Content Analysis of Subject Matter According to Basic Thinking Skills, Environment and Psycho-affective

2018 ◽  
Vol 9 (12) ◽  
pp. 982
Author(s):  
Shahla Abdul Kadhim Hadi ◽  
Maysaa Yousif Naser ◽  
Abd Ali Nayif Hasan
Keyword(s):  
Content Analysis ◽  
Subject Matter ◽  
Thinking Skills

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals Pembelajaran Inovatif di Sekolah Berdasarkan Paradigma Teori Belajar Humanistik

2017 ◽  
Vol 1 (2) ◽  
pp. 101-115
Author(s):  
Miki Yuliandri
Keyword(s):  
Elementary School ◽  
Content Analysis ◽  
Data Analysis ◽  
Learning Theory ◽  
Subject Matter ◽  
Primary Schools ◽  
The Internet ◽  
Library Research ◽  
Analysis Technique ◽  
Innovative Learning

This research aims to describe the paradigm of humanistic learning theory in implementing innovative learning in elementary school. The method used in this research is library research which data comes from various sources, both from libraries and various websites that exist on the internet. The source are books, encyclopedias, dictionaries, journals, documents, magazines, and others. Techniques in collecting data that used in this study is documentation. Furthermore, the data analysis technique used in this research is content analysis. The results of this study attempt to illustrate that innovative learning is a learning designed by teachers in new way. The new design made to facilitate learners in building knowledge in the process of behavior change. In addition, the theory of humanistic learning is a theory that helps learners to enjoy learning on subject matter in developing the potential of students themselves to a better direction. Thus, humanistic learning theory can be used to implement innovative learning in primary schools. Humanistic learning theory emphasizes guidance education, develops and directs students basic potential in terms of cognitive, affective, and psychomotor. Keywords: learning theory, humanistic, innovative learning ABSTRAK Penelitian ini bertujuan untuk menggambarkan paradigma teori belajar humanistik dalam mengimplementasikan pembelajaran inovatif di sekolah dasar. Metode yang digunakan dalam penelitian ini yaitu metode library research yang data-datanya berasal dari berbagai sumber, baik dari perpustakaan maupun berbagai website yang ada di internet meliputi buku, ensiklopedi, kamus, jurnal, dokumen, majalah, dan lain-lain. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi. Selanjutnya, teknik analisis data yang digunakan dalam penelitian ini yaitu analisis isi. Hasil penelitian ini berusaha menggambarkan bahwa pembelajaran inovatif merupakan pembelajaran yang dirancang oleh guru yang sifatnya baru, untuk menfasilitasi peserta didik dalam membangun pengetahuannya pada proses perubahan perilaku. Di samping itu, teori belajar humanistik merupakan sebuah teori yang membantu peserta didik untuk senang belajar pada suatu objek atau materi pelajaran dalam mengembangkan potensi diri peserta didik ke arah yang lebih baik. Dengan demikian teori belajar humanistik dapat digunakan untuk mengimplementasikan pembelajaran inovatif di sekolah dasar. Teori belajar humanistik menekankan pada pendidikan membimbing, mengembangkan dan mengarahkan potensi dasar peserta didik baik dari segi kognitif, afektif, dan psikomotor. Kata kunci: teori belajar, humanistik, pembelajaran inovatif

scholarly journals What are the dimensions of thinking skills in Turkish literature: a content analysis study?

2019 ◽  
Vol 8 (1) ◽  
pp. 110
Author(s):  
Yalçın Dilekli
Keyword(s):  
Content Analysis ◽  
New World ◽  
Thinking Skills ◽  
Analysis Study ◽  
The Past ◽  
Cognitive Operations ◽  
Turkish Literature

<table width="593" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="387"><p>New world needs thinking generation. However, growing thinking generation is very difficult because there are many discrepancies in defining of thinking and thinking skills. Without defining thinking and its dimensions, it is nearly impossible to grow such generation. For having thinking generation, thinking and its dimensions should be described. In the past 20 years, there have been many different definitions with regard to thinking and thinking skills. But, three different approaches for defining thinking skills and needed basic cognitive operations were commonly accepted. Aim of this study whether these three approaches for defining thinking skills were accepted in Turkish literature or not. For this aim, 14 studies, selected from Turkish database, related to thinking skills were analyzed. According the content analysis results, Turkish literature follows these three movements for defining thinking skills except for belonging to specific areas. </p></td></tr></tbody></table>

Documentary at Play

2012 ◽  
pp. 353-367 ◽  
Author(s):  
Inge Ejbye Sørensen ◽  
Anne Mette Thorhauge
Keyword(s):  
Content Analysis ◽  
Subject Matter ◽  
Theoretical Framework ◽  
Communication Tool ◽  
Cultural Issues ◽  
Military Conflicts ◽  
Games Theory ◽  
The Relationship ◽  
Historical Periods

Docu-games designate a versatile group of games that have in common an attempt to depict and reflect on aspects of reality such as military conflicts, historical periods, or contemporary political and socio-cultural issues. As such, docu-games have become a new communication tool for individuals or organizations. This chapter explores different perspectives on games as documentaries, going beyond the mere subject matter and visualization of docu-games to approach questions about simulations as statements about reality and gameplay as a tool for communicating statements about reality. Combining cognitive documentary and games theory with content analysis, the chapter offers a theoretical framework for understanding how docu-games reference the relationship between reality and game, as well as how they establish credibility in relation to these representations.

Teachers' and Students' Role in the Learner-Centered Classrooms

2021 ◽  
pp. 800-813
Author(s):  
Angelina Popyeni Amushigamo
Keyword(s):  
Learning Environments ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learner Centered ◽  
Transmission Of Information ◽  
Teachers And Students ◽  
The Subject ◽  
Role Of Teachers

Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

Keefe Smiling!

1979 ◽  
Vol 12 (03) ◽  
pp. 338-339
Author(s):  
Ross Baker
Keyword(s):  
Content Analysis ◽  
Political Science ◽  
Ethnic Groups ◽  
Subject Matter ◽  
The Third ◽  
Enormous Amount ◽  
Used Car ◽  
The Subject

Among the legendary thin volumes such asEthics for Used-Car DealersorLove Sonnets for Bureaucrats, one would invariably find a copy ofThe Wit and Humor of Political Science. There is an irony here and it is this: the very subject matter which is studied by political scientists—government and politics—has produced an enormous amount of humor, but those who study it rarely allow themselves the luxury of approaching the topic with levity or a sense of the absurd. How can it be that what is humorous in practice is so serious in theory? There are jokes about sports, jokes about ethnic groups, jokes about sex, and even jokes about religion but can anyone recall the last time he was elbowed in the ribs and had someone snicker to him, “Say, did you hear the latest joke about content analysis?” What would a joke about political scientists sound like? Would it go something like this? Question: How many political scientists does it take to experience love-making? The answer is three—two to ask each other how it felt and the third to determine the degree of inter-coder reliability. Pretty slim pickings on the whole until the book that is the subject of this piece of arrant puffery.

scholarly journals Assessing Content in a Curriculum-based EFL Oral Exam: The Importance of Higher-order Thinking Skills

2018 ◽  
Vol 9 (1) ◽  
pp. 16 ◽  
Author(s):  
Henrik Bøhn
Keyword(s):  
Subject Matter ◽  
Rating Scale ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cultural Knowledge ◽  
School Level ◽  
Oral Exam ◽  
Higher Order Thinking Skills ◽  
The Subject

In this study data from verbal protocols and semi-structured interviews was analysed to explore Norwegian EFL teacher raters’ (n=10) orientations towards content in an oral English exam at the upper secondary school level, a context characterized by the absence of a common rating scale for the teacher raters. The content construct was mainly analysed in terms a subject matter dimension and a skills and processes dimension. The results indicated that the teachers were more concerned with the skills and processes dimension (e.g. analysis, reflection) than with the subject matter dimension (e.g. cultural knowledge). Moreover, their understanding of subject matter compared fairly well with the subject curriculum, despite instances of construct underrepresentation. The study points to the prominence of guidance for teacher raters in the assessment of content and to the significance of alerting students to the importance of higher-order thinking skills in language education at this level.

scholarly journals An Analysis of English for Palestine- Textbook of Grade Eight Based on Reflective Thinking Skills

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Content Analysis ◽  
Analytical Approach ◽  
English Language ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Teaching English ◽  
The Third ◽  
Evaluation Strategies ◽  
Analyze Data

The current research aimed to analyze English for Palestine- textbook of eight based on reflective thinking skills. To achieve the study purpose, the two researchers adopted the descriptive analytical approach and designed a content analysis card in order to collect and analyze data. The content analysis was designed in terms of reflective thinking skills and refereed by a number of teaching English language specialists and experts in the field of teaching English language. The two researchers used SPSS (22) to get mean, std. deviation, sum and percentages. The results of content analysis showed that English for Palestine-8 includes reflective thinking skills with variant values. Observing got the highest percentage with (22.651%), followed by proposing with a percentage of (22.483%). Inferring got the third rank with a percentage of (20.134%). Then detecting contradictions got a percentage of (18.792%). However, reasoning got the lowest percentage with (15.939%). Thus, the two researchers recommended that the designers of the Palestinian curricula and specialists should focus on enriching reflective thinking skills when setting objectives, teaching and evaluation strategies, and standards should be built in order to evaluate the availability of reflective thinking skills in the English for Palestine textbooks.

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