scholarly journals Scientific Argumentation in Chemistry Education: Implications and Suggestions

2018 ◽  
Vol 14 (11) ◽  
pp. 16
Author(s):  
Lee Yeng Hong ◽  
Corrienna Abdul Talib
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Chemistry Education ◽  
Science Achievement ◽  
Essential Element ◽  
Scientific Argumentation ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Malaysian Students ◽  
The Impact

The Malaysia Education Blueprint 2012-2025 reveals the aspiration of government to prepare Malaysian children to meet the challenges of a 21st century economy. Nonetheless, Malaysia has a long way to go to achieve this target. PISA (2015) result indicates that Malaysian students have problems in reasoning skills. To achieve the target, Educational Blueprint advocates infusion of inquiry-based instruction in classrooms for students to acquire critical thinking skill. Critical thinking skill is a 21st century learning skill the students need to possess in today’s global economy. This skill includes the ability of individual to reason effectively. Scientific argumentation is a skill to promote critical thinking of students. Being the essential element of scientific inquiry and important activity in scientific reasoning, scientific argumentation helps students to develop and refine scientific knowledge. It is imperative to implement scientific argumentation in science classrooms. The purpose of this paper aims to raise some issues, including the results of previous studies about the impact of scientific argumentation on science achievement, the rationale for focusing on monological models in the three classification of argumentation models, and address the issues about the appropriateness of Toulmin argument model (an example of monologoical models), which is prevailed in science education to promote students’ scientific argumentation skills. Finally, this paper will outline some suggestions regarding implementation of Toulmin argument model to promote scientific argumentation in chemistry education.

scholarly journals The Impact Of Problem Based Learning On The Students’ Learning Outcomes Toward Critical Thinking Skill In Elementary School

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Agustiningsih Agustiningsih ◽  
Singgih Bektiarso ◽  
Arju Mutiah ◽  
Ahmad Ahmad
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Impact

Problem based learning supports students to have an ability to solve problems in real life, so that students’ critical thinking skill is structurally able to appear and is examined well. By problem based learning, students are able construct their own knowledges. This research is held in elementary school using true experimental with test post-test control group design. It uses quantitative descriptive approach. The data of critical thinking skill indicates that problem based learning does not affect significantly toward students’ critical thinking. The data of learning outcomes is analyzed by using t-test in 5 % signification level. The calculation result using t-test gains tcount = 2, 533. This value is consulted to ttable with db = 54 in 5 % signification level, so that it gains ttable = 2,005. It gains tcount>ttable (2,533 > 2,005). Based on its result, it can be concluded that problem based learning affects students’ learning result, unlike students’ critical thinking skill.

scholarly journals Development of Learning Device Based on 21st Century Skill with Implementation of Problem Based Learning to Increase Critical Thinking Skill of Students on Polyhedron for Grade 8th Junior High School

2020 ◽  
Vol 4 (2) ◽  
pp. 273 ◽  
Author(s):  
Melva Yola Afdareza ◽  
Putri Yuanita ◽  
Maimunah Maimunah
Keyword(s):  
High School ◽  
Critical Thinking ◽  
21St Century ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
21St Century Skill

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of  problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

scholarly journals EFEKTIVITAS MODEL LEARNING CYCLE 7E BERBANTUAN E-MODUL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMP

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Sapta Desty Sugiharti ◽  
Nanang Supriadi ◽  
Siska Andriani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Learning Cycle ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Scheffe Test ◽  
The Mean ◽  
The Impact

This research aimed to findout the effectiveness of learning cycle 7e assisted e-modul to improve critical thinking skill of Junior High School of students. This research used the quasy experimental design with three classed as sample, VII A as first experiment class, VII B as second experiment class, andVII C as control class. The data were used in this research are the result of pretest and n-gain scores. Data were analyzed by one way Anova and Scheffe test. Based on the result of the Scheffe test, it is knownthe models learning is togive the impact of a diffirent order to enhance the ability of the critical thinking skill. The mean of N-Gain at first experiment class was 0,829, at second experiment class was 0,693, and control class was 0,571. Based on the mean of N-Gain, it can be concluded that learning cycle 7e assisted e-modul was the most effective model to improve critical thinking skill of Junior High School students.

EFEKTIVITAS BLENDED LEARNING BERBASIS PENDEKATAN STEM EDUCATION BERBANTUAN SCHOOLOGY UNTUK MENINGKATKAN CRITICAL THINKING SKILL PADA MATERI FLUIDA DINAMIK

2019 ◽  
Vol 2 ◽  
Author(s):  
Suji Ardianti ◽  
Dwi Sulisworo ◽  
Yudhiakto Pramudya
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Stem Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Face To Face ◽  
Post Test

Education systemin this era, focused on 21st century. Learning of the 21st century is a system to the renewal of a movements education especially in the field of science and math . One of renewal is known with the STEM term. Competence of the 21st century is one of a concrete manifestation in terms of support learning the curriculum applied at present. One of the object of which is seen critical skill against. subjects found in the level of education, but in reality in the field is critical thinking skill being one an obstacle to human resources in indonesia. Referring to the teaching and learning process in the classroom, sometimes material that was delivered can not received optimally by students due to limited time face to face. The population of this research is SMAN 3 Sumbawa Besar at West Nusa Tenggara. The research sample as much as 54 students class XI random sampling technique. The collection of data used an essay of critical skill with a value of post test as quantitative data. The research results show that class of blended learning approach that uses STEM education shows that can improve critical skill of student.

scholarly journals CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN

2017 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Ratna Hidayah ◽  
Moh. Salimi ◽  
Tri Saptuti Susiani
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Important Indicator ◽  
Self Reflection ◽  
The World ◽  
World Development

The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills are beneficial in improving the analysis skill, creativity, ability to make use of ideas or information, and looking for information skill as well as self-reflection. Learning can do the development of learners’ critical thinking skills. An important indicator in the critical thinking skills is interpreting which about an ability dealing with studying or analyzing, identifying the relevant or irrelevant sources, identifying and evaluating the assumptions, implementing various strategies to make the appropriate decisions, summarizing and regulating themselves.

scholarly journals Developing IRT-Based Physics Critical Thinking Skill Test: A CAT to Answer 21st Century Challenge

2019 ◽  
Vol 12 (4) ◽  
pp. 267-280 ◽  
Author(s):  
Edi Istiyono ◽  
◽  
Wipsar Sunu Brams Dwandaru ◽  
Yulita Adelfin Lede ◽  
Farida Rahayu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Skill Test

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Media Animasi Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Fisika Siswa SMAN 5 Mataram Tahun Ajaran 2016/2017

2018 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Haris Munandar ◽  
Sutrio Sutrio ◽  
Muhammad Taufik
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design ◽  
The Impact ◽  
Academic Year

Abstract – The aim of this research is to know the impact of the applying of problem-based learning with animation toward the critical thinking skill and result of learning physics of student of SMAN 5 Mataram academic year 2016/2017. This research is belong to quasi experiment with pretest-postest control group design. The population is all student of XI MIPA at SMAN 5 Mataram, while the sample are class XI MIPA 4 as the experimental class, and the XI MIPA 6 as control class. The sample taken by the random sampling. The collect of data is done by give the test, 20 multiple choice to knowing the result of learning phyisics and 5 essay for knowing the student’s critical thinking skill. The collected data has been analyzed by using the -test. The result of this research shows that (1) there is an impact of the applying of problem-based learning with animation toward the student’s critical thinking skill that includes the ability in: (a) focusing the question, (b) analyzing the argument/identificating the reason, (c) inducing and considering the result of induction, (d) evaluating the result of consideration, (e) giving the reason; (2) there is an impact of the applying of problem-based learning with animation toward the student’s result of learning physics that includes the result of learning in the cognitif area that follow the Bloom’s taxonomy, that is C1 till C6 (remembering, knowing, applying, analyzing, evaluating, and creating).

scholarly journals PENGARUH METODE DISCOVERY-INQUIRY TERHADAP PROFIL KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN TOPIK KELARUTAN

2020 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Fina Khaerunnisa Frima
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Industrial Revolution ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Method ◽  
Research Subjects ◽  
Thinking Skill ◽  
Critical Thinking Skill

The era of industrial revolution 4.0 contributes major challenges in 21st century of education in obtaining qualified students. Education process lead to the development of student skills and attitudes in addition to the knowledge learning process. Critical thinking skills (KBKr) is one of the 21st century learning skills that students should have and needs to be practiced during learning process in school. One of the learning method to practice KBKr is discovery-inquiry learning method. The purpose of this study is obtain the affect of discovery-inquiry learning method on student’s critical thinking skill achievement in topic of solubility. Method of research is pre-experimental and one-shot case study as the design of method research. Subjects were 41 students at one of the senior high school in Bandung. Instruments of this research are six questions of written test and interview guidelines. Highest achievement at the whole sub indicators is the high ability student’s group. Overall, the student’s critical thinking skill achievement on factors affecting solubility’s learning with discovery-inquiry is good.

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