scholarly journals Critical Thinking in Argumentative Essays

2021 ◽  
Vol 2 (2) ◽  
pp. 60-65
Author(s):  
Yina Wu
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Teacher Assessment ◽  
Online Resources ◽  
Learning Materials ◽  
Writing Teacher ◽  
Argumentative Essays

The absence of critical thinking competency among college students has been one of the most widely studied subjects in China. This paper discusses the importance of critical thinking and suggests a three-step approach to cultivating critical thinking in developing argumentative essays, which includes before writing- choosing online resources as learning materials, during writing-choosing open, inspiring and controversial tasks, and post writing-teacher assessment.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL LEARNING CYCLE 5E UNTUK MELATIH KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI POKOK ALAT– ALAT OPTIK

2017 ◽  
Vol 6 (1) ◽  
pp. 1265
Author(s):  
Nahdia Rupawanti BR ◽  
Budi Jatmiko ◽  
Soeparman Kardi
Keyword(s):  
Critical Thinking ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Material ◽  
Model Learning ◽  
Learning Materials ◽  
Qualitative Technique ◽  
Time Required ◽  
Dominant Activity ◽  
Predetermined Time

This Research aimed at developing instructional learning materials, particularly Optical Equipments, based on Learning Cycle 5E to facilitate the student’s Critical Thinking. The research’s subjects are developing instructional learning materials and students of grade XI in Islamic Senior High School Darul Istiqomah, Bojonegoro. The study used Dick’s and Carey’s model. The developed instructional learning material is tryouted using one group pretest-posttest design in the classroom. The study’s data analysis used descriptive quantitative technique and descriptive qualitative technique. The results are obtained: developing instructional learning material validity are generally categorized as valid; RPP performing is well; the dominant activity is observation; students also have positive responses to learning model; student’s critical thinking increases. The Obstacles encountered during learning is the time required to carry out learning activities exceeds from predetermined time. Based on the findings and results, it is concluded that the instructional learning materials of Learning Cycle 5E are feasible to facilitate the student’s Critical Thinking. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berdasarkan model Learning Cycle 5E pokok bahasan alat – alat optik untuk melatihkan kemampuan berpikir kritis siswa yang layak. Subjek penelitian adalah perangkat pembelajaran dan siswa kelas XI di MA Darul Istiqomah kabupaten Bojonegoro. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Dick and Carey. Uji coba hasil pengembangan perangkat dalam pembelajaran di kelas menggunakan one group pretest-posttest design. Teknik analisis data menggunakan deskriptif kuantitatif dan deskriptif kualititatif. Temuan dari hasil penelitian ini yaitu: Validitas perangkat pembelajaran dinyatakan valid, keterlaksanaan RPP berkategori baik; aktivitas siswa paling dominan selama pembelajaran adalah melakukan pengamatan; respon siswa terhadap pembelajaran model Learning Cycle 5E dinilai baik; kemampuan berpikir kritis siswa meningkat. Kendala yang ditemui selama pembelajaran adalah waktu yang diperlukan untuk melaksanakan kegiatan pembelajaran melebihi waktu yang telah dialokasikan. Berdasarkan pembahasan hasil dan temuan-temuan, disimpulkan bahwa perangkat pembelajaran model Learning Cycle 5E yang telah dikembangkan pada materi alat – alat optik, layak dipergunakan untuk melatihkan kemampuan berpikir kritis siswa.

scholarly journals Pengaruh self dan peer assessment pada materi ekosistem terhadap berpikir aplikatif dan kritis siswa SMA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Rachmi Nurhardini
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Peer Assessment ◽  
Group Discussion ◽  
Teacher Assessment ◽  
Senior High School ◽  
Control Group ◽  
Cluster Sampling ◽  
Group Design ◽  
Experimental Group

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem terhadap: (1) berpikir aplikatif dan (2) berpikir kritis siswa di SMA Negeri 2 Magelang. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pretest-postest with nonequivalent control group design. Populasi adalah siswa kelas X IPA SMA Negeri 2 Magelang. Sampel  ditentukan menggunakan teknik cluster sampling. Kelompok eksperimen diberi perlakuan penerapan self dan peer assessment, kelompok kontrol diberi penilaian guru. Teknik pengumpulan data yang digunakan adalah tes, self dan peer assessment, wawancara serta observasi. Data dianalisis dengan ANCOVA. Hasil penelitian menunjukkan bahwa (1) penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem tidak berpengaruh secara  signifikan terhadap berpikir aplikatif, dan (2) penerapan self dan peer assessment dalam metode diskusi kelompok pada materi ekosistem berpengaruh positif terhadap berpikir kritis.Kata Kunci:  self dan peer assessment, berpikir aplikatif dan berpikir kritis THE EFFECT OF SELF AND PEER ASSESSMENT ON ECOSYSTEM MATERIAL ON THE APPLICATIVE AND CRITICAL THINKING OF STUDENT OF STATE SENIOR HIGH SCHOOL  AbstractThis study aims to know the effect of self and peer assessment application in group discussion method on ecosystem material on: (1) the applicative thinking  and (2) the critical thinking of the students of State Senior High School 2 in Magelang. This research was a quasi experiment using the pretest-posttest with non-equivalent group design. The population comprised class X science students of X State Senior High School 2 in Magelang. A sample was established using the cluster random sampling technique. The two classes were assigned as an experimental group and control group. The students of the experimental group were taught using the self and peer assessment application, and the students in the control group were taught using the teacher assessment. The data were collected through a test, self and peer assessment, interview, and observation technique. The data were analyzed by ANCOVA. The results of the study show that (1) self and peer assessment application in group discussion about ecosystem materials does not significantly affect the students’ applicative thinking and (2) self and peer assessment application in group discussion about ecosystem materials significantly affects the students’ critical thinking.Keywords: Self and peer assessment, application thinking and critical thinking

Construct Validity and Psychometric Properties of the Cornell Critical Thinking Test (Level Z): A Contrasted Groups Analysis

1992 ◽  
Vol 71 (1) ◽  
pp. 291-303 ◽  
Author(s):  
Craig L. Frisby
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Construct Validity ◽  
Test Performance ◽  
Internal Consistency Reliability ◽  
Thinking Skills ◽  
Ability Group ◽  
Total N ◽  
Ability Groups ◽  
Test Level

Total scores and section scores (both corrected and uncorrected for guessing) on the Cornell Critical Thinking Test—Level Z were analyzed for evidence of construct validity. The test performance of three ability groupings of college students and a “no-booklet” (guessers) group (Total N = 527) was examined. Statistically significant differences were found among the corrected total score means for all four groups. Differences among the means of the three ability groups were statistically significant on one corrected and one uncorrected section of the test. In addition, the formula which corrects for guessing substantially improved the estimate of internal consistency reliability for the low-ability group only. Support for the heterogeneity of the thinking skills measured by Form Z was mixed and inconclusive. Implications for the use or modification of the test are discussed.

Sign in / Sign up

Export Citation Format

Share Document