scholarly journals Strengthening critical thinking through reading strategies in higher education students from Monteria, Colombia

2020 ◽  
Vol 41 (44) ◽  
pp. 54-66
Author(s):  
Maria G. GARCIA ◽  
◽  
Dayan A. GUZMAN ◽  
Lida M. PINTO ◽  
Dalis VERGARA ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Reading Strategies ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Qualitative Approaches ◽  
Noticeable Improvement ◽  
Almost All ◽  
Superior Level

This research aims to describe how students’ critical thinking skills could be strengthened using reading strategies. In the methodology, quantitative and qualitative approaches were used, as well as a diagnostic test, a semi-structured interview, and a pedagogic strategy based on Facione´s critical thinking skills. Results showed that all strategies contributed to strengthening critical thinking skills. It was also encountered a noticeable improvement in the explanation skill. In the video strategy, tudents obtained a high or superior level in almost all the skills.

scholarly journals Keterampilan Berpikir Kritis Calon Guru Kimia sebagai Kesiapan Menghadapi Revolusi Industri 4.0

2020 ◽  
Vol 3 (2) ◽  
pp. 114
Author(s):  
Oktariani Oktariani ◽  
Asyti Febliza ◽  
Nurul Fauziah
Keyword(s):  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Education Students ◽  
Ability Test ◽  
Chemistry Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research was conducted to identify and describe prospective teachers’ critical thinking skills profile as readiness to face the industrial revolution 4.0. This research was a descriptive research. Research subjects were  chemistry education students who are prospective chemistry teachers. The instruments used in this study were the Critical Thinking Ability Test and Critical Thinking Ability Questionnaire. The instrument used is valid and reliable. The results of the study showed that the critical thinking skills of prospective chemistry teacher students are still in sufficient criteria with average score 46,7. It was also found that students' critical thinking skills in 5th  semester  were better than those in semester 3rd and 1st with average score 57,46 and 41. This result was also supported by differences in student performance for each indicator of critical thinking skills. Chemistry students show better performance on indicators of building basic skills compared to other critical thinking skills indicators. Meanwhile, the indicators on building strategies and tactics of chemistry education students still showed  poor performance than other indicators. This needs to be improved immediately in order to prepare prospective chemistry teachers who are ready to compete in facing the industrial revolition 4.0. Improvements can be made by designing learning methods, teaching materials and evaluation tools that can improve students' critical thinking skills.Keywords: critical thinking skill, education 4.0., prospective chemistry teachers, revolutioanl industry 4.0ABSTRAK.Penelitian ini dilakukan untuk mengidentifikasi dan mendeskripsikan profil keterampilan berpikir kritis calon guru kimia sebagai kesiapan dalam menghadapi revolusi industri 4.0. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian merupakan mahasiswa pendidikan kimia yang merupakan calon guru kimia. Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis dan kuisioner keterampilan berpikir kritis. Instrumen yang digunakan sudah valid dan reliabel.  Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis calon guru kimia masih berada pada kriteria cukup yaitu dengan skor rata-rata 46,7. Selain itu juga ditemukan bahwa keterampilan berpikir kritis mahasiswa semester 5 lebih baik dibandingkan semester 3 dan semester 1 dengan skor rata-rata masing-masingnya yaitu 57, 46 dan 41.  Hasil ini juga didukung dengan adanya perbedaan performa mahasiswa untuk masing-masing indikator keterampilan berpikir kritis. Calon guru kimia menunjukkan  performa yang lebih baik pada indikator membangun keterampilan dasar dibandingkan dengan indikator keterampilan berpikir kritis lainnya. Sementara itu, pada indikator membangun strategi dan taktik calon guru kimia masih menunjukkan performa yang kurang baik dibandingkan dengan indikator yang lainnya. Hal ini perlu segera diperbaiki guna mempersiapkan calon guru kimia yang siap bersaing menghadapi era revolusi industri 4.0. Perbaikan dapat dilakukan dengan cara merancang metode pembelajaran, bahan ajar dan alat evaluasi yang dapat mengasah keterampilan berpikir kritis peserta didik. Kata kunci: calon guru kimia, keterampilan berpikir kritis, pendidikan 4.0, revolusi industri 4.0

scholarly journals Profil Berpikir Kritis Matematis Mahasiswa dalam Menyelesaikan Soal Trigonometri Ditinjau dari Tingkat Kepercayaan Diri

2019 ◽  
Vol 8 (1) ◽  
pp. 71-82
Author(s):  
Bagus Dwi Wicaksono ◽  
Erlina Prihatnani
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Education Students ◽  
Self Confidence ◽  
Qualified Teacher ◽  
Qualitative Descriptive ◽  
Asean Economic Community

AbstrakMemasuki era Masyarakat Ekonomi Asean (MEA) diperlukan calon guru yang berkualitas agar mampu menyiapkan generasi yang dapat bersaing secara global. Salah satu kemampuan yang harus dimiliki seorang calon guru adalah kemampuan berpikir kritis matematis. Sebuah penelitian menyimpulkan bahwa kemampuan berpikir kritis dipengaruhi oleh kepercayaan diri. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis mahasiswa Pendidikan Metematika FKIP UKSW ditinjau dari tingkat kepercayaan diri. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian merupakan mahasiswa Pendidikan Matematika FKIP UKSW yang diambil berdasarkan 2 kategori yaitu mahasiswa dengan kepercayaan diri tinggi atau S1 dan mahasiswadengan kepercayaan diri rendah atau S2. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis matematis antara subjek S1 dan subjek S2 dimana subjek S1 memenuhi semua aspek FRISCO (fokus, reason, inference, situasion, clarity, dan overview) sedangkan subjek S2 hanya memenuhi aspek focus, reason, inferencedanclarity. Profil of Student’s Mathematical Critical Thinking in Solving Trigonometry Question Viewed from Self-ConfidenceAbstractEntering the era of the Asean Economic Community (MEA) requires qualified teacher candidates to be able to prepare generations that can compete globally. One of the abilities that a prospective teacher must possess is mathematical critical thinking skills. A study concluded that critical thinking skills are influenced by self-confidence. This study aims to describe the mathematical critical thinking skills of the SWCU FKIP Mathematics Education students in terms of their level of confidence. This type of research is qualitative descriptive. The research subjects were SWCU FKIP Mathematics Education students taken based on 2 categories, namely students with high self-confidence or S1 and students with low self-confidence or S2. The results of this study indicate that there are differences in mathematical critical thinking skills between S1 subjects and S2 subjects where S1 subjects fulfill all aspects of FRISCO (focus, reason, inference, situation, clarity, and overview) while S2 subjects only fulfill focus, reason, inference, and clarity aspects.

scholarly journals Kemampuan Berpikir Kritis Mahasiswa Pada Materi Optik Saat Proses Pembelajaran Dengan CCM-CCA Berbantuan Eksperimen Virtual

Kappa Journal ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 143-148
Author(s):  
Muh. Makhrus ◽  
◽  
Syahrial Ayub ◽  
Wahyudi Wahyudi ◽  
NNSP Verawati ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Physics Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Education Students ◽  
Virtual Experiments ◽  
High Category

This study aims to train students' critical thinking skills during the learning process using CCM-CCA assisted by virtual experiments. The material used for research in optics. This type of research uses a quantitative approach. The subjects in the research were 30 physics education students at a university in NTB. The ability to think critically during the learning process is trained with student worksheets equipped with instruments for critical thinking. Learning is carried out for 3 meetings. The results showed that there was an increase in students 'critical thinking skills from the low category with an average score of 38 to the high category with an average score of 75. This fact shows that CCM-CCA learning assisted with virtual experiments can train and even improve students' critical thinking skills in Optical material.

Exploring Higher Education Students’ Critical Thinking Skills through Content Analysis

2021 ◽  
pp. 100877
Author(s):  
Claire Hart ◽  
Cliff Da Costa ◽  
Daryl D'Souza ◽  
Amanda Kimpton ◽  
Jelena Ljbusic
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Students

scholarly journals KEMAMPUAN BERPIKIR KRITIS MAHASISWA DI PROGRAM STUDI PENDIDIKAN AKUNTANSI

Perspektif ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 52-57
Author(s):  
Purba Andy Wijaya ◽  
Fitriani
Keyword(s):  
Critical Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Education ◽  
Education Students ◽  
Study Program ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Study Techniques

The purpose of this study was to determine the critical thinking skills of students in the Accounting Education Study Program, Islamic University of Riau. This research is a type of quantitative descriptive research. The population and sample of this study were all students of the 5th semester of the 2020/2021 academic year, totaling 48 people. Collecting research data using documentation study techniques, and analyzed using descriptive analysis. The results showed that the critical thinking skills of Accounting Education students, on average, had good abilities. However, there are still some students who have a low critical thinking category. This is due to; 1) Some students are still formulating questions that are classified as CI and C2. 2) Students tend to answer questions briefly, without providing further explanation. 3) Students still use reasons that focus on the words of the book or take it directly from the internet without examining it first. Therefore, students must be encouraged to improve their abilities in critical thinking.

scholarly journals Improving Writing Skill with Questioning: A Path on Critical Thinking Skill

2019 ◽  
Vol 3 (2) ◽  
pp. 203
Author(s):  
Rika Riwayatiningsih
Keyword(s):  
Critical Thinking ◽  
Classroom Management ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correct Judgment ◽  
Level Of Satisfaction ◽  
Quasi Experimental ◽  
University Degree ◽  
Critical Thinker

<p>Driving students to be a critical thinker in their process of writing is hardly a challenge. As an effective process of writing depend on how well they develop their critical thinking skills, helping them build the critical thinking in writing is considered as a way to make a correct judgment independently and  create an environment that raises their best writing. The current study attempts to investigate whether the use of questions could generate students’ critical thinking in their writing process. The participants were 38 English Department students who encountered argumentative writing class in University degree. The subjects were assigned into a mix method on a quasi- experimental study involving pretest - posttest with some features of semi structured interview to know their level of satisfaction from the gained score. The results of the study showed that the significance of exploring questions in helping students’ critical thinking for meaningful learning, especially in the connectivity and coherency of their writing product and also the flow of the sentences. Moreover, the students are being actively involved in meaningful communicative language during the process of writing. This good engagement contributes for the positive classroom management.<strong></strong></p><p class="KEYWORDSMaJER"> </p>

scholarly journals Hayat Bilgisi Ders Kitaplarında Yer Alan Soruların Eleştirel Düşünmeye Katkısının Öğretmen Görüşlerine Göre İncelenmesi

2021 ◽  
Vol 7 (13) ◽  
pp. 220-235
Author(s):  
Murat ŞAHİN
Keyword(s):  
Critical Thinking ◽  
Real Life ◽  
First Grade ◽  
Structured Interview ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Teachers ◽  
Study Group ◽  
Analysis And Evaluation ◽  
Content Analysis Method

The aim of this study is to examine the contribution of the questions in the Life Science course books to critical thinking according to the views of teachers. A case study pattern, which is one of the qualitative research methods, was used in the research. The study group consists of 12 Classroom Teachers working in the province of Van in the 2018-2019 academic year. In order to determine the study group, criterion based sampling method was used. Data were collected by semi-structured interview form developed by the researcher. Content analysis method was used for data analysis. The findings obtained at the end of the research are as follows: 1- Classroom teachers see individuals with critical thinking skills as inquiring, having a different perspective, producing solutions to problems, assimilating information, and making analysis and evaluation. 2- While the first grade teachers stated that the questions in the Life Studies textbooks contributed positively to the critical thinking skills of the students, the second and third grade teachers stated that they did not. 3- All of the classroom teachers suggested increasing the number of questions and linking the questions with real life so that the questions in the Life Studies textbooks could contribute more to the critical thinking skills of the students.

scholarly journals Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

2021 ◽  
Vol 11 (1) ◽  
pp. 41-52
Author(s):  
Krida Singgih Kuncoro ◽  
Agustin Zakkia ◽  
Fitria Sulistyowati ◽  
Betty Kusumaningrum
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Self Esteem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Education Students ◽  
High Category ◽  
Low Levels

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

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