scholarly journals Effectiveness of science infographics in improving academic performance among sixth grade pupils of one laboratory school in the Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 313-323
Author(s):  
Raymart Basco
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Thinking Skills ◽  
The Philippines ◽  
Critical Thinking Skills ◽  
Laboratory School ◽  
Self Confidence ◽  
Study Results ◽  
Post Test

This study determined the effectiveness of science infographics in improving academic performance among sixth-grade pupils of Batangas State University ARASOF-Nasugbu Laboratory School. Based on the results of the multiple pre-test and post-tests of 26 pupils, the findings elucidated that the respondents performed significantly better in their post-test. The results implied that infographics were significant in terms of improving academic performance in Science among learners. Additionally, findings revealed that critical thinking skills, recall information, understanding complex information, and organizing information into logical groups may be improved through infographics. Further, infographics were found to improve learners' ability to communicate to others what they have learned, improve presentation skills, acquire teamwork, increase motivation to learn, improve the ability to give and receive feedback, and gain self-confidence to learn and succeed. An infographics paradigm was developed based on the study results to understand further the infographics' potentials in the teaching and learning process.

scholarly journals Pengaruh Model Pembelajaran Project Based Learning Pada Mata Pelajaran IPA Terhadap Kemampuan Berpikir Kritis Siswa Kelas VI SD Negeri Margorejo VI Surabaya

2019 ◽  
Vol 1 (1) ◽  
pp. 28-35
Author(s):  
Milda Mabruroh
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Sixth Grade ◽  
Analysis Data ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Matched Pair ◽  
Post Test ◽  
Parametric Statistical Test

The research aim was to determine the influence of Project Based Learning Models On Students’ Critical Thinking Skills of Sixth Grade Elementary School Student on science subjects at Elementary School VI Margorejo. This type of research is descriptive quantitative with experimental methods and the design of One Group Pre-test and Post-test. The subject of this research was the student members of Class VI at Elementary School VI Margorejo, Surabaya. The techniques carried out to support my research using data collection, observations, questionnaires and tests in the form of pre-test and post-test. Validation of this research is expert validator and using SPSS calculation. Analysis data used is a non-parametric statistical test with Wilcoxon "matched pair. The results of this study indicate that the output of the "Test Statistics" 0.000 <0.05, it can be concluded that the hypothesis 1 (H1) is accepted, which means there is a difference in the value of the pre-test and post-test and there is big influence from this project on students' critical thinking abilities of Sixth Grade Elementary School VI Margorejo Surabaya.

scholarly journals Keefektivan Pendekatan Contextual Teaching and Learning (CTL) untuk Meningkatkan Kemampuan Berpikir Kritis dan Rasa Ingn Tahu Mahasiswa

2019 ◽  
Vol 4 (1) ◽  
pp. 169
Author(s):  
Triyani Triyani
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Gain Score ◽  
Study Results ◽  
Contextual Teaching ◽  
Very High

This article aims to describe the study results about the effectiveness of using the Contextual Teaching and Learning (CTL) approach to critical thinking skills and college student curiosity in the Pancasila Education subject. The research instrument used in this study was a questionnaire about curiosity and elaboration questions to test students’ critical thinking skills. The trial subjects were 55 third semester students. The effectiveness of data analysis based on test results is done by determining the percentage of students’ mastery learning and determining the gain score <g> in the class that is used as the research subject. Based on the achievement of mastery learning classically reached 83.64% with the number of students 46 out of 55 students. Gain score <g> of 0.61 or in the “medium” category. Based on the results of tests of students “critical thinking skills shows that the CTL approach is effective for improving students” critical thinking skills. Achievement of student curiosity based on the results of the questionnaire in the “very high” category with a percentage reaching 72.73% or as many as 40 students from 55 students. Besides the gain score <g> of 0.61 or in the category of “medium”. Based on the curiosity questionnaire shows that the CTL approach is effective for developing student curiosity.

scholarly journals Menilai Teknik Penyebatian Kemahiran Berfikir sebagai Satu Alternatif untuk Meningkatkan Kemahiran Berfikir dan Memahami Mata Pelajaran Fizik

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Badariah Hashim ◽  
Nurulhuda Abd Rahman ◽  
Razak Abd. Samad Yahya
Keyword(s):  
Treatment Group ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Posttest Score ◽  
Learning Activity ◽  
Control Group ◽  
Study Results ◽  
Conceptual Maps ◽  
Post Test ◽  
Quasi Experimental

This research is intended to evaluate the use of the infusing thinking skills technique in teaching Form Four Physics in the topic of heat through the students’ achievements in the Critical Heat Test. The research involves the types of thinking skills, which are the parts-whole relationships, comparing and contrasting, and conceptualization. Teachers need to choose the most suitable type of thinking skills for the topic that will be taught in order to attain the learning outcome required. Additionally the infusing thinking skills technique, along with thinking skills, also contain the training of mind of habits in the behavior of students and metacognition whereby students will reflect on the thinking skills process during the teaching and learning activity. The use of thinking maps according to the type of thinking as mentioned, can help students think in step by step sequence. The methodology of the study is quasi-experimental and shows the disproportionate test design of the pre- and post-test groups. Research samples are purposive sampling, containing 30 people for each treatment group and control group. Two schools in Kinta Utara were involved in this study. Results show that there are significant differences in test-t, that is the score increment (critical heat posttest score-pretest score) of the treatment group as compared to the control group. It is found that the infusing thinking skills technique is suitable to enhance thinking skills and the students understanding of the heat topic. This technique is an alternative for teachers to apply various types of thinking skills required in Physics to train thinking skills to the students. Through conceptualization skills, students will be able to find Physics concepts from what they already know and from their daily experiences by using conceptual maps.

scholarly journals PENGARUH MODEL PEMBELAJARAN OPEN ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V MATA PELAJARAN MATEMATIKA DI MI

2021 ◽  
Vol 2 (2) ◽  
pp. 62-75
Author(s):  
Nurhaningtyas Agustin ◽  
Lafifatun Ni’mah
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Fifth Grade Students ◽  
Post Test

Mathematics is one of the subjects that trains students to think critically, logically, analytically, systematically, and creatively. One of the regulations of the Minister of Nation Education No.23 of 2006 years, about “graduate competency standards” is to have the ability to cooperate. One way to develop students’s critical thinking skills is to apply student oriented learning with open learning, Open Ended. The method in this study is an experimental method by applying an Open Ended learning model. The purpose of this study was to obtain data or information about the influence and general picture of students critical thinking skills after the application of Open Ended learning in teaching and learning in the classroom. In addition to get an overview of students respones to the application of Open Ended. This study took the population class V MI Al-Falahiyah Kedungrejo-Kerek-Tuban lesson years 2019/2020. This study uses the population as a score of data because the number of students studied is less than 100 students. Namely fifth grade students, amuting to 20 students. The instruments used as data collection were questionnaires and test of mathematical critical thinking skills in fraction subjects. The statistical test used was a t-test with a pre test and post test one group design. Students whos responded to learning with who Open Ended model with a score range’s of 25-27by 10%, a range scores of 28-30 by 15%, a range scores 31-33 by 30%, a range scores of 34-36 by 15%, and 37-39 by 30%. With 11 students who responded well, and 9 students who responded very good, to the Open Ended learning model. Hypothesis test results with the t-test t hitung >  t tabel (2,109>2,029). While the average value of students mathematic critical thinking ability of students is categorized as moderate or sufficient.

scholarly journals Fostering Student’s Critical Thinking through a Virtual Reality Laboratory

2020 ◽  
Vol 14 (08) ◽  
pp. 183
Author(s):  
Jaslin Ikhsan ◽  
Kristian Handoyo Sugiyarto ◽  
Tiwi Nur Astuti
Keyword(s):  
Virtual Reality ◽  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Teaching Learning

Virtual reality (VR) laboratory is great potential for education. It is recognized as a technological advance that can facilitate a learning process through the development of highly realistic 3D visualization. Using VR laboratory in teaching and learning makes it possible to manipulate objects in the virtual scene in a manner similar to the real world. Virtual reality laboratory was developed to enhance the students’ critical thinking skills. A Research and Development (R &amp; D) method with a post-test design was used in the research. The subjects included the students who were enrolled at Senior High School in Yogyakarta, Indonesia with a total of 96 grade 10<sup>th</sup> students. The samples divided into three classes, namely EC-1 with virtual reality laboratory, EC-2 with virtual reality and real laboratory, and CC with real laboratory while the quality VR was applied to chemistry teachers. The findings of this research reveal that the quality of VR laboratory integrated hybrid learning was in a very good category. The results of students' critical thinking skills were analyzed using ANOVA test and it was found that there is a significant difference on students’ critical thinking skills of the three classes. Students who took part in learning using VR laboratory both in the EC-1 and EC-2 classes had better critical thinking skills compared to the CC class. Thus, the VR laboratory is potentially used for further teaching-learning process.

Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

2018 ◽  
Vol 1 (1) ◽  
pp. 12 ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Laboratory School ◽  
Teaching Tools ◽  
Model Based ◽  
Language Writing ◽  
School Laboratory ◽  
Research Type

<em>This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in </em><em>Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.</em>

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Kemampuan Berpikir Kritis Siswa Melalui Pembelajaran Berbasis Lingkungan untuk Studi Ekosistem Sungai

2019 ◽  
Vol 3 (2) ◽  
pp. 100-105
Author(s):  
Fema Anggriani ◽  
Bhakti Karyadi ◽  
Aceng Ruyani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Sea Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Observation Data ◽  
Teaching Materials ◽  
Process Skill ◽  
Post Test

ABSTRACT[Capacity of student critical thinking through learning base on ecosystem study of water river]. South Bengkulu one of regencies in Bengkulu Province, located west in of the Bukit Barisan Mountains range which has a height of 600-1200 meters above sea level. South Bengkulu has a lot natural wealth that can be utilized as a medium of learning. This research aims to measure the ability of critical thinking and process skill student of class VII MTN 2 south Bengkulu by utilizing environment-based teaching materials. This research uses observation data collection techniques and test (pre test and post test ) Assessment of process skill conducted on two learning activities that is indoor and out door learning activities. Performance of process skill from student of class VII MTsN 2 South Bengkulu including into the category excellent and good while student critical thinking skills classically including into the critical categoryKeywords: student critical thinking skills; environment-based teaching materials’ pre test and post test.(Received November 19, 2018; Accepted April 15, 2019; Published June 18, 2019) ABSTRAKBengkulu Selatan adalah salah satu kabupaten di Provinsi Bengkulu terletak di sebelah barat pegunungan Bukit Barisan di mana ketinggian pegunungan tersebut rata-rata 600-1200 m diatas permukaan laut (dpl) yang mempunyai banyak kekayaan alam yang dapat dimanfaatkan sebagai media pembelajaran. Penelitian ini bertujuan 1) Mengukur kemampuan berfikir kritis siswa dan ketrampilan proses siswa kelas VII MTsN 2 Bengkulu Selatan dengan memanfaatkan bahan ajar berbasis lingkungan. Penelitian ini menggunakan teknik pengumpulan data observasi dan tes (pre test dan Post test). Penilaian keterampilan proses ini dilakukan pada dua kegiatan pembelajaran indoor dan kegiatan pembelajaran outdoor. Kemampuan kinerja keterampilan proses siswa kelas VII MTsN 2 bengkulu Selatan termasuk kedalam kategori sangat baik dan Baik dan kemampuan berpikir kritis siswa secara klasikal termasuk kedalam kategori Kritis.Kata Kunci: Kemampuan berpikir kritis siswa, bahan ajar berbasis lingkungan, Pre test dan post test.

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