scholarly journals PENGEMBANGAN KETERAMPILAN BERFIKIR KRITIS SISWA MELALUI PEMBELAJARAN IPS MI

2021 ◽  
Vol 2 (2) ◽  
pp. 30-46
Author(s):  
Nurlaili Dina Hafni
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Field Research ◽  
Document Analysis ◽  
Teaching Quality ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Social Studies Teacher

This research works for two reasons; first, academically, variative method will be highly effective and efficient in teaching quality. Meanwhile if this does not develop well, it is an obstacle for the achievement of learning objectives, the achievement of critical thinking skills. Second, based on the first observation, it was found that there are some social studies teacher who teach the student by speech method, asking-answer question, and giving works. It will not develop student critical thinking based on what FRISCO stated. The research purpose is to identify and analyze the learning method of social studies teacher in MIN Rejoso to developing student critical thinking skills. It is field research with qualitative approach. The data is collected by interview, observation, and document analysis. The data analysing technicque uses “discourses analysis”. The research found is the method used by social studies teacher in MIN Rejoso Peterongan Jombang can not develop the student critical thinking skills. The causes is there are some teacher‟s view that social studies is similar with rote and stories. The paradigm that may admit the teacher is everything, teachers is lazy to design critical learning due to lot of other works that must finished, and limited facilities.

scholarly journals Research Based Learning (RBL): How to Improve Critical Thinking Skills?

2018 ◽  
Vol 42 ◽  
pp. 00042 ◽  
Author(s):  
Tri Saptuti Susiani ◽  
Moh Salimi ◽  
Ratna Hidayah
Keyword(s):  
Critical Thinking ◽  
Learning Experience ◽  
Self Regulation ◽  
Thinking Skills ◽  
Qualitative Approach ◽  
Critical Thinking Skills ◽  
Future Teachers ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Quality Learning

Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers’ critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self- regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

scholarly journals PENERAPAN MODEL INKUIRI SOSIAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA CALON GURU SD

2020 ◽  
Vol 6 (2) ◽  
pp. 244-254
Author(s):  
Deasy Rahmawati ◽  
Ike Annita
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Social Inquiry ◽  
The Social

ABSTRACT This aims of this study is to comprehend  the increase in the critical thinking skills of PGSD students through the implementation of social inquiry models in elementary social studies education courses. The population of this study were all 3rd semester students of the PGSD FKIP Unla study program. Sampling was carried out by using saturated sampling technique, where all members of the population were sampled, class A01 as a control class that applied conventional learning and class A02 as an experimental class that was treated with social inquiry learning models. The data in this study were obtained through the results of the pretest and posttest using the critical thinking essay test instrument. The results of this study indicate that there are differences in the increase in the critical thinking skills of PGSD students in the SD social studies course after the social inquiry learning model is applied. Beside that, the critical thinking skills of PGSD students in the Elementary Social Sciences Education course after applying the social inquiry learning model are better than the control class using conventional learning methods.   ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis mahasiswa PGSD melalui penerapan model inkuiri sosial dalam mata kuliah pendidikan IPS SD.  Populasi dalam penelitian ini adalah seluruh mahasiswa semester 3 program studi PGSD FKIP Unla. Penarikan sampel dilakukan dengan teknik sampling jenuh, dimana seluruh anggota populasi dijadikan sampel, yaitu kelas A01 dijadikan kelas kontrol yang menerapkan pembelajaran konvensional dan kelas A02 dijadikan kelas eksperimen yang mendapatkan perlakuan model pembelajaran inkuiri sosial. Data yang dalam penelitian ini diperoleh melalui hasil pretes dan postes dengan menggunakan instrumen tes uraian berpikir  kritis. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan peningkatan kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model  pembelajaran inkuiri sosial. Selain itu, kemampuan berpikir kritis mahasiswa PGSD pada mata kuliah Pendidikan IPS SD setelah diterapkan model  pembelajaran inkuiri sosial lebih baik daripada kelas kontrol yang menggunakan metode pembelajaran konvensional.

scholarly journals Acceptance Or Rejection Of An Audit Client: Understanding Risk In The Auditing Environment

2017 ◽  
Vol 13 (2) ◽  
pp. 49-58
Author(s):  
Anna J. Johnson-Snyder ◽  
Rajalakshmi Chandrasekran
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Business Environment ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Initial Assessment ◽  
Professional Skepticism ◽  
Upper Management ◽  
Audit Fee ◽  
A Company

In this case, students are required to conduct an initial assessment of a potential audit client and provide a well-supported recommendation to the audit partner. Specifically, students are assigned a company and asked to gather and evaluate data on it and its upper management. Based on that information, students are to make an objective recommendation to the firm on whether to accept, accept and consider a risk-adjusted audit fee, or reject the client; they are also required to provide the reasoning or argument for the decision. This case has many learning objectives. First, students will demonstrate their research and critical thinking skills and apply those skills by evaluating the information to make a judgment similar to that required of audit professionals. Second, students will create a memorandum that concisely summarizes the obtained information and provide a well-supported recommendation. Third, students will understand and be able to communicate the various types of risk in the business environment. Finally, the case assists students in converting their perspective from that of an accountant to that of an evaluator or auditor. Moreover, the case can be used to introduce professional skepticism and the importance of maintaining objectivity when making a judgment. 

scholarly journals ETIKA MAHASISWA PROGRAM STUDI PENDIDIKAN FISIKA UNIVERSITAS MALIKUSSALEH TERHADAP DOSEN DITINJAU DARI KEMAMPUAN BERFIKIR KRITIS

2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Fauzan Fauzan
Keyword(s):  
Critical Thinking ◽  
Field Research ◽  
Thinking Skills ◽  
Research Field ◽  
Critical Thinking Skills ◽  
Study Program ◽  
School Year ◽  
The Mean ◽  
Student Ethics ◽  
Academic Year

This research aims to examine the correlation between critical thinking and ethics and the contribution of critical thinking to ethics. This research is a field research (field research) with a quantitative approach. Therefore the sample of this study amounted to 61 people. Data collection was carried out by visiting subjects in class during study hours by asking the head of the study program for permission first. Based on the results of the analysis of research data, it can be concluded in this study that they are as follows: 1. Students' critical thinking skills in the 2019-2020 school year are categorized as quite good, this is evidenced by the mean results of 57.87 which are in the "Good Enough" category. ". 2. Student ethics for the 2019-2020 school year are classified as good, this is evidenced by the mean result of 83.21 which is in the "Good" category. 3. There is a positive relationship between critical thinking skills and student ethics for the 2019-2020 academic year as evidenced by the value of r-count > r-table, which is 0.331 > 0.227 at the 5% significant level. With a significant value = 0.009, 0.05, the hypothesis Ha is declared "accepted". In this case the ability to think critically with ethics contributed 10.9% while the remaining 89.1% was determined by other variables.

Digital Storytelling to Enhance Social Studies Content Knowledge, Explore Multiple Perspectives, and Advocate for Social Justice

2021 ◽  
pp. 235-256
Author(s):  
Lindsay Yearta ◽  
Katie Kelly
Keyword(s):  
Social Justice ◽  
Critical Thinking ◽  
Social Studies ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Integrative Approach ◽  
Multiple Perspectives ◽  
Counter Narratives ◽  
Historical Accounts

In this chapter, the authors discuss how digital storytelling expands traditional storytelling options to serve as an integrative approach to (1) deepen student understanding of social studies content, (2) learn history through multiple perspectives, and (3) seek social justice through civics engagement. Most stories told about our history tend to focus on the dominant narrative which portrays an inaccurate depiction of events and individuals. When students move beyond the “single story” of the dominant narrative to explore multiple perspectives, voices, and historical accounts through counter narratives, they develop essential critical thinking skills to help them not only deepen their understanding of content in social studies but to encourage them to actively engage as democratic citizens seeking social justice for a better world.

scholarly journals Critical Thinking as a Dimension of Constructivist Learning in Social Studies Education: A Study of Teachers’ Attitudes in Secondary Education

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Ali Emad Muhammad
Keyword(s):  
Critical Thinking ◽  
Social Studies ◽  
Instructional Strategies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Social Studies Teachers ◽  
Self Assessment ◽  
Constructive Learning ◽  
Teachers Attitudes ◽  
Self Learning

This study examined social studies teachers’ attitudes towards critical thinking as a dimension of constructive learning. The purpose of this study was indeed to develop a better understanding of the use of instructional approaches by experienced teachers to enhance critical thinking skills and improve student learning of social studies. The study was conducted in the city of Erbil in Iraqi Kurdistan with 20 experienced social studies teachers in 8 public secondary schools. Qualitative approach was preferred for this study. The interview with each of the 20 teachers was conducted individually and their social studies classes are observed separately. The results of this study revealed that teachers have little knowledge and understanding of instructional strategies that foster critical thinking. The teachers believed that students can benefit from using self-learning, self-assessment, involving in peer learning, meaningful and reasonable response process and express curiosity through questioning how and why. This study also explored some obstacles when teachers practice instructional strategies that enhance critical thinking in learning social studies.

Sign in / Sign up

Export Citation Format

Share Document