The Effects of Havruta Discussion Program on Critical Thinking Ability and Communication Ability According to Learning Style of the Gifted

2019 ◽  
Vol 29 (2) ◽  
pp. 259-279 ◽  
Author(s):  
Eun-young Cho ◽  
Shin-dong Lee
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Communication Ability

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMK NEGERI 2 WATAMPONE

2017 ◽  
pp. 45
Author(s):  
Rusnilawarni Rusnilawarni
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Electrolyte Solution ◽  
Hypothesis Test ◽  
Visual Learning ◽  
Instructional Model ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to identify the influence of interaction instructional model and learning style to critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and nonelectrolyte solution. The type of research is quasi-experimental using factorial design 2x3. Population of the research is all of studentsin class X SMK Negeri 2 Watampone school year 2014/2015 consist of 9 class, which amounted to 288 students. The sample is taken by twice of purposive sampling, and the selected classesis X TITL 1 (electric installation technique) and X TITL 2. The Hypothesis test is conducted by SPSS 20 Program using two way Anova. The results of descriptive statistic are average critical thinking ability that students taught using inquiry learning model and cooperative tipe articulation learning are 75.78 and 66.40. Average score critical thinking ability of learners who have learning styles kinethetic, visual and auditory are 73.34, 65.00 and 63.15. The results of this study show that (1) There is no  influence of instructional model to critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (3) There is an interaction between the instructional model and learningstyles in influencing the critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution. Tukey HSD test result show that critical thinking ability of learners who have learning styles kinesthetic higher than the learners who have visual and auditory learning styles, and than critical thinking ability of learners who have learning styles visual and auditory learning style is not different.

scholarly journals A secondary School Student’s Critical Thinking Ability Profile in Natural Science Subject Matters Based on Learning Style

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Nur Afdila
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Natural Science ◽  
Visual Learning ◽  
Self Regulation ◽  
Data Retrieval ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to describe students' critical thinking ability in science subjects based on learning style. The research method uses qualitative research with phenomenological approaches. The research site was conducted at SMP Muhammadiyah 5 Tulangan Sidoarjo. Data retrieval techniques using tests, questionnaires, and interviews. Data analysis techniques using the Miles & Huberman (2014) model include data reduction, data presentation, verification and conclusions. There are 6 indicators of critical thinking abilities revealed that include interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 2013). The study only used 5 indicators of critical thinking ability without self-regulation, this is because they cannot be revealed in a short time. The results of the study found that (1) indicators achieved in visual learning styles include interpretation, evaluation, and inference, (2) indicators achieved in auditory learning styles namely interpretation, analysis, evaluation, and explanation, and (3) indicators achieved in kinesthetic learning styles namely: interpretation and evaluation. All subjects achieved not same indicators, while the all subjects also did not achieve all indicators of critical thinking ability. Further research is expected to be the efforts of natural science teachers in achieving all indicators of critical thinking ability, among others by doing habituation and consistent in training critical thinking ability.Keywords: Critical thinking ability,Secondary school student’s,Natural Science,Learning Style

scholarly journals STUDENTS' CRITICAL THINKING ABILITY, CREATIVE AND LEARNING STYLE IN BAHASA INDONESIA LEARNING FOR GRADE IV SD NEGERI 112238 SEPADAN JAYA

2020 ◽  
Vol 1 (2) ◽  
pp. 167-182
Author(s):  
Ariati Ariati ◽  
Isda Pramuniati ◽  
Evi Eviyanti
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Kinesthetic Learning ◽  
School Year ◽  
Thinking Ability ◽  
Bahasa Indonesia

Abstract This study aims to describe students 'critical thinking ability, students' creativity skills, and the learning style of grade 4 students at SDN 112238 Sepadan Jaya in Indonesian language lessons. This research uses qualitative descriptive method with a population of all grade 4 students at SDN 112238 Sepadan Jaya in the 2020/2021 school year of 21 students. The variables in this study were students' critical thinking ability, creativity, and learning style which included visual, auditorial and kinesthetic. Data collection techniques using questionnaires and analysis techniques used are descriptive statistics. The results showed that the average grade 4 at SDN 112238 Sepadan Jaya in the 2020/2021 school year in Bahasa Indonesia has the majority ability in the highly critical thinking category, at around 47.6%. Ability majority in the creative category, in percentage about 66.67%. The majority of learning styles are Kinesthetic, students have a tendency to one of the visual, auditory or kinesthetic learning styles, with the average student having a tendency on visual learning style 33.33%, auditory learning style 14.28%, and kinesthetic learning style 52.38%.

scholarly journals Method of discussion and learning styles towards student’s critical thinking ability

2020 ◽  
Vol 13 (1) ◽  
pp. 1-9
Author(s):  
A. Jauhar Fuad
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Analytical Technique ◽  
Critical Thinking Ability ◽  
Thinking Ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

scholarly journals Kemampuan Berpikir Kritis Peserta Didik dalam Memecahkan Masalah Matematik Berdasarkan Gaya Belajar

2020 ◽  
Vol 9 (1) ◽  
pp. 167-178
Author(s):  
Vepi Apiati ◽  
Redi Hermanto
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Purposive Sampling ◽  
Critical Thinking Ability ◽  
David Kolb ◽  
Thinking Ability ◽  
Mathematical Problems

AbstrakBerpikir kritis merupakan keterampilan atau strategi kognitif dalam menentukan tujuan. Setiap peserta didik memiliki gaya belajar yang berbeda-beda. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kritis peserta didik dalam memecahkan masalah matematik berdasarkan gaya belajar David Kolb. Pendekatan dalam penelitian ini menggunakan pendekatan kualitatif. Pemilihan subjek dalam penelitian ini berdasarkan purposive sampling, dengan mempertimbangkan peserta didik yang mampu mengerjakan tes dengan memenuhi semua indikator kemampuan berpikir kritis matematis untuk mewakili setiap tipe gaya belajar David Kolb. Teknis analisis data yang digunakan meliputi reduksi data, penyajian data, dan verifikasi data. Hasil penelitian diperoleh bahwa peserta didik SD (diveger), SAs (assimilator), SK (konverger), dan SAk (akomodator) mampu memenuhi semua indikator kemampuan berpikir kritis matematis menurut Ennis yang digunakan pada penelitian ini yaitu elementary clarification, strategies & tactis, advance clarification, dan inference. Namun, pada indikator elementary clarification terdapat perbedaan antara SD, SAs, SK, dan SAk  dalam memfokuskan pertanyaan dari beberapa unsur yang diketahuinya. Students' Critical Thinking Ability in Solving Mathematical Problems Based on Learning Style AbstractCritical thinking is a cognitive skill or strategy in setting goals. Each student has a different learning style. The purpose of this study is to describe the students' critical thinking skills in solving mathematical problems based on David Kolb's learning style. The approach in this study uses a qualitative approach. The selection of subjects in this study was based on purposive sampling, taking into account students who were able to take the test by fulfilling all the indicators of mathematical critical thinking ability to represent each type of learning style David Kolb. Data analysis techniques used include data reduction, data presentation, and data verification. The results obtained that elementary school students (diverge), SAs (assimilator), SK (convertor), and SAk (accommodator) can meet all the indicators of mathematical critical thinking skills according to Ennis used in this study, namely elementary clarification, strategies & tactics, advance clarification, and inference. However, in the elementary clarification indicator, there are differences between SD, SAs, SK, and SA in focusing questions from some of the elements he knows. 

scholarly journals Analisis Tingkat Kemampuan Berpikir Kritis Dengan Model Perubahan Konseptual Ditinjau Dari Gaya Belajar Siswa

2019 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Dedi Riyan Rizaldi ◽  
Muh. Makhrus ◽  
Aris Doyan
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Kinetic Theory ◽  
Student Learning ◽  
Learning Style ◽  
Change Model ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Student Learning Style ◽  
Conceptual Change Model

This study aims to determine level of critical thinking ability when learning process kinetic theory of gas with conceptual change model outcome review from high school student learning style. This type of research is pre experiment with factorial design  (level 3). The research population is all grade XI IPA in SMA Negeri 7 Mataram with sampling technique using purposive sampling. Three samples were taken as experimental class which is class XI MIPA 1 taught with CCM visual style, XI IPA 2 taught by CCM auditory style, and XI IPA 3 taught with CCM kinesthetic style. The student learning style data on was taken using by questionnaire with 4 alternative options. The critical thinking ability’s data collected by using sheets of critical thinking skill based on student's answer to LKS. The result data was analyzed with descriptive statistical test and classified based on categorization level of critical thinking ability. Based on the analysis result, it can be concluded level of critical thinking ability when learning process kinetic theory of gas with conceptual change model outcome review from high school student learning style including into medium category with value of 70,87.

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