E-critical/thematic doing history project: Integrating the critical thinking approach with computer-mediated history learning

2007 ◽  
Vol 23 (5) ◽  
pp. 2095-2112 ◽  
Author(s):  
Shu Ching Yang
Keyword(s):  
Critical Thinking ◽  
Computer Mediated ◽  
History Learning

scholarly journals The Implementation of Hybrid Computer Mediated Collaborative Learning (HCMCL) for Promoting Students’ Critical Thinking at IAIN Salatiga, Indonesia

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mashlihatul Umami ◽  
Mursid Saleh ◽  
Januarius Mujiyanto ◽  
Sri Wuli Fitriati
Keyword(s):  
Critical Thinking ◽  
Ethnographic Case Study ◽  
Self Reflection ◽  
Computer Mediated ◽  
Depth Interview ◽  
Complex Skills ◽  
Field Notes ◽  
Hybrid Computer ◽  
Key Dimensions

This article stresses on answering the questions on how HCMCL implemented for promoting students’ critical thinking, and how the students’ potentials of critical thinking in the aspects of communication, reasoning, and self-reflection promoted in the class. The ethnographic-case study was undertaken in writing skills. Descriptive- Qualitative is used to analyze the findings. The data gathered from in-depth interview, field notes, questionnaires and students’ documents. The finding reveals that the lecturer considered the four key dimensions of time, fidelity, space, and humanness in its implementation. The data also reveals that HCMCL can promote students potentials of critical thinking in communication, reasoning, and self reflection. However, some points needed to be improved by the learners in the first aspect especially related with linguistics conventions. HCMCL provides the chances for the learners to communicate with their peers and other members of group to complete the tasks. This process demand the students to work in a group which requires another set of complex skills; students needed to manage interdependence with others and to reconcile differences for mutual benefit.

scholarly journals Improving Students' Critical Thinking Ability through Learning Local History of Tanggomo with Contextual Teaching and Learning Approach at SMAN 03 Gorontalo

2021 ◽  
Vol 4 (1) ◽  
pp. 606-614
Author(s):  
Djulia Indriani AH Mahmud ◽  
Warto Warto
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Positive Influence ◽  
Local History ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning History ◽  
History Learning ◽  
Contextual Teaching

This study aims to determine the relevance of local history learning to increasing critical thinking skills. Today's critical thinking skills have become the main ability students must have, but the history learning application which still tends to focus on improving students' cognitive by requiring students to memorize historical facts, makes students not have the opportunity to think critically. The lack of discussion of local history is also a problem in itself for learning history, even though local history can help students find meaning in learning history by examining events that are close to the student's environment. This study used a quasi-experimental method with a two-group pretest and posttest design. The results obtained indicate that historical learning that integrates local history using a contextual teaching and learning approach can improve students' critical thinking skills, this can be proven by the t test which was carried out by obtaining a significance of 0.00 <0.05, meaning that there is a significant and positive influence on history learning. local to improve students' critical thinking skills.

scholarly journals Development Of History Interactive Learning Media Through Ludo Teaching To Improve Student's Critical Thinking

2020 ◽  
Vol 3 (2) ◽  
pp. 252
Author(s):  
Aisyah Nur Hanifah
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Process ◽  
Learning Tools ◽  
School Students ◽  
Positive Attitudes ◽  
History Learning ◽  
Evaluation Stage ◽  
Improving Student Learning

<p>The teaching and learning process is a communication process that undergoes and changes to develop an interactive-based learning model, with the use of learning media being part of learning resources which is a combination of software (learning materials) and hardware (learning tools). Media can foster positive attitudes in students and transform the role of teachers in a more positive and productive direction. According to Reigeluth (1999), in supporting the learning process there are three learning variables, namely variables of learning conditions, methods, and variables of learning outcomes. Knowledge in historical teaching materials to Vocational Middle School Students, a teacher not only teaches theory but also through practice, like playing Ludo games. By learning to use game teaching, ludo in history learning can be a capital for teachers to act as an evaluation stage in measuring students' ability to be able to improve their thinking power through HOTS questions. The need to increase critical thinking in students, because of the enormous influence of critical thinking in improving student learning so that the results are good and following what is expected by teachers in schools. Bayer (1995), “Reasonable critical thinking.” Critical thinking is useful for studying the validity of the form (statements, ideas, arguments, research, etc.).</p>

scholarly journals Pengaruh Metode Pembelajaran dan Berpikir Kritis Terhadap Hasil Belajar Sejarah Siswa SMA Kesatuan Bogor

2017 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Iin Iryance
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Conventional Method ◽  
Interaction Effect ◽  
Empirical Data ◽  
Design Research ◽  
Learning Outcome ◽  
Instructional Methodology ◽  
History Learning ◽  
Capability Level

Absrtact The aim of the study is to reveal the empirical data about the effect of instructional methodology and student’s critical thinking capability level on the outcome of history learning on the students of SMA Kesatuan Bogor. The methodology used is the experimental method with a 2x2 factorial design. Research instrumentation will include a test that will be used to measure student’s learning outcome, and a questionnaire that will be used to measure student’s critical thinking capability level on history outcomes. A total of 28 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by PJBL instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s critical thinking level on history learning outcome. 3) History learning outcome of students who has higher critical thinking level and were taught by PJBL method are higher than those with the same level of critical thinking but were taught by conventional method. 4) History learning outcome of students who has lower critical thinking level and were taught by PJBL methodology are not below those with the same critical thinking but were taught by conventional method. Keywords : history learning outcome, instructional methodology, student’s critical thinking

scholarly journals ENHANCING INTERACTIVITY IN GEOGRAPHY CLASS: FOSTERING CRITICAL THINKING SKILLS THROUGH TECHNOLOGY

2012 ◽  
Vol 50 (1) ◽  
pp. 32-45
Author(s):  
Kuo Hung Huang ◽  
Kai-Chi Hung ◽  
Ching-Ching Cheng
Keyword(s):  
Critical Thinking ◽  
Instructional Strategy ◽  
Thinking Skills ◽  
Geography Education ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
Mediated Learning ◽  
Computer Mediated ◽  
Thinking Ability ◽  
Points Of View

To develop students’ critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes participated in the experiment. One class was taught using traditional methods whereas the instructional strategy of computer-mediated learning was adopted in the other. The findings showed that computer media designed for enhancing interactivity would facilitate teacher-pupil interaction and peer discussion, and consequently contributed to improve students’ comprehension of the geography curriculum content. In addition, the critical thinking ability of the high-achievement students was significantly improved. Key-words: computer-mediated learning; computer-assisted learning; critical thinking; geography education; interactivity.

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