scholarly journals The Role of Media Resources in the Process of Self-Education

2021 ◽  
Vol 2 (1) ◽  
pp. 49-53
Author(s):  
Muslimov N. A ◽  
Umarova Z. A
Keyword(s):  
Critical Thinking ◽  
Cognitive Activity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Professional Skills ◽  
Information Competencies ◽  
Education Of Students

This article discusses media resources influence in self-education. Methods of formation of students' media-information competencies in the organization of self -education of students through media resources, ensuring their activity and independence in cognitive activity, the formation of professional skills, and the development of creative and critical thinking skills are covered. The technique proposed in media instruction models is more often than not based on cycles (pieces, modules) of imaginative and play errands that are effectively utilized by instructors in the course and out of course exercises.

scholarly journals TECHNOLOGY IMPLEMENTATION OF CRITICAL THINKING DEVELOPMENT IN THE PROCESS OF TEACHING ENGLISH IN HIGHER SCHOOL

2021 ◽  
pp. 23-29
Author(s):  
Kateryna Ivlieva ◽  
Olga Rejda ◽  
Dina Gulieva
Keyword(s):  
Critical Thinking ◽  
Technology Implementation ◽  
Cognitive Activity ◽  
Modern Society ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Mental Competence ◽  
Wide Range ◽  
Language Classes

The article attempts to reveal the essence of the concept«critical thinking» and to consider the development of this kindof thinking in higher school students at foreign languageclasses. It is noted that the ability to acquire skills independentlyand use them in practical activities, and not only the amount ofacquired knowledge, has an essential role to play in the adaptationof a graduate to the realities of modern society. Therefore, thecritical thinking technology applying, as well as the traditionalforms of activity in higher education in the process of foreignlanguage teaching, is seen as a clear necessity. The articlenotes that the main purpose of critical thinking development ofstudents who do not have the developed skills to think criticallyis to extend the mental competence to solve social, scientific andpractical problems effectively. Students of higher educationalestablishments have a range of considerable knowledge andsufficient social experience. They are able to transform theexisting knowledge and skills into competencies, provided thatthey are highly motivated and there are active cognitive activities.Thus, the task of teaching critical thinking skills is to developthe cognitive activity of students based on logical, research andcritical thinking. On the basis of the analysis of the practicalexperience of a foreign language course teaching in a higherschool, the development opportunities are revealed andstrategies of the critical thinking development of students inforeign language classes are considered (annotation, preview,contextualization, self-questioning, reflexion, evaluative judgment,comparison and contrasting). Certain methods, promoting criticalthinking at different stages of learning have been proposedin the paper (Basket of ideas, concepts; Cluster; Margin notes;Сinquain making; Training brainstorming; Essay writing). It hasbeen concluded that the critical thinking technology applied atforeign language classes at higher schools significantly increasesthe time of language practice for each student, helps to facilitatetheir learning acquisition, addresses a wide range of educationaland developmental tasks. The teacher becomes an organizerof students' independent educational, communicative andcreative activities and has the opportunity to improve the learningprocess, develop students' communicative skills and developtheir personality comprehensively.

scholarly journals Effect of Scientific Approach toward Students' Critical Thinking Skills

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Triyani Triyani ◽  
Lovy Herayanti ◽  
Syifaul Gummah
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
High Quality ◽  
Scientific Approach ◽  
The Impact

The role of education is to improve the quality of education, especially in producing high-quality students. High-quality students are those who are able to think critically, creatively, logically and take initiatives in responding to issues in society caused by the impact of the development of science and technology. This study aims to determine the effect of a scientific approach to students' critical thinking skills. This study is an experimental research with one group pretest-posttest design. The sample of this study consisted of one class (28 students), which was treated using a scientific approach. Critical thinking skills are measured using a test instrument and then analyzed statistically (t test). Hypothesis test results indicate that there is an effect of using a scientific approach toward students' critical thinking skills.

The Role of Student Feedback in Building Reflexive Teachers

2019 ◽  
pp. 76-90
Author(s):  
Kerri Pilling Burchill ◽  
David Anderson
Keyword(s):  
Critical Thinking ◽  
Teaching Practice ◽  
Individual Case ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Feedback ◽  
Future Research ◽  
Education Environment ◽  
Tacit Assumptions

The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS AUDITOR INTERNAL PADA TAHAP PERENCANAAN AUDIT SISTEM MANAJEMEN MUTU DI UNIVERSITAS SURABAYA

2016 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Bella Callista ◽  
Fidelis Arastyo Andono
Keyword(s):  
Critical Thinking ◽  
Quality Management ◽  
Management System ◽  
Planning Process ◽  
Quality Management System ◽  
Internal Audit ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Audit Planning

<span>This study aims to look at how critical thinking skills when planning the audit of<br /><span>quality management system at the University of Surabaya. The background of<br />this research is because there has been no previous study that discusses the<br />critical thinking skills and their relation to the audit planning process. In its<br />practice, this study used a qualitative approach and can be categorized as basic<br />research by conducting interviews and document analysis as the primary method<br />for obtaining the data. It is intended that the results of this study can actually see how the role of critical thinking skills of internal auditors during audit planning. The interviews were conducted at 3 Ubaya internal audit staff. In the other, the analysis is done using several documents were obtained as a result of information that reinforces interviews. From these results, it was found that there is a role of the auditor’s ability to think critically when planning the audit of quality management system in Ubaya. In addition, critical thinking skills possessed by the auditor may develop through experience and the training.<br />Keywords: Internal Internal audit, critical thinking, quality management system.<br /></span></span>

scholarly journals Pembelajaran Ilmu Pengetahuan Alam Berbasis Etnosains untuk Mengembangkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Susi Purnama Sari ◽  
Siti Mapuah ◽  
Ivandha Sunaryo
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Teacher Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Google Scholar ◽  
School Students ◽  
Support Students

This research refers to the lack of students' critical thinking skills in science subjects. This is caused by passive teacher learning because it still dominates learning activities and the lack of students paying attention to the environment in socio-culture. Peethnoscience learning teaches science which is contained in local wisdom in society, in this case, learning about local culture can improve students' critical thinking skills. It will need ethnoscience directly could observing learning about the culture as a learning environment in the learning process in elementary schools, so that students can identify scientific problems and explain phenomena scientifically. This research aims to analyze about important role of ethnoscience-based Natural Science learning to develop the thinking skills of elementary school students. Type the research method used was the literature review method (literature review). Data collection techniques in this study are from various sources, namely articles and scientific journals that come from google scholar and Scopus. The conclusion of this study ethnoscience-based learning encourages students to think critically through mental activity, it's using ethnoscience-based science learning that can support students to develop abilities in response to information received by considering all aspects related to that information. Abstrak Penelitian ini merujuk pada kurangnya kemampuan berpikir kritis siswa pada mata pelajaran IPA. Hal tersebut disebabkan oleh pembelajaran guru yang pasif karena masih mendominasi kegitan pembelajaran dan kurangnya siswa dalam memperhatikan lingkungan pada sosial budaya. Pembelajaran etnosains mengajarkan Ilmu Pengetahuan yang didalamnya terkandung pada kearifan lokal di masyarakat,dalam hal ini pembelajaran tentang budaya lokal dapat meningkatkan kemampuan berpikir kritis siswa. Maka diperlukannya etnosains yang secara langsung dapat mengamati pembelajaran tentang budaya sebagai lingkungan belajar dalam proses pembelajaran di sekolah dasar, agar siswa dapat mengidentifikasi masalah keilmuan dan menjelaskan fenomena secara ilmiah. Tujuan dari penelitian ini adalah menganalisis tentang pentingnya peranan pembelajaran Ilmu Pengetahuan Alam berbasis etnosains untuk mengembangkan kemampuan berpikir siswa sekolah dasar. Jenis metode penelitian yang digunakan adalah metode tinjauan pustaka (literature review). Teknik pengumpulan data dalam penelitian ini adalah berbagai sumber yaitu artikel dan jurnal ilmiah yang berasal dari google scholar dan scopus. Kesimpulan dari penelitian ini adalah pembelajaran berbasis etnosains mendorong siswa untuk berpikir kritis melalui aktivitas mental, oleh karena itu penggunaan pembelajaran IPA berbasis etnosains dapat mendukung siswa untuk mengembangkan kemampuannya dalam menanggapi informasi yang diterima dengan mempertimbangkan semua aspek yang berkaitan dengan informasi tersebut.

scholarly journals Student Worksheets Microbial Concepts Based On Urban Wetlands to Improve Critical Thinking Skills at High School Levels

2020 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Muhammad Zaini ◽  
Sri Amintarti ◽  
Aulia Ajizah ◽  
Datin Maghfirotul Nadhira ◽  
Mirna Hariati ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Interpersonal Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Urban Wetlands ◽  
Assessment Sheet ◽  
Personal Skills ◽  
Effectiveness Data ◽  
Prototype Phase

Implementation of the 2013 curriculum has generally used recommended models, but the role of the work-sheets used in the learning process still does not facilitate students' critical thinking skills. The research aims to evaluate the validity, practicality, and effectiveness of the development worksheets on the microbial concepts based on urban wetlands to improve students' critical thinking skills. The development of work-sheets was carried out in 2 phases; preliminary research phase and prototype phase using the Tessmer design. Content validation uses a validation assessment sheet instrument. The practicality data of the contents was using an assessment sheet instrument on the worksheet structure. Practicality data (expectations and actual) were collected using a practicality sheet instrument obtained from students' responses to the contents of the worksheet. Effectiveness data (expectations and actual) are obtained based on the results of critical thinking skills, interpersonal skills (cooperation), and intra-personal skills (responsible). Data analysis techniques by calculating the percentage of validation refer to Akbar (2017), practicality test, and effectiveness test with criteria referring to Purwanto (2012). The results showed that worksheets for students were valid and were practical for users with the practicality of contents and practicality of expectations is good. Work-sheets was declared to be effectively used based on the results of the critical thinking skills, interpersonal skills (collaboration), and intra-personal skills (meticulous), and the value of the effectiveness of expectations is good categories too.

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