scholarly journals THE EFFECT OF CREATIVE DRAMA ON EMPATHIC TENDENCIES, COMMUNICATION SKILLS AND CRITICAL THINKING OF PHYSIOTHERAPY STUDENTS

2019 ◽  
Vol 7 ◽  
Author(s):  
Murat Ali Çınar ◽  
Elif Dinler ◽  
Yavuz Yakut ◽  
Yavuz Yakut
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Creative Drama ◽  
Professional Attitude ◽  
Significant Difference ◽  
Preliminary Study ◽  
Physiotherapy Students

The empathic tendency, communication skills, and critical thinking are the professional attitude behaviors that should be in a physiotherapist. The study was planned to investigate the effects of creative drama on empathic tendencies, communication skills and critical thinking of physiotherapy students. This study was carried out in Hasan Kalyoncu University, Faculty of Health Sciences, Department of Physiotherapy and Rehabilitation between October 2017 and December 2018. 75 freshman physiotherapy students (44 women, 31 men) were included in the study.  According to the results obtained from the study; there was no significant difference between empathic tendencies, communication skills and critical thinking skills of individuals in both groups (p> 0.05). When the creative drama group was compared in terms of gender, there was no significant difference between individuals' empathic tendencies, communication skills and critical thinking skills (p> 0.05). Similarly, when the control group was compared in terms of gender, there was no significant difference between individuals' empathic tendencies, communication skills and critical thinking skills (p> 0.05). We think that this study is a preliminary study on empathic tendencies, communication skills, and critical thinking skills of physiotherapy students. Parameters such as gender, different years of education, and welfare levels can affect empathic tendency, communication skills, and critical thinking skills. There are limited studies in the literature investigating the effectiveness of creative drama in the field of health. Therefore, this work can give an idea for subsequent studies. The studies that are conducted with more patients and which are multi-centered should be done.

scholarly journals Blended learning in improving students’ critical thinking and communication skills at University

2020 ◽  
Vol 15 (5) ◽  
pp. 1295-1306
Author(s):  
Hasanah Hasanah ◽  
Muh Nasir Malik
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Communication Skills ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference

This study investigates the effectiveness of the blended learning model in improving critical thinking and communication skills of students at university. This is a quasi-experimental study with a non-equivalent control group design involving one experimental group and one control group. The research population comprised students sitting in the Entrepreneurship class at the Department of Electronic Engineering Education, who were selected purposively. The data were about critical thinking skills that were gathered using a test, while the data about communication skills were obtained through observations. The data were analysed using a paired sample t-test and an independent sample t-test. The findings show that: (1) the implementation of the blended learning model effectively increases the critical thinking skills; (2) the use of the blended learning model effectively improves students’ communication skills and (3) according to the independent sample t-test, students’ critical thinking skills and communication skills in the experimental class had a significant difference from those in the control class.   Keywords: Blended learning model, critical thinking skills, communication skills.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

scholarly journals The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

2021 ◽  
Vol 7 (2) ◽  
pp. 87-100
Author(s):  
Shazia Sarwar ◽  
Muhammad Samiullah ◽  
Fazal-ur- Rahman
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Equivalent Control ◽  
Cognitive Acceleration ◽  
Faculty Of Education ◽  
And Control

Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

scholarly journals Effect of Local Culture Based Learning in Science on Critical Thinking and Student Communication Skills

2021 ◽  
Vol 2 (1) ◽  
pp. 8-16
Author(s):  
Hikmawati Hikmawati ◽  
Gunawan Gunawan ◽  
Haerunisyah Sahidu ◽  
Kosim Kosim
Keyword(s):  
Critical Thinking ◽  
Cultural Values ◽  
Communication Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Local Culture ◽  
Learning Theories ◽  
Control Group ◽  
Control Group Design ◽  
Conventional Models

Learning in every education unit in Indonesia is expected to develop good local cultural values so that it can make changes for the better in the future. In order to face future global competition, students at universities must have critical thinking and communication skills. This study aims to examine the effects of local culture-based learning in the field of Science on students' critical thinking and communication skills. The method used in this research is quantitative method with a posttest-only control group design. The subjects in this study were 58 students who attended the Study and Learning lectures at one of the universities in Mataram. Learning theories discussed through local culture-based learning for 8 meetings are behavioristic, cognitive, constructivist, and humanistic learning theories. The instruments used in this study were a test of critical thinking skills and an assessment sheet for student communication skills. Data analysis to test the research hypothesis using SPSS 25. The research showed that there were differences in critical thinking and communication skills between groups of students whose learning was based on local culture in the field of Science and groups of students whose learning was using conventional models. The level of critical thinking skills and communication skills in the group of students whose learning is based on local culture in the field of Science is higher when compared to the group of students whose learning uses conventional models

scholarly journals IMPROVING CRITICAL THINKING SKILL AND SCIENTIFIC BEHAVIOR THROUGH THE IMPLEMENTATION OF PREDICT OBSERVE EXPLAIN LEARNING MODEL

2019 ◽  
Vol 5 (15) ◽  
pp. 337-342
Author(s):  
Muhibbuddin MUHİBBUDDİN ◽  
Suhrawardi ILYAS ◽  
Cut Eka PARA SAMYA
Keyword(s):  
Critical Thinking ◽  
Process Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Material ◽  
Significant Difference ◽  
Objective Tests ◽  
And Control ◽  
Scientific Attitudes

Critical thinking skills and scientific behaviors are important abilities that must be mastered and possessed by students in solving problems. The problem which frequently faced by students is they have been able to comprehend the science but have not been able to provide conclusions logically and systematically. The phenomenon shows the low critical thinking skills and scientific behaviors of students. To overcome these problems, it needs a change in the process of delivering learning material to students. This research aims to answer the question of whether learning through the implementation of the predict observe explain model has an effect on improving student critical thinking skills and scientific behaviors. The method used in this research is an experimental design pretest posttest control group. The parameters measured were critical thinking skills and scientific behaviors. Improvement of critical thinking skills and scientific behaviors was measured by calculating gain normalization (n-gain). The instruments used were the observation sheet and objective tests with five alternative answers. Data collection is done through pretest, posttest and observation during the learning process. Analysis of critical thinking skills was done by comparing the initial ability with the final ability of students and tested the significance of the two different tests on average using independent simple t-test. The results of the study indicated that the initial ability of thinking skills between the experimental and control classes did not have a significant difference, while the final ability showed significantly different results. Based on these results, it can be concluded that the implementation of the the predict observe explain model contribute in student critical thinking skills and scientific attitudes. Keywords predict observe explain, critical thinking, , scientific behavior

scholarly journals PROBLEM BASED LEARNING DAN KETERAMPILAN BERPIKIR KRITIS

Vidya Karya ◽  
2021 ◽  
Vol 35 (1) ◽  
pp. 36
Author(s):  
Tyass Bella Pratiwi ◽  
Abdul Hakim ◽  
Zulkarnaen Zulkarnaen
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Conventional Model ◽  
Model Control ◽  
Significant Difference ◽  
Pbl Model

Abstract. This research was conducted to improve critical thinking skills students through the application of the Project Based Learning (PBL) model on the material of simple harmonic motion. The research design was a quasi-experimental study with a control group pretest posttest design. The research was conducted at a high school in Samarinda with the number of research subjects consisting of 34 students. The instruments of the research were in the form of an integrated test description with skills critical thinking and a questionnaire of the student responses to the application of the PBL model. The result of the research showed that the of the PBL model (experimental class) improved students' critical thinking skills with N-Gain means of 0.61, while the conventional model (control class) improved students' critical thinking skills with N-Gain means of 0.38. There is a significant difference in critical thinking skills between classes using the PBL model compared to those applying the conventional model on the topic of simple harmonic motion.Keywords: problem based learning, critical thinking, simple harmonic motion.Abstrak. Penelitian ini dilakukan untuk meningkatkan keterampilan berpikir kritis siswa melalui penerapan model Project Based Learning (PBL) pada materi gerak harmonik sederhana. Desain penelitian ini adalah kuasi eksperimen dengan control group pretest posttest design. Penelitian dilakukan pada salah satu SMA di Samarinda dengan jumlah subjek penelitian terdiri dari 34 siswa orang siswa. Instrumen penelitian berupa tes uraian yang terintegrasi dengan keterampilan berpikir kritis dan angket tanggapan siswa terhadap penerapan model PBL. Hasil penelitian menunjukkan bahwa penerapan model PBL (kelas eksperimen) meningkatkan keterampilan berpikir kritis siswa dengan rerata N-Gain sebesar 0,61, sedangkan untuk model konvensional (kelas control) meningkatkan keterampilan berpikir kritis siswa dengan rerata N-Gain sebesar 0,38. Terdapat perbedaan kterampilan berpikir kritis yang signifikan antara kelas dengan menerapkan model PBL dibandingkan dengan yang menerapkan model konvensional pada topik gerak harmonik sederhana.Kata kunci: problem based learning, berpikir kritis, gerak harmonik sederhana.

scholarly journals Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) Untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar

2021 ◽  
Vol 11 (1) ◽  
pp. 11-22
Author(s):  
Elisabeth Irma Novianti Davidi ◽  
Eliterius Sennen ◽  
Kanisius Supardi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Education Reform ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Science Technology ◽  
Significant Difference

Improving the quality of education in Indonesia can be developed through the implementation of education reform. One form of educational reform can be done by using a learning approach that can assist teachers in producing experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. The initial findings revealed only about 47.8% of elementary school students in Wae Ri'i sub-district (grade V) who still had not achieved satisfactory scientific and mathematical scores according to the minimum passing grade. This study aims to see the effectiveness of the STEM approach in improving the critical thinking skills of elementary school students in Wae Ri'i District. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were elementary school students in five (5) elementary schools in Wae Ri'i District. The results shows the sig (2-tailed) value of Equal variances is assumed to be 0.000 <0, 05. Therefore, Ho is rejected and Ha is accepted, which means that there is a significant difference in critical thinking skills after students used the STEM-PBL approach, compared to innovative K13 approach. The average scores of the control class critical thinking skills for the pre-test and post-test were 38 and 79.5. The fixed coefficient is 0.676 and is significant at 0.000. This means that the correlation is positive. Therefore, learning with STEM approach is proven to be effective in improving the critical thinking skills of elementary school students in Wae Ri'i sub-district.

scholarly journals Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

2017 ◽  
Vol 6 (2) ◽  
pp. 213 ◽  
Author(s):  
H. Suwono ◽  
H. E. Pratiwi ◽  
H. Susanto ◽  
H. Susilo
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Biology Student ◽  
Significant Difference ◽  
Case Based Learning ◽  
Case Based ◽  
Biological Literacy

<p>Biology is a leading science and a foundation in everyday life for all people. Biology student teachers need to be equipped with biological literacy and critical thinking skills in order to teach biology in the future. This research is aimed at determining the effect of socio-biological case-based learning on biological literacy and critical thinking skills of biology student teachers compared with the traditional learning (lecture-based learning). Socio-biological case-based learning is a model of problem-based learning by placing biological cases as a problem to be explained and solved through a series of investigative activities. This research was a quasi-experimental conducted at the Department of Biology, Universitas Negeri Malang. The research samples were the first year students who programmed the General Biology course, consisting of 29 students as a control group and 33 students as experimental group. This research was conducted in September-December 2015. The data of biological literacy and critical thinking were collected from pre-test and post-test. The data were analyzed using ANCOVA test. The research showed that there was a significant difference of biological literacy and critical thinking skills between the students taught by using socio-biological case-based learning and those taught by using lecture-based learning. The research indicated that the socio-biological case-based learning could enhance the biological literacy and critical thinking skills of biology students teachers.</p>

scholarly journals Penerapan Strategi Pembelajaran PDEODE untuk Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar Peserta Didik Kelas VII SMPN 14 Kendari pada Materi Pokok Kalor dan Perpindahnnya

2020 ◽  
Vol 5 (3) ◽  
pp. 271
Author(s):  
Putri Supraningsi A.B ◽  
Muhammad Anas ◽  
Hunaidah M
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is motivated by the low critical thinking skills and learning outcomes possessed by the students of VII grade of SMPN 14 Kendari. This study aims to determine the enhancement in critical thinking skills and learning outcomes on the subject Matter of Heat and Its Transfer. The population of this study were all students of VII grade of SMPN 14 Kendari who were registered in the odd semester in 2019/2020 school year, with total 204 students. The sample of this research was group VII3 with total 41 students as the experimental group and group VII4 with total 41 students as the control group who were taken by using random sampling techniques. The research data were analysed by using descriptive and inferential statistics. Research results show: 1) There is no significant difference between the pre-test average scores of students critical thinking skills in the experimental group and the control group; 2) There is no significant difference between the pre-test average scores of the experimental group students and the control group; 3) The post-test average score of students from critical thinking skills in the experimental group was significantly higher than in the control group; 4) The post-test average score of the experimental group students was significantly higher than in the control group; 5) The average value of N-gain critical thinking skills of students in the experimental group was significantly higher than the control group; 6) ) The average value of N-gain learning outcomes of students in the experimental group was significantly higher than the control group.

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