scholarly journals Applying Self-directed Learning Strategy to Enhance Nursing Students' Critical Thinking Skill

2017 ◽  
Vol 06 (02) ◽  
pp. 67-77 ◽  
Author(s):  
Heba K. Obied ◽  
Reda A. Abo Gad
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Learning Strategy ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Comparing the effects of online teaching during the COVID-19 pandemic and traditional teaching in Surgical Nursing

2020 ◽  
Author(s):  
Taoyun Zheng ◽  
Xinhong Zhu
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Undergraduate Nursing Students ◽  
Teaching Online ◽  
Face To Face ◽  
Undergraduate Nursing ◽  
Directed Learning

Abstract Background: The coronavirus disease 2019 (COVID-19) pandemic has necessitated a dramatic shift in how nursing faculty and undergraduate nursing students are educated. This study aims to examine the teaching effectiveness of Surgical Nursing using both face-to-face teaching and online teaching in undergraduate nursing education. Methods: A quantitative approach was adopted. Year-3 undergraduate nursing students were recruited. face-to-face teaching was conducted in semester 1, and online teaching was conducted in semester 2 during COVID-19 pandemic. Student evaluations were collected at the beginning of semester 1 and the end of semester 1 and semester 2. Results: 162 students were recruited in the study. 45.1% students held neutral attitude towards online course of Surgical Nursing. Students were more likely to prefer unit quizzes online and mind maps as homework, task-driven learning, recording videos and online question and answer as the means of theoretical teaching online, and watching surgical nursing skills video and case-based learning in groups as the means of practical teaching online. However, nearly 62.4% students admitted the effectiveness of online teaching was worse than face-to-face teaching. During online teaching, the mean grades of student in unit quizzes were improved, but there were no differences in student evaluations of instruction mean scores for critical thinking, self-directed learning and self-efficacy in comparison with the baseline. Additionally, differences between the face-to-face and online teaching were found in terms of self-directed learning, critical thinking and self-efficacy. Conclusion: The effectiveness of online teaching was not superior to the traditional teaching. Although online teaching has advantages of convenience, speed, anytime and anywhere, face-to-face teaching in classroom and interpersonal interaction in the real situation are insurmountable limitations in online teaching.

scholarly journals Student Worksheet Development to Practice Critical Thinking Skill Using Blended Learning on Reaction Rate

2021 ◽  
Vol 3 (5) ◽  
pp. 12-21
Author(s):  
Intan Novitasari ◽  
Bertha Yonata
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Reaction Rate ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Student Responses ◽  
Student Activities

ABSTRACT: This research aims to determine the feasibility of student worksheets to practice critical thinking skills using blended learning on reaction rate matter. This research is using Research & Development (R&D) design with the subjects are 2nd-grade students. The instrument used which as the student worksheet, pretest-posttest sheet, student activity observation, and student responses questionnaire. The validity of the student worksheets on the concentration factor, surface area, temperature, and catalyst obtained the percentage respectively 89.37%, 87.55%, 87.67%, and 87.53%. Student activities, obtaining a percentage of 90% and observation of student responses by 91%. The effectiveness of the students' worksheets in terms of the N-gain score of the pretest and posttest with an average of 0.65 in the medium category is very effective to practice critical thinking skill. So the student worksheet using guided inquiry learning model and blended learning strategy in reaction rate matter to practice critical thinking skill is feasible to use in High School.Keywords: student worksheet, critical thinking skill, blended learning, the reaction rate

scholarly journals Critical Thinking Dispositions and Self-esteem among Nursing Students

2020 ◽  
Vol 15 (2) ◽  
pp. 9-16
Author(s):  
Hng Siew Hong ◽  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Nursing Student ◽  
Self Esteem ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical thinking skill is an important skill for nurses to make a better clinical decision in providing safe care. Critical thinking dispositions development is supported with sufficient self-esteem. The present study aimed to measure the level of critical thinking disposition and self-esteem among undergraduate nursing students in a public university in Malaysia. A cross-sectional study was carried out in a university involving 99 students. Data were collected by self-report questionnaires and analysed quantitatively. A total of 97% of the nursing student had a high level of critical thinking dispositions. Almost¾3/4 of the students had a moderate level of perceived self-esteem (74.7%). The critical thinking dispositions were significantly related to perceived self-esteem (p<0.044). Overall, the nursing student of this study had high critical thinking disposition and moderate self-esteem, which is very important for them to become a good nurse with critical thinking skill in the future.

scholarly journals PENGARUH PENERAPAN BELAJAR MANDIRI PADA MATERI EKOSISTEM TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KEMAMPUAN MEMECAHKAN MASALAH SISWA SMA DI KOTA METRO

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Anak Agung Oka
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Strategy ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design ◽  
Biology Learning ◽  
Academic Year

The objective of this research was to know the effect of  alone learning to the critical thinking skill and problem solving ability in SMA Teladan 1 Metro. This research applied quasy experimental with non-equvalent control group design. The population of this research is allow students of class X SMA Teladan 1 Metro on academic year 2009/2010. The samples of this research were class XA as experimental (alone learning) and class XB as control (conventional). The instrument of this research namely critical thinking and problem solving test. This research data are quantitative data consisted by score capacity critical thinking and problem solving ability to river ecosystem, collected on 15 january until 12 Juni 2010. Data were analysed by bilinear covariant statistical analysis (Ancova), continued with LSD test. The result of this research indicated that there were an effect of alone learning strategy toward the critical thinking skill and problem solving ability. Student with alone learning strategy having critical thinking higher 80,111% than conventional learning. Beside, student with alone learning strategy having 11,124% higher than convensional learning. Based on this research, the researcher suggest to the teacher that this strategy can implemented in biology learning. Kata Kunci: Belajar Mandiri, Keterampilan Berpikir Kritis, Kemampuan Memecahkan Masalah.

scholarly journals PENERAPAN STRATEGI BLENDED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA ERA REVOLUSI INDUSTRI 4.0

2019 ◽  
Vol 7 (1) ◽  
pp. 30-44
Author(s):  
Supri Wahyudi Utomo ◽  
Liana Vivin Wihartanti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Blended Learning ◽  
Learning Strategy ◽  
Threshold Level ◽  
Class Action ◽  
Learning Activities ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Study Program

This research carried out blended learning strategy through class action research. The aim of the application of blended learning in class was to encourage the students’ critical thinking skill. The application of blended learning strategy was motivated by evidence that the existing strategy leaved the students passive which entailed in the limited materials as given by the lecturers. Blended learning strategy was expected to develop the lecturers’ instruction in gaining the learning achievement. The subjects of the research covered 35 students of the Accounting Study Program, University of PGRI Madiun. The research was carried out by three-cycles Class Action Research. The data were taken through the learning activities by means of observation guide, and through students’ achievement test. The results showed that the students’ critical thinking skill developed after treatment from 8.4% to 42.2% in the first cycle. In the second cycle, it developed even greater to 92.3%. In the third cycle, the students’ achievement passed the threshold level. The conclusion was then that blended learning was effective in developing the students’ critical thinking skill. AbstrakPenelitian ini merupakan penelitian tindakan kelas dengan fokus masalah tentang penerapan strategi blended learning dalam kegiatan pembelajaran. Tujuan penelitian adalah untuk meningkatkan kemampuan berpikir kritis dan hasil belajar mahasiswa. Rasionalnya adalah bahwa pembelajaran kovensional dirasakan kurang menumbuhkan kemampuan berpikir kritis dan pengetahuan mahasiswa terbatas pada materi yang diajarkan dosen. Penerapan strategi blended learning diharapkan dapat menjadi acuan dosen sebagai strategi yang selalu mengikuti perkembangan dunia pendidikan dan efektif dalam mencapai tujuan pembelajaran. Subyek penelitian ini adalah 35 mahasiswa Program Studi Pendidikan Akuntansi Universitas PGRI Madiun yang menempuh mata kuliah Belajar Pembelajaran. Metode penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang  dilaksanakan dalam 3 siklus. Data penelitian dibuktikan dari penilaian aktivitas belajar dosen dan aktivitas belajar mahasiswa yang diperoleh dari lembar observasi serta hasil belajar yang diukur melalui tes. Hasil analisis data menunjukkan adanya peningkatan kemampuan berpikir kritis mahasiswa dibandingkan sebelum dilakukannya perlakuan (treatment).  Dari yang semula 33,8% meningkat sebesar 8,4%, menjadi 42,2% pada siklus-1, meningkat lagi menjadi 71,9% untuk siklus-2, dan pada siklus-3 meningkat menjadi 92,3%. Hasil analisis penerapan blended learning pada siklus ketiga menunjukkan peningkatan yang cukup signifikan karena mahasiswa mencapai ketuntasan dalam kegiatan belajarnya. Kesimpulan hasil penelitian menunjukkan bahwa penerapan strategi blended learning efektif untuk meningkatkan kemampuan berpikir kritis dan hasil belajar mahasiswa.

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