Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process

Critical thinking skills that are claimed to be in the medium and low categories require special attention. Efforts that can be made to overcome these problems are to use an explicit learning model to develop students' critical thinking skills by considering the integration of technology in the learning process. This study aimed to describe the validity, practicality, and effectiveness of blended learning model in promoting critical thinking skill. This study garnered the data regarding the validity from three validators. The practicality of the learning model was based on the applicability of the learning model, students’ responses and challenges faced throughout the teaching and learning process; while the effectiveness of the learning model was based on the increase of the critical thinking skill. The empirical evidence showed that the average score given by the three validators was 3.7 with the percentage of 90% reliability, which falls into a very valid category. The blended learning model enabled the students to develop their critical thinking skill with the average achievement 0.83 for each indicator of critical thinking. This study concluded that the blended learning model was valid, practical, and effective to promote students’ critical thinking skill. The results of this study can be used as an alternative solution to improving students' critical thinking skills that are relevant to technological developments.

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DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING

ETERNAL (English Teaching Learning and Research Journal) ◽

10.24252/eternal.v52.2019.a10 ◽

2019 ◽

Vol 5 (2) ◽

pp. 297

Author(s):

Ika Wahyuni Lestari

Keyword(s):

Qualitative Research ◽

Preservice Teachers ◽

Critical Thinking ◽

Learning Process ◽

Teaching And Learning ◽

Peer Feedback ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Feedback ◽

Young Learners

This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

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PENERAPAN E-LEARNING SEBAGAI INOVASI PENDIDIKAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

JURNAL KALACAKRA: Ilmu Sosial dan Pendidikan ◽

10.31002/kalacakra.v2i2.4003 ◽

2021 ◽

Vol 2 (2) ◽

pp. 50

Author(s):

Ine Rahayu Purnamaningsih ◽

Azalia Zalfa Miranda

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Random Sampling ◽

Teaching And Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning System ◽

E Learning

AbstrakE-learning mampu memberikan kemudahan bagi siswa dalam mengakses dan mengambil informasi dengan cepat dan efektif. Oleh karena itu, lembaga pendidikan harus mampu mengantisipasi perkembangan tersebut dengan terus menerus mengupayakan suatu program yang sesuai dengan kebutuhan peserta didik. Maka dalam penerapannya perlu melakukan inovasi pendidikan, salah satu inovasi pendidikan dengan menerapkan e-learning (Elektronic Learning) merupakan cara baru dalam proses belajar mengajar yang menggunakan media elektronik, khususnya internet sebagai sistem pembelajarannya. Tujuan penelitian ini adalah untuk mengetahui penerapan e-learning yang dapat meningkatkan kempuan berpikir kritis siswa. Pengambilan sampel dengan teknik simple random sampling. Data penelitian berupa kemampuan berpikir kritis siswa diambil dengan teknik diskusi dan tes. Diskusi dinilai secara khusus berdasarkan keaktifan siswa dalam proses belajar dalam e-learning, sedangkan tes merupakan hasil dari pengguanaan e-learning siswa. Hasil tes diperoleh hasil 75% siswa memiliki kemampuan berpikir kritis dan 7,5% memiliki kemampuan sangat kritis. Simpulan penelitian ini yaitu bahwa penerapan e-learning dalam pembelajaran dapat meningkatkan berpikir kritis siswa secara efektif dan cepat.Kata Kunci: E-learning, Inovasi Pendidikan, Berpikir Kritis AbstractE-learning is able to make it easier for students to access and retrieve information quickly and effectively. Therefore, educational institutions must be able to anticipate these developments by continuously seeking a program that suits the needs of students. So in its application it is necessary to innovate education, one of the educational innovations by implementing e-learning (Electronic Learning) is a new way in the teaching and learning process that uses electronic media, especially the internet as a learning system. The purpose of this study was to determine the application of e-learning that can improve students' critical thinking skills. Sampling with simple random sampling technique. Research data in the form of students' critical thinking skills were taken with discussion and test techniques. The discussion is assessed specifically based on the activeness of students in the learning process in e-learning, while the test is the result of the students' use of e-learning. The test results showed that 75% of students had critical thinking skills and 7.5% had very critical abilities. The conclusion of this research is that the application of e-learning in learning can improve students' critical thinking effectively and quickly.Keywords: E-learning, Educational Innovation, Critical Thinking

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Fostering Student’s Critical Thinking through a Virtual Reality Laboratory

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i08.13069 ◽

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 & 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 10th 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.

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

Political Science and Politics ◽

10.1017/s1049096521000457 ◽

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.

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Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

Education Sciences ◽

10.3390/educsci11020046 ◽

2021 ◽

Vol 11 (2) ◽

pp. 46

Author(s):

Maki K. Habib ◽

Fusaomi Nagata ◽

Keigo Watanabe

Keyword(s):

Critical Thinking ◽

Experiential Learning ◽

Learning Process ◽

Laboratory Experiments ◽

Thinking Skills ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Learning Approach ◽

Learning Approaches ◽

Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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ANALISIS KONSEP MODUL IPA TERPADU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

BIOLOVA ◽

10.24127/biolova.v1i1.39 ◽

2020 ◽

Vol 1 (1) ◽

pp. 56-60

Author(s):

Atikah Nur Azizah ◽

Hening Widowati ◽

Muhfahroyin Muhfahroyin

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Learning Process ◽

Science Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teaching Materials ◽

Direct Experience ◽

Integrated Science ◽

Module Development

Abstract: The science learning process emphasizes providing direct experience to develop competencies in order to be able to explore and understand the nature around scientifically. students can gain direct experience, so they can add strength to accept and apply the concepts they have learned. Integrated science learning deals with the way students think and develop critical thinking skills. These skills include the ability to think critically, think creatively, and problem solving abilities. Modules are printed teaching materials that are designed to be independently studied by students, Module development is done to improve students' critical thinking skills.

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ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

JEES Journal of English Educational Study ◽

10.31932/jees.v3i2.822 ◽

2020 ◽

Vol 3 (2) ◽

pp. 151-158

Author(s):

Yohanes Gatot Sutapa Yuliana

Keyword(s):

Critical Thinking ◽

Language Learning ◽

Learning Process ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Target Language ◽

Authentic Texts ◽

Learning Agents ◽

Language Courses ◽

Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

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VALIDITY OF LEARNING TOOLS TO MEASURE CRITICAL THINKING SKILLS OF MADRASAH TSANAWIYAH STUDENTS

Journal of Banua Science Education ◽

10.20527/jbse.v2i1.58 ◽

2021 ◽

Vol 2 (1) ◽

pp. 35-44

Author(s):

Nurul Hidayati ◽

Elly Yustina ◽

Sri Hendra Suryani ◽

Juli Eka Nugraheni

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Tools ◽

Learning Models ◽

Teaching Process ◽

Validation Criteria ◽

Final Score ◽

The Subject

The success of a teaching process cannot be separated from the learning tools used, one of the requirements is that the learning tools must be valid. The success of a teaching process is measured by the extent to which students can master the subject matter presented by the teacher. A learning model is needed that can make it easier to develop critical thinking skills so that a truly valid learning tool is obtained to measure the potential and skills that exist in students. Among the learning models that emphasize the process of seeking and finding is the inquiry model. This study aims to prepare in measuring critical thinking skills of Madrasah Tsanawiyah students. The Learning Toolkit has been validated by 3 experts and will then be averaged to find the final score. The values obtained will be entered into the validation criteria table based on the validation criteria table and the results are that the tools made are very valid and can be used in the teaching and learning process because previously the tools made have been revised several times. Keywords: validity, learning tools, critical thinking skills AbstrakKeberhasilan suatu proses pengajaran tidak terlepas dari perangkat pembelajaran yang digunakan, salah satu persyaratan adalah perangkat pembelajaran harus valid. Keberhasilan suatu proses pengajaran diukur dari sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Diperlukan suatu model pembelajaran yang dapat memudahkan dalam mengembangkan perangkat keterampilan berpikir kritis sehingga didapatkan suatu perangkat pembelajaran yang benar-benar valid untuk mengukur potensi dan keterampilan yang ada pada diri siswa. Diantara model pembelajaran yang menekankan kepada proses mencari dan menemukan adalah model inkuiri. Penelitian ini bertujuan untuk mempersiapkan dalam mengukur keterampilan berpikir kritis siswa Madrasasah Tsanawiyah. Perangkat Pembelajaran sudah divalidasi oleh 3 orang ahli kemudian akan dirata-ratakan untuk mencari nilai akhir. Nilai yang didapat akan dimasukkan ke dalam tabel kriteria validasi diberdasarkan tabel kriteria validasi dan hasilnya perangkat yang dibuat termasuk sangat valid dan dapat digunakan dalam proses belajar mengajar karena sebelumnya perangkat yang dibuat sudah dilakukan beberapa kali revisi. Kata kunci: kevalidan, perangkat pembelajaran, keterampilan berpikir kritis

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Empirical Representations in Multimedia Materials

Interactive Multimedia in Education and Training ◽

10.4018/978-1-59140-393-7.ch009 ◽

2005 ◽

pp. 158-183 ◽

Cited By ~ 1

Author(s):

Paul Kawachi

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Transactional Distance ◽

Learning Contexts

A multimedia construct for learning based on the Theory of Transactional Distance has been developed consisting of four stages of decreasing transactional distance. This model has been applied in various teaching and learning contexts, on- and off-line, and its validation was investigated. Results confirmed in practice the four distinct sequential stages. Difficulties were discovered in navigating through the collaborative second and third stages, consistent with findings from related studies on acquiring critical thinking skills. Specific areas for attention were identified to promote learning using multimedia.

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