scholarly journals The Effectiveness of Science, Technology, Engineering, and Mathematics-Inquiry Learning for 15-16 Years Old Students Based on K-13 Indonesian Curriculum: The Impact on the Critical Thinking Skills

2021 ◽  
Vol 10 (2) ◽  
pp. 681-692
Author(s):  
Agus Pahrudin ◽  
Misbah Misbah ◽  
Gita Alisia ◽  
Antomi Saregar ◽  
Ardian Asyhari ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Science Technology ◽  
K 13 ◽  
And Mathematics ◽  
The Impact

scholarly journals Keterampilan Berpikir Kritis melalui Penerapan Model Pembelajaran Inkuiri Terbimbing di Kelas XI IPA

2021 ◽  
Vol 5 (10) ◽  
pp. 1397
Author(s):  
Ana Rizka Falentina ◽  
Murni Saptasari ◽  
Sri Endah Indriwati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Data Presentation ◽  
The Times ◽  
High Level ◽  
The Impact

<pre><strong>Abstract:</strong> Education aims to prepare students to become independent generations who are able to face the challenges of the times by having 21st century life skills, one of which is critical thinking, in fact contrary to the low critical thinking skills that occur in SMAN 2 Probolinggo. The purpose of this study was to describe the application of guided inquiry learning in improving critical thinking skills. This type of research is Class Action Research (CAR). Data is analyzed by triangulation through the process of data reduction, data presentation, and conclusion drawing. Research Results guided inquiry learning model can change the way students learn to practice high-level thinking through learning syntax so that it gives the impact of increasing critical thinking skills by 18.75% students of class XI IPA 1 Probolinggo 2 High School.</pre><strong>Abstrak:</strong><em> </em>Pendidikan bertujuan menyiapkan siswa menjadi generasi mandiri yang mampu menghadapi tantangan zaman dengan memiliki keterampilan hidup abad 21 salah satunya berpikir kritis, faktanya bertolak belakang dengan rendahnya keterampilan berpikir kritis yang terjadi di SMAN 2 Probolinggo. Tujuan penelitian ini adalah mendeskripsikan penerapan pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Data dianalisis secara triangulasi melalui  proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Penelitian model pembelajaran inkuiri terbimbing dapat mengubah cara belajar siswa untuk berlatih berpikir tingkat tinggi melalui sintaks pembelajaran sehingga memberikan dampak meningkatkan keterampilan berpikir kritis sebesar 18,75% siswa kelas XI IPA 1 SMA Negeri 2 Probolinggo.

STEAM PRACTICES IN CHEMISTRY EDUCATION

2019 ◽  
Vol 16 (1) ◽  
pp. 32-42
Author(s):  
Ümmüye Nur Tüzün ◽  
Gülseda Eyceyurt Türk
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Science Technology ◽  
Tenth Grade ◽  
Data Content ◽  
And Mathematics ◽  
Academic Year

STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.

scholarly journals STEM and Critical Thinking: Alternative Learning Collaboration between Teachers and Parents in The New Normal Era

2021 ◽  
Vol 11 (3) ◽  
pp. 292-302
Author(s):  
Iva Nurmawanti ◽  
◽  
Darmiany Darmiany ◽  
Nurwahidah Nurwahidah ◽  
Anindita SHM Kusuma ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stem Learning ◽  
New Normal ◽  
Alternative Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Teachers And Parents ◽  
Integrate Science

The ability to think critically must still be a focus on learning, especially in the era of the new normal. STEM at learning that focuses on the activity and the ability to think of students who integrate science, technology, engineering, and mathematics is one of the alternative learning in the era of the New Normal. Collaboration between teachers and parents in the implementation of learning with STEM integration is needed. It is caused, distance learning that is applied in the era of the New Normal implications at the time of learning of students is a lot at home. The results of this study indicated that STEM learning with collaboration between teachers and parents is suitable to be used as an alternative for learning in the new normal era, focus on students' critical thinking skills.

scholarly journals The Effect of Science, Technology, Engineering, and Mathematics (STEM) Approaches on Critical Thinking Skills Using PBL Learning Models

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
I Putu Yogi Setia Permana ◽  
I Dewa Putu Nyeneng ◽  
I Wayan Distrik
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Homogeneity Test ◽  
High Category ◽  
Science Technology ◽  
And Mathematics

The purpose of this study was to determine the effect of Science, Technology, Engineering, and Mathematics (STEM) approach to the improvement of critical thinking skills using Problem Based Learning (PBL) models. The population of the research was all of the 10th grade IPA students in SMA Negeri 7 Bandar Lampung which were 233 students. The selection of research sample used a purposive sampling technique with the sample of class X IPA 5 that consisted of 31 students as the experimental group and the class X IPA 6, which was 30 students, as the control group. The research design used Non-Equivalent Pretest Posttest Control Group Design. Data were tested by N-gain analysis, normality test, homogeneity test, Mann-Withney U Test Effect size test. The results showed that there was a significant  effect of the STEM approach in improving critical thinking skills as indicated by the Sig. (2-Tailed), which was less than 0.05, 0.000, and the average value of N-gain (g) critical thinking skills in the experimental class was 0.73 (high category) while the control class was 0.56 (medium category). Effect size showed a value (d) of 1.49 included in high category. It can be concluded that the application of STEM approach using PBL learning model can improve students critical thinking skills. Implications of the study are discussed. The use of the STEM approach using PBL learning model can be used as an alternative for teachers as an effort to improve students' critical thinking skills. 

scholarly journals Penerapan Model Pembelajaran Problem Based Learning Dan Inkuiri Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Konsep Dampak Pencemaran Lingkungan Terhadap Kesehatan

2017 ◽  
Vol 2 (2) ◽  
pp. 132
Author(s):  
Evi Apriana ◽  
Anwar Anwar
Keyword(s):  
Critical Thinking ◽  
Environmental Pollution ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
T Test ◽  
Critical Thinking Skills ◽  
Post Test ◽  
The Impact

Penelitian ini bertujuan untuk mengetahui peningkatkan kemampuan berpikir kritis mahasiswa melalui penerapan model pembelajaran Problem Based Learning (PBL) dan Inkuiri pada konsep dampak pencemaran lingkungan terhadap kesehatan, menggunakan metode eksperimen dengan rancangan Statistic group pretes-postes design. Populasi dalam penelitian ini adalah mahasiswa Fakultas Kesehatan Masyarakat Universitas Muhamadiyah Aceh. Kelas pertama dibelajarkan dengan model pembelajaran PBL dan kelas kedua dibelajarkan dengan model pembelajaran Inkuiri. Analisis data tentang model pembelajaran PBL dan Inkuiri terhadap peningkatan kemampuan berpikir kritis mahasiswa. Data penelitian diuji dengan t-test, menggunakan program statistik software komputer. Hasil penelitian menunjukkan nilai kemampuan berpikir kritis pada model pembelajaran PBL dan Inkuiri dengan t-hitung > t-tabel (3,20 > 2,00), dengan nilai postest mean PBL = 72,25 dan mean Inkuiri = 81,00. Maka dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis mahasiswa pada model PBL dan Inkuiri. Kata Kunci: Model Pembelajaran Problem Based Learning, Inkuiri, Kemampuan Berpikir Kritis, dan Pencemaran Lingkungan This study aims to determine the improvement of students' critical thinking skills through the application of the Problem Based Learning (PBL) and Inquiry on the concept of the impact of environmental pollution on health, using experimental methods to design pretest-posttest Statistic group design. The population in this study were students of the Faculty of Public Health, University of Muhammadiyah in Aceh. First class learned with PBL learning model and the second class learned with inquiry learning model. Analysis of data on PBL and inquiry learning model to increase students' critical thinking skills. Data were tested by t-test, using a statistical software program computer. The results show the value of critical thinking skills in the PBL and inquiry learning model with t count> t-table (3.20> 2.00), with a mean post-test score and the mean PBL = 72.25 and mean Inquiry = 81.00. It can be concluded that there is an increase in students' critical thinking skills and inquiry PBL model. Keyword: Learning Model of Problem Based Learning, Inquiry, Critical Thinking Skills, and Environmental Pollution

scholarly journals STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) APPROACHES USING THEMATIC LEARNING MEDIA TO DEVELOP CRITICAL THINKING

2021 ◽  
Vol 13 (1) ◽  
pp. 20
Author(s):  
Azka Falaih Rizqiyana
Keyword(s):  
Critical Thinking ◽  
Elementary School Students ◽  
Test Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Post Test ◽  
And Mathematics ◽  
Thematic Learning

Current learning emphasizes the integration of science and technology to face the challenges of the 21st century. Elementary school students experience difficulties in developing critical thinking skills due to the limitations of thematic learning media and appropriate learning approaches. Teachers must support the learning process following the changing times, namely integrating Science, Technology, Engineering, and Mathematics (STEM) into fun learning. The purpose of this study was to determine the effectiveness of the approach stem using thematic learning media in developing the critical thinking skills of elementary school students. This research is a quantitative research using a quasi-experimental method with one-group-pre-test-post-test, which is to see the difference between the pre-test and post-test with 1 class without a control class. Furthermore, the data obtained in this study were in the form of students 'answers to data collection instruments that measured students' critical thinking skills before and after treatment with the approach STEM using thematic learning media. Based on the results of data analysis and discussion, it is concluded that the criteria for improving students' critical thinking skills are in the moderate category, there is a difference in the mean critical thinking skills between the pre-test group, namely before and the post-test group, namely after learning with the approach STEM using thematic learning media and the post-test group, that is, after learning with the approach STEM using thematic learning media has average critical thinking skills better than the pre-test group, namely before learning with the approach STEM using thematic learning media.Keywords: STEM, Learning Media, Thematic, Critical Thinking

scholarly journals The Effect of Using Instructional Program Based on the STEM (Science, Technology Engineering & Mathematics) Approach in Teaching Mathematics on the Critical Thinking Skills of High School Students in the Riyadh Educational District

2020 ◽  
Vol 3 (2) ◽  
pp. 85-99
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Science Technology ◽  
Significant Difference ◽  
The Mean ◽  
And Mathematics ◽  
Experimental Group

This study aims to identify the effect of using a STEM-oriented (Science, Technology Engineering & Mathematics) teaching program in teaching mathematics on critical thinking skills among high school students in the Riyadh educational region in the Kingdom of Saudi Arabia. The sample of the study consists of (88) male and female students selected randomly from the "Advance Schools for Smart learning" in Riyadh city, where the semi-experimental approach is used. The results of the study show that there are statistically significant differences between the averages of the degrees of analysis skill, induction skill, reasoning skill, skill of conclusion, and evaluation skill in favor of the experimental group. The results also showed a statistically significant difference between the mean scores for the analysis skill, the induction skill, the reasoning skill, the conclusion skill and the evaluation skill for the benefit of the experimental group. The results also show a statistically significant difference between the mean scores for the scale skills as a whole and for the benefit of the experimental group. The results of the study show that there are no statistically significant differences between the mean scores of the critical thinking test skills and the total score attributed to the gender variable (male and female). The study recommends adopting the STEM approach in teaching science, technology, engineering and mathematics subjects, and redeveloping and building the content of science and mathematics curricula for the secondary stage through relying on science standards for the next generation, and working on adopting a special curriculum to teach the STEM approach and include it in the next plan for general education stages.

scholarly journals Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills

2018 ◽  
Vol 17 (4) ◽  
pp. ar54 ◽  
Author(s):  
Kari L. Nelson ◽  
Claudia M. Rauter ◽  
Christine E. Cutucache
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
College Graduates ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Academic Year

The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K–8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.

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