scholarly journals Enhancement of Professional Behaviours and Perceptions of Critical Skill Job Preparedness through the Use of a Group Work Contract in Fourth-Year Nutritional Science Students

2020 ◽  
Vol 10 (2) ◽  
pp. 27
Author(s):  
Nadia M Cartwright ◽  
Payal Patil ◽  
Danyelle M Liddle ◽  
Genevieve Newton ◽  
Jennifer M Monk
Keyword(s):  
Critical Thinking ◽  
Group Dynamics ◽  
Group Work ◽  
Scientific Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Science Students ◽  
Nutritional Science ◽  
Work Contract

Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. We determined the effectiveness of a Group Work Contract to facilitate professional behaviours and positive experiences amongst fourth year nutritional science students (n=144) while working collaboratively to complete a Group Literature Critique Assignment designed to promote scientific literacy and critical thinking skills. Changes in students’ attitudes and approaches to group work were assessed before and after completion of the contract and the assignment via two online surveys (Pre- and Post-Group Work Surveys). Completion of the Group Work Contract improved group dynamics including i) frequency of communication, ii) distribution of effort between group members, iii) mutual reliability, iv) respectfulness and inclusivity. Students also reported fewer group problems and an improved ability to work collaboratively in problem solving (P<0.05). Importantly, students reported reduced feelings of anxiety related to group learning and perceptions of achieving a better outcome versus working alone and learning more as a result of working in a group (P<0.05). Additionally, students reported an improvement in their job readiness perceptions with respect to the development of their scientific literacy and critical thinking skills as a result of completing the Group Literature Critique Assignment (P<0.05). Collectively, this data demonstrates that structuring the group work process through the implementation of a Group Work Contract can support the development of positive and effective group dynamics resulting in reduced student anxiety about collaborative learning and perception of a better overall outcome.

scholarly journals PENGARUH TUTOR SEBAYA DALAM PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS FISIKA SISWA SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Evi Durotun Nasihah ◽  
Supeno Supeno ◽  
Albertus Djoko Lesmono
Keyword(s):  
Critical Thinking ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaborative Group ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Impact

The application of problem based learning in the classroom often experiences obstacles, primarily to teach high-level thinking skills, such as critical thinking skills. To overcome these obstacles, in this study we tried the use of peer tutors to guide their friends in a collaborative group when solving problems. This study aims to describe the impact of peer tutoring in problem-based learning on the critical thinking skills of high school physics students. This type of research is a quasi-experimental study with a pretest-posttest control group design. The sample of this research is class X MIPA 3 and X MIPA 4 SMAN 4 Jember. One class was given treatment using problem-based learning accompanied by peer tutoring, while one other class only used problem-based learning. Data about critical thinking skills were obtained from the posttest at the end of learning which was then analyzed using the Independent Sample T-test on SPSS 23. The statistical test results stated that there were differences between the average values of the experimental class and the control class. Thus, it is concluded that peer tutoring in the problem-based learning model has a significant effect on critical thinking skills. The essential aspect of thinking skills with the highest value lies in interpreting skills.

scholarly journals The Practicality of Teaching Materials on Types of Crab in the Mangrove Forest Area to Improve Critical Thinking Skills for Islamic High School Students

2021 ◽  
Vol 3 (1) ◽  
pp. 18
Author(s):  
Nahri Fauzan ◽  
Mochamad Arief Soendjoto ◽  
Muhammad Zaini
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Scientific Literacy ◽  
Mangrove Ecosystem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Roles And Responsibilities ◽  
Good Improvement

The crab is an organism that has pe a major role in the mangrove ecosystem. The preservation of the mangrove ecosystem cannot be separated from the roles and responsibilities of humans. This can be started by creating awareness and practicing thinking skills to provide solutions to various existing environmental problems. According to the results of the TIMSS study, the low scientific ability of Indonesian students, especially its implementation in the form of scientific literacy, has not shown a good improvement so that learning innovations are needed, one of which is the manufacture of environment-based teaching materials. The purpose of this study was to describe the practicality of the teaching materials "Crab Types in the Mangroves Area" in training students' critical thinking skills at MAN Tanah Laut. The type of research used is the Tessmer formative test. The research data were analyzed descriptively, practical data included the feasibility of using teaching material and student responses, indicating that the teaching materials developed were practical for use in learning and could improve the critical thinking skills of MA students.Abstrak Kepiting merupakan organisme yang memiliki peran besar dalam ekosistem mangrof. Kelestarian ekosistem mangrof tidak luput dari peran dan tanggung jawab manusia. Hal ini dapat dimulai dari menciptakan kesadaran dan melatih keterampilan berpikir agar dapat memberikan solusi-solusi dari berbagai permasalahan lingkungan yang ada.  Hasil studi TIMSS menunjukkan rendahnya kemampuan sains siswa Indonesia terutama implementasinya dalam bentuk literasi sains belum menunjukkan adanya peningkatan yang baik sehingga diperlukan inovasi pembelajaran salah satunya dengan pembuatan bahan ajar berbasis lingkungan. Tujuan penelitian ini adalah untuk mendeskripsikan kepraktisan Bahan Ajar “Jenis Kepiting di Kawasan Mangrof” dalam melatihkan keterampilan berpikir kritis siswa MAN Tanah Laut. Jenis penelitian yang digunakan adalah uji formatif Tessmer. Data hasil penelitian dianalisis secara deskriptif, data kepraktisan meliputi kepraktisan penggunaan bahan ajar dan respon siswa, menunjukkan bahwa bahan ajar yang dikembangkan praktis untuk digunakan dalam pembelajaran dan dapat meningkatkan kemampuan berpikir kritis siswa MA.

scholarly journals The Effect of Inquiry Learning Model And Scientific Literacy Toward Students’ Critical Thinking Skills In Primary School

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nia Devi Anggraini ◽  
I Made Astra ◽  
Erry Utomo
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Scientific Literacy ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Tukey Test

The aim of this study is to determine the effect of Inquiry Learning Model and Scientific Literacy toward students’ Critical Thinking Skills in Primary School. This Study was Conducted at SD Islam Al-Ikhwan Tangerang in Fifth Graders. The True Experiment Method with Two Way Anava design (treatment by level 2x2) was implemented in this study. 40 students as the sample was selected by simple random sampling. Students in experimental group were learned through Inkuiri Mandiri model. Meanwhile, in control group, students were learned through Guided Inquiry. Based on data analysis, it was obtained: (1) the student’s critical thinking skills given by Inkuiri Mandiri Model is higher than Guided Inquiry, as evidenced by Fcount (10.93) > Ftable (4.10 ); (2) there is influence of interaction between learning models and scientific literacy toward student’s critical thinking skills, this can be seen from the acquisition price of Fcount (58.926) > Ftable (4.10); (3) student’s critical thinking skills given Inkuiri mandiri Model is higher than Guided Inquiry in group of students with high scientific literacy, with the Tukey-test Qcount Test (10.986) > Qtable (4.33); and (4) student’s critical thinking skills given Inkuiri Mandiri Model is lower than Guided Inquiry in group of students who have low scientific literacy, with the Tukey-test Qcount Test (4.369) > Qtable (4.33).

scholarly journals The Effects of Problem-Based Learning on Critical Thinking Skills and Student Science Literacy

2020 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Suhirman Suhirman ◽  
Husnul Khotimah
Keyword(s):  
Critical Thinking ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aimed to describe the effect of problem-based learning on students' critical thinking skills and scientific literacy. This research is a quasi-experimental study with pre-test-post test control group design. Sampling was done by saturated sampling technique in which the experimental class consisted of 35 students and the control class was 34 students. Data on critical thinking skills and student scientific literacy were collected using test instruments which were then analyzed descriptively and statistically. The results showed that the Problem-based Learning model had more effect on students’ critical thinking and scientific literacy (p <0.05) than conventional learning models applied to the control class. Based on the results of the study, it can be concluded that the Problem-based Learning model significantly effect on students’ critical thinking and science literacy in class XI MAN 1 Mataram.

The impact of the Sports Science Students' Attitudes towards the Scientific Research Methods Course on their Critical Thinking Skills

2021 ◽  
Vol 15 (10) ◽  
pp. 3004-3008
Author(s):  
Hikmet Turkay
Keyword(s):  
Critical Thinking ◽  
Research Methods ◽  
Scientific Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Methods Course ◽  
Science Students ◽  
Sports Science ◽  
Students Attitudes ◽  
The Impact

Background: Scientific research processes are of capital significance in defining problems from a critical perspective, identifying the variables, determining the relationships between these problem variables, and finding solutions to existing issues. Aim: Based on this direction, the current study aimed to examine the effects of sports science students' attitudes towards scientific research methods course on their critical thinking skills considering various variables. Methods: The study group, determined by a simple random sampling method, comprised 412 students with an average age of 21.92, studying in sports sciences. "Attitude Scale Towards Scientific Research Course" and "Critical Thinking Skills Scale" were used to scale students' scientific research and critical thinking skills. Results: The study determined that while there was no significant difference between the students according to the gender variable, there were differences according to the department and class variables. Conclusion: As a result, there is a positive relationship between students' attitudes towards scientific research methods and their critical thinking skills. Keywords: Sport Sciences, Scientific Research, Critical Thinking

The superstitious scholar

2019 ◽  
Vol 11 (3) ◽  
pp. 415-427
Author(s):  
Robin A.F. Andrews ◽  
Philip Tyson
Keyword(s):  
Critical Thinking ◽  
Academic Discipline ◽  
Significant Negative Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
High Achievers ◽  
Science Students ◽  
Content Type ◽  
Paranormal Belief ◽  
Paranormal Beliefs

Purpose The development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues. Design/methodology/approach This study aimed to investigate paranormal beliefs within a student population: differences among gender, academic discipline and academic performance were explored. Findings Findings indicated that females expressed higher levels of paranormal belief than males, “hard” science students (e.g. Biology) and “soft” science students (e.g. Sociology) expressed lower levels of belief than arts students, and a significant negative correlation indicated that high achievers were less likely to endorse paranormal beliefs. Originality/value In light of these results the authors suggest that paranormal phenomena may be a useful tool for teaching critical thinking skills at university.

scholarly journals Redesigning a General Education Science Course to Promote Critical Thinking

2015 ◽  
Vol 14 (3) ◽  
pp. ar30 ◽  
Author(s):  
Matthew P. Rowe ◽  
B. Marcus Gillespie ◽  
Kevin R. Harris ◽  
Steven D. Koether ◽  
Li-Jen Y. Shannon ◽  
...  
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Scientific Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Curriculum ◽  
Logical Fallacies ◽  
Scientific Facts ◽  
Education Science ◽  
Scientific Ideas

Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy.

scholarly journals Development of STEAM Media to Improve Critical Thinking Skills and Science Literacy

2021 ◽  
Vol 3 (1) ◽  
pp. 25-34
Author(s):  
Anik Twiningsih ◽  
Evi Elisanti
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Positive Impact ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Design Development ◽  
Literacy Class ◽  
The Mean

The objective of this study is to develop STEAM-based learning media (Science, Technology, Engineering, Arts, Mathematics) in grade 1 thematic learning to improve critical thinking skills and the culture of scientific literacy in grade 1 students. This media was developed based on the STEAM approach, as the result of the use of media through the syntax of analizing, synthesizing, drawing conclusions, and organizing strategies and tactics. The excellence of this innovative work focuses on improving critical thinking skills and scientific literacy. This type of research is research and development (Research and Development) with ADDIE design (Analysis, Design, Development, Implementation, Evaluation). Based on the results of the study before using STEAM-based colored two-dimensional Figure Mixing media, it was identified that the mean class of students' critical thinking skills was 74.80 and the mean science literacy class was 73.61. After using STEAM-based typewriter media it can be identified that the mean class of students' critical thinking skills was 86.67 and the mean science literacy class was 88.67. The results of this study prove that STEAM-based non-typed media developed can improve students' critical thinking skills so that it has a positive impact on scientific literacy. This study concludes that new learning media developed can improve the activeness of students and ultimately have a positive impact on student learning outcomes.

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