scholarly journals DEVELOPING CRITICAL THINKING SKILLS IN INFORMATION SYSTEMS MAJORS THROUGH PEER REVIEW

2020 ◽  
Keyword(s):  
Critical Thinking ◽  
Information Systems ◽  
Peer Review ◽  
Thinking Skills ◽  
Critical Thinking Skills

The Six-Sentence Argument: Training Critical Thinking Skills Using Peer Review

2017 ◽  
Vol 3 (2) ◽  
pp. 118-128
Author(s):  
Julian Kölbel ◽  
Erik Jentges
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Real World ◽  
Logical Structure ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Decision Situation ◽  
Course Of Action

The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. This exercise helps students craft convincing arguments and reflect on their reasoning in a format that can be applied in real-world situations. A key strength of the six-sentence argument exercise is that it can be administered online and is scalable for large courses with little additional workload for the instructor.

Teaching Business Transaction Cycles Using a Hands-on Activities Approach

2021 ◽  
Author(s):  
Tawei David Wang ◽  
Victoria Chiu ◽  
Yunsen Wang ◽  
Tiffany Chiu
Keyword(s):  
Critical Thinking ◽  
Project Management ◽  
Information Systems ◽  
Business Processes ◽  
Accounting Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Class Versus ◽  
Accounting Information Systems ◽  
Hands On

We present a novel hands-on approach for teaching students the concepts and business processes of transaction cycles. Specifically, the hands-on activities focus on sales and procurement cycles. Upon completion of the hands-on activities, students will a) develop a better understanding of the business processes and business forms for sales and procurement cycles and b) build relevant critical thinking skills. We evaluate students’ learning by providing a comparison between students who learned the concepts of transaction cycles and business processes and performed the transaction cycle hands-on activity in class versus those students who only learned the concepts of transaction cycles and business processes in class. Although the hands-on activities were used in an accounting information systems class, they can also be applied to other business disciplines, such as engineering and project management classes.

scholarly journals Peer Review in a Social Policy Course: Lessons Learned

10.18060/3160 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 629-641 ◽  
Author(s):  
Shauna P. Acquavita ◽  
Carolyn J. Tice
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Policy ◽  
Peer Review ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Work Education ◽  
Social Work Policy

Peer review is a tool that provides students with a sense of how their work is perceived by others. Built on refection and feedback, peer review assesses the quality of academic processes and products based on well-understood criteria. Peer review was implemented in a baccalaureate social work policy course to enhance writing and critical thinking skills. Students were surveyed on their experiences and indicated that peer review activities provided beneficial learning exercises. The information gathered suggests methods for future implementation of peer review in social work education.

scholarly journals Peer Review as an Active Learning Strategy in a Large First Year Course

2015 ◽  
Author(s):  
M. Orjuela-Laverde ◽  
L. R. Chen
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Engineering Profession ◽  
Ethical Decisions ◽  
Undergraduate Engineering Education

Peer-review of writing is an instructional strategy used to develop students’ critical thinking skills, writing competence and as a way of engaging students as active agents in their learning process [1,3,4]. In the Fall 2013 semester, two peer-review assignments were introduced in a compulsory first year engineering course, Introduction to the Engineering Profession, taken by nearly 500 students (in two sections). The objectives of the peer-review assignments were two-fold: (1) to help improve students’ writing by providing them with constructive criticism and feedback and (2) to develop students’ critical thinking and editing skills. Using a rubric provided by the instructor, students were asked to evaluate their peers’ written assignments in three categories: overall presentation, clarity and coherence (organization), and justification/explanation of the topic being discussed/analyzed. One assignment addressed the inter-disciplinary nature of the engineering profession while the second focused on making ethical decisions. Evaluators were required to justify the score given in each category, as well as to provide a short written comment on the paper as a whole. At the end of term, a class survey was conducted where students reflected on the peer review assignment from a learning perspective. This study presents the results of an analysis of those reflections. Overall, students and the instructor valued this instructional approach. Implications of this type of instructional strategy for undergraduate engineering education are also discussed.

scholarly journals Real-World Flowcharting Willy Wonka Style!

2015 ◽  
Vol 8 (3) ◽  
pp. 217-222
Author(s):  
Kelly Noe
Keyword(s):  
Critical Thinking ◽  
Information Systems ◽  
Real World ◽  
Accounting Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Information Systems ◽  
Learning Flow

The purpose of this paper is to discuss the development, implementation and outcome of a field-based learning flow-charting project that was conducted in an accounting information systems (AIS) course. The emphasis for the project was strengthening the students' critical thinking skills. This paper advances AIS education by sharing a field-based learning project geared toward AIS.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

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

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