learning contributes to the development of thought-related abilities, such as critical thinking and creative thinking. This article evinces the contribution of this theoretical and conceptual proposal through a specific experience with the CAMBRIA project, a solar electric vehicle built at Universidad EAFIT, that potentiated aspects related to multidisciplinary work amongst undergraduate students and, in turn, brought about pedagogical changes at the Institution. CAMBRIA opened a panorama for exploring new alternatives in the teaching-learning process and, through participation in non-simulated activities, led to the restatement of certain core aspects of the University’s educational activities. An analysis of this topic also leads to the formulation of a learning and competency acquisition model. Finally, project results and conclusions are presented, which include elements derived from the proposed model and testimonies from some of the participating students, who were interviewed in depth.

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O JOGO DE XADREZ COMO METODOLOGIA PARA O ENSINO DE GEOGRAFIA

Cadernos de Pesquisa ◽

10.18764/2178-2229.v21.n3.p.29-40 ◽

2014 ◽

Vol 21 (3) ◽

pp. 29

Author(s):

Aparecida Pereira Soares ◽

Selma Pereira Soares

Keyword(s):

Critical Thinking ◽

Cognitive Development ◽

Educational System ◽

Learning Process ◽

School Environment ◽

Interpersonal Relations ◽

Practical Experience ◽

Process Learning ◽

El Sistema ◽

Teaching Learning

Atualmente confrontamos com vários embargos perante o sistema educacional brasileiro. Novas formas de ensino são mais que necessárias para que processo de ensino aprendizagem seja realizado de forma coerente às novas exigências do mundo atual. Discorrendo a respeito de tal afirmativa, uma boa sugestão, para que as aulasse tornem mais dinâmicas, instigantes é a utilização do xadrez nas aulas de Geografia. Nosso objetivo é mostrar que o jogo de xadrez pode ser considerado promotor de um desenvolvimento cognitivo do aluno, facilitando ao mesmo, o estímulo do raciocínio lógico, da concentração, do convívio interpessoal, e capaz de construir, nestes, umpensamento crítico e reflexivo, no que se refere à análise das categorias geográficas de lugar, espaço e território. Consistindo, portanto, em uma ferramenta impar no processo ensino-aprendizagem. Assim, com base em pesquisas bibliográficas e na experiência prática na Escola Estadual Américo Martins, localizada em Montes Claros/MG,percebe-se a amplitude compensatória dos resultados obtidos no espaço escolar, após intervenções e oficinas realizadas na mesma. É sem dúvida alguma, de grande importância projetos que visem e incentivem a construção de valores e que estimulem o desenvolvimento, em todas as esferas dos educando no ambiente escolar, pois oconhecimento construído no espaço escolar é para toda vida.Palavras-chave: Xadrez. Geografia. Aluno. THE GAME OF CHESS AS A METHODOLOGY FOR TEACHING OF GEOGRAPHYAbstract: Currently we have confronted with various embargoes against the Brazilian educational system. New forms of teaching are more than necessary for the teaching process learning is carried out in a manner consistent with the new demands of today’s world. Talking about such affirmative, a good suggestion for the classes become more dynamic and thought-provoking is the use of chess in geography lessons. Our goal is to show that the game of chess can be considered a promoter of cognitive development of the student, facilitating at the same, the stimulus of logical reasoning, concentration, of interpersonal relations, and able to build a critical thinking and reflective, as regards the analysis of the geographical categories of place, space, territory and power. Consisting in a unique tool in the teaching-learning process. So based on bibliographic research and practical experience in the Escola Estadual Américo Martins, located in Montes Claros/MG, if realizes the compensatory magnitude of the results obtained in schools, after interventions and workshops on the same. It is undoubtedly of great importance to projects that encourage the construction of values and to stimulate the development, in all spheres of educating in the school environment, because the knowledge built in the school space is for lifeKeywords: Chess. Geography. Student. EL JUEGO DEL AJEDREZ COMO UNA METODOLOGÍA PARA LA ENSEÑANZA DE LA GEOGRAFÍAResumen: Enfrenta actualmente los varios embargos contra el sistema educativo brasileño. Nuevas formas de enseñanza son más que necesario para que el proceso de enseñanza aprendizaje sea realizado de forma consistente con las nuevas exigencias del mundo actual. Hablando de tal afirmativa, una buena sugerencia para quelas clases sean más dinámicas, estimulantes es el uso del ajedrez en lecciones de Geografía. Nuestro objetivo es mostrar que el juego del ajedrez se puede considerar un promotor del desarrollo cognitivo del estudiante, facilitando al mismo, el estímulo de razonamiento lógico, concentración, de las relaciones interpersonales y, poder construirestos, un pensamiento crítico y reflexivo, como considera la análisis de las categorías geográficas del lugar, espacio y territorio. Consiste, por lo tanto, en una herramienta única en el proceso de enseñanza-aprendizaje. Basada en la investigación bibliográfica y la experiencia práctica en la Escuela Estadual Américo Martins, ubicado en MontesClaros/MG, percibirse cuenta de la magnitud de los resultados obtenidos en las escuelas compensatorias, después de las intervenciones y talleres sobre el mismo. Es sin duda de gran importancia proyectos que alientan la construcción de valores y estimular el desarrollo, en todas las esferas de los estudiantes en el ambiente escolar, porque elconocimiento construido en el espacio de la escuela es para toda la vida.Palabras clave: Ajedrez. Geografía. Estudiante.

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Unburdening the Pedagogy of the Oppressed: A Case Study of ELT Classrooms at University Level in South Punjab

sjesr ◽

10.36902/sjesr-vol3-iss2-2020(223-232) ◽

2020 ◽

Vol 3 (2) ◽

pp. 223-232

Author(s):

Dr. Sarwat Jabeen ◽

Abdul Rashid ◽

Dr. Samia Naz

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

Pedagogy Of The Oppressed ◽

University Level ◽

Teaching Learning ◽

The University

Recently, the concept of Critical thinking got much significance in the teaching and learning process. Thinking creatively and critically in the English language beckons our representation in different domains of development as well. The present study is aimed to investigate the on-going teaching-learning process of English Language Teaching at University Level in South Punjab from the perspective of critical thinking. The theoretical insights have been taken from Freire’s Banking concept of education in his seminal work, Pedagogy of the Oppressed (2018). The findings of the study reveal that our ELT classrooms are lacking the creativity and critical thinking at large. Further in our classrooms, the Banking Model of teaching is being practiced where a student remains passive and the teacher is considered as the ultimate source of knowledge. It points out that our teaching and learning process is moving on some faulty lines which need revisions and amendments. It is suggested that the Problem Posing Model of teaching and learning may be adopted in our ELT Classrooms so that our graduates at the university level may think critically and independently.

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Exploring Teaching Learning Process in Developing Higher Order Thinking Skill (HOTS) to Higher Secondary School (SMA) Students in Pontianak

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v4i1.1020 ◽

2019 ◽

Vol 4 (1) ◽

pp. 228

Author(s):

Clarry Sada

Keyword(s):

Critical Thinking ◽

Secondary School ◽

Learning Process ◽

Current Knowledge ◽

National Curriculum ◽

Higher Order Thinking ◽

Higher Order ◽

Thinking Skill ◽

Models Of Teaching ◽

Teaching Learning

This study focuses on the Teaching Learning (TL) process in developing Higher Order Thinking Skill to SMA Students which is done by the secondary school teachers in Pontianak City. The National Curriculum, namely, Curriculum 2013, well known by its' abbreviation C-13, has got some significant revisions. Among those revisions, the aspect of critical thinking which emphasizes higher order thinking skill (HOTS) became the concern. The curriculum has arranged the procedures and principles of HOTS. As mentioned that the C-13 should be in line with the global competencies, thus, the teachers should understand and implement them in their teaching process. Thus, in this study, the researcher intends to explore the teachers’ knowledge and how the implementation of curriculum 2013 in the teaching-learning process. In exploring these matters, the main instrument used is questionnaires. The questionnaires contained 21 items which were focused on exploring teachers’ current knowledge about curriculum 2013, the implementation of a teaching-learning process and understood the procedures of HOTS. There were 31 English teachers as the subject of this study. The results show that (1) understand vision and mission of C-13 (73%, (2) implementing a process of HOTS (36%), (3) understand characteristics of critical thinking (55%) and (4) understand models of teaching (45%). Thus, the knowledge about C-13 with its principles on HOTS is averagely good.

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