scholarly journals The effect of softskill training course on students' perceived teamwork ability, self-regulated learning ability and critical thinking skills in Engineering Education

2020 ◽  
Author(s):  
Minhee Shin
Keyword(s):  
Critical Thinking ◽  
Engineering Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
Training Course ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Pengaruh geogebra online berbasis scaffolding dan tingkat self regulate learning terhadap kemampuan berpikir kritis

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Asih Miatun ◽  
Hikmatul Khusna
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Cluster Random Sampling ◽  
Quasi Experiment

Penelitian ini bertujuan untuk menguji  (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripda mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

scholarly journals Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

2021 ◽  
Vol 16 (4) ◽  
pp. 2049-2069
Author(s):  
Shaye Alshaye
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Reading Skills ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.   Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS XI MELALUI PENDEKATAN METAKOGNITIF

2018 ◽  
Vol 1 (4) ◽  
pp. 607
Author(s):  
Ajeng Yulia Rahmawati ◽  
Euis Eti Rohaeti ◽  
Anik Yuliani
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Low Level ◽  
Self Regulated Learning ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Medium Level ◽  
High Level

This research is a quantitative research that aims to (1) examine the differences of students 'mathematical critical thinking ability in terms of  self regulated learning which gain learning with metacognitive approach and students who only get ordinary learning (2) examine the influence of self regulated learning on students' mathematical critical thinking ability and (3) to describe students' mathematical critical thinking skills in terms of self regulated learning. Subjects in this research were students of class XI in MAN 1 Cimahi with the subject amounted to 64 students consisting of the control class and experimental class. Subjects were divided into three groups based on self-regulated learning level,  specifically high level, medium level, and low level. Based on the results of the research, it’s found that (1) the ability of mathematical critical thinking in the experimental class is better than the mathematical critical thinking ability of the control class (2) the students' self-regulated learning of the experimental group positively influences the critical thinking skills of mathematics (3) The students of high level already able the indicators of critical thinking ability. The students of medium level are still experiencing errors in the algorithm resulting in incorrect results and conclusions. The Students of low level have not been able to meet the indicators of critical mathematical thinking ability.

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals PENINGKATAN MUTU SKL SISWA SMK MELALUI MODEL YANG BERORIENTASI PADA KEMAMPUAN PERANCANGAN DAN MELAKUKAN EKSPERIMEN UNTUK MELATIH KETRAMPILAN BERPIKIR KRITIS

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Siti Annijat Maimunah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Learning Ability ◽  
Vocational High School ◽  
School Students ◽  
National Education

<p><em>The legislation System of national education No. 20 Year 2003 about education standards consist of standard content, processes, the competence of graduates, educational personnel, infrastructure, management, financing and assessment of education.</em></p><p><em>Standards of competence and standard of graduates, Graduates in Vocational secondary schools are expected to have the ability to build Standard and competence of graduates of the creative, and innovatively in decision making. The reality of the situation of vocational high school graduates do not meet the standard of competence of Graduates, because the existence of limited practical tools so that the experiment also rarely do. </em></p><p><em>The purpose of the study is to describe the practicality, and the effectiveness of the implementation of the model of learning ability-oriented design and conduct experiments to practice critical thinking skills of students of SMK.</em></p><p><em>As for the approach of this study is a descriptive qualitative. Based on the results of the implementation of the developed learning the real device, it can be concluded that the ability of the design-oriented learning and experimentation to train creative and critical thinking skills a valid, practical, effective, and can enhance critical thinking skills and creative as well as achieving perfection results of student learning. Positive student response after follow learning by applying the learning ability-oriented device design and perform experiments to practice critical thinking skills and creative students.</em></p><p><em> </em></p><p><strong><em>Key words:</em></strong><em> quality improvement of the standard of competence of graduates of vocational high school Students, the ability of Designing and performing experiments, Thinking Skills</em></p>

scholarly journals Penerapan Reciprocal Teaching Untuk Meningkatkan Berpikir Kritis Dan Kemandirian Belajar Siswa MA

2019 ◽  
Vol 5 (1) ◽  
pp. 1-8
Author(s):  
Dayat Hidayat
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Teaching Approach ◽  
Learning Ability ◽  
Reciprocal Teaching ◽  
Control Treatment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Randomized Control ◽  
Control Treatment Group

The purpose of this study is to know: 1) How the application of reciprocal teaching approach can increase the ability of critical thinking and self-regulated learning; 2) whether there is a relationship between the ability to think critically self-regulated learningwith reciprocal teaching approach. This research is implemented Madrasah Aliyah Negeri Bandung Barat with the population are all MA students in West Bandung regency. The method used in this research is Quasi Eksperimen where there are two classes that one class by using reciprocal teaching and one class again using ordinary learning. The study design was a non-randomized control-treatment group, pretest-posttest design. The population of this study was all students in West Bandung regency and the sample subjects were two classes in MAN Bandung Barat with the total number of 72 students, 1 as experiment class and one class as control class. The results of research to improve learning ability by using reciprocal teaching and cognitive learning ability with student learning independence with the reciprocal teaching approachKeywords: reciprocal teaching approach, critical thinking, self-regulated learning.The purpose of this study is to know: 1) How the application of reciprocal teaching approach can increase the ability of critical thinking and self regulated learning; 2) whether there is a relationship between the ability to think critically self regulated learningwith reciprocal teaching approach. This research is implemented Madrasah Aliyah Negeri Bandung Barat with the population are all MA students in West Bandung regency. The method used in this research is Quasi Eksperimen where there are two classes that one class by using reciprocal teaching and one class again using ordinary learning. The study design was a non-randomized control-treatment group, pretest-posttes design. The population of this study were all students in West Bandung regency and the sample subjects were two classes in MAN Bandung Barat with total number of 72 students, 1 class as experiment class and one class class as control class. The results of research to improve learning ability by using reciprocal teaching and cognitive learning ability with student learning independence with reciprocal teaching approach. Keywords: reciprocal teaching approach, critical thinking, self regulated learning.

scholarly journals PENGARUH PEMBELAJARAN PROBLEM POSING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SISWA KELAS V SD

2016 ◽  
Vol 4 (1) ◽  
pp. 46 ◽  
Author(s):  
Asterius Juano ◽  
Pardjono Pardjono
Keyword(s):  
Critical Thinking ◽  
Direct Instruction ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
Problem Posing ◽  
Control Group ◽  
Mathematical Communication ◽  
Grade 5 ◽  
Class E

<p class="E-JOURNALTitle">Penelitian ini bertujuan untuk mendeskripsikan: pengaruh pembelajaran <em>problem posing</em> dan <em>direct instruction</em>, interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Penelitian ini merupakan penelitian eksperimen semu (<em>quasi experiment</em>), dengan menggunakan <em>Non-equevalent Pretest-Posttest Control Group Design</em>. Populasi penelitian ini adalah seluruh peserta didik kelas V SD Negeri Pujokusuman I Yogyakarta yang terdiri atas empat kelas. Sampel penelitian sebanyak dua kelas yang dipilih secara acak, kemudian masing-masing kelas yang terpilih dikelompokkan dalam kategori tingkat kemampuan tinggi dan tingkat kemampuan rendah terhadap kemampuan belajar matematika. Data hasil penelitian dianalisis dengan uji Manova 2 jalur dan uji t dengan kriteria Bonferroni. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh antara pembelajaran <em>problem posing</em> dan <em>direct instruction</em> terhadap kemampuan berpikir kritis dan kemampuan komunikasi matematis dan tidak terdapat interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Pembelajaran <em>problem posing</em> lebih baik dari <em>direct instruction</em> baik untuk kemampuan tinggi maupun untuk kemampuan rendah terhadap kemampuan berpikir kritis dan komunikasi matematis peserta didik.</p><p class="E-JOURNALAbstrakKeywords"><strong>Kata kunci</strong>: problem posing, direct instruction, kemampuan berpikir kritis, kemampuan komunikasi matematis.</p><p align="center"><strong> </strong></p><p class="E-JOURNALTitleEnglish"><strong>THE EFFECT OF THE IMPLEMENTION OF LEARNING PROBLEM POSING ON CRITICAL THINKING ABILITY AND MATHEMATICAL COMMUNICATION OF ELEMENTARY SCHOOL GRADE 5<sup>TH</sup> STUDENTS</strong><strong> </strong></p><p class="E-JOURNALAbstrakTitle"><strong>Abstract</strong></p><p class="E-JOURNALAbstractBodyEnglish">The purposes of this study are to describe: the effect of problem posing instruction and direct instruction and the interaction between instruction strategy and the level of students’ mathematics learning ability at SDN Pujokusuman I Yogyakarta. This study is a quasi-experimental research, using non-equevalent Pretest-Postest Control Group Design. The population was all of the grade 5 students of SD Pujokusuman I Yogyakarta that consisted of four classes. The sample was VA and VB class which were selected randomly. Data were analyzed using two-ways Manova and t-test with Bonferroni criteria. The results show that; there is an effect of the learning problem posing and direct instruction on critical thinking skills and mathematical communication skills and there is no interaction between learning strategy and the level of mathematics learning ability of students to critical thinking skills and mathematical communication. The conclusion of this study is that problem posing instruction is better than direct instruction both for high ability and low ability on critical thinking skills and mathematics communication skill grade 5 of elementary school students.</p><strong>Keywords:</strong> problem posing, direct instruction, critical thinking skills, mathematical communication skills.

scholarly journals THE EFFECTIVENESS OF MCTS LEARNING MODEL TO IMPROVE CRITICAL THINKING SKILLS AND DISPOSITION

2019 ◽  
Vol 8 (2) ◽  
pp. 1713
Author(s):  
Fenno - Farcis
Keyword(s):  
Critical Thinking ◽  
Physics Education ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Education Students ◽  
Physics Teachers ◽  
Self Regulated Learning ◽  
Thinking Disposition ◽  
Very High

MCTS learning model (Making Critical Thinking Students) is a learning model that refers to self regulated learning and uses ICT as a learning media. The purposes of this study was to analyze the effectiveness of the MCTS model to improving the critical thinking skills and disposition of students.  This research was carried out to physics education students of Palangka Raya University who was attended the research methodology lecture.  The effectiveness of the MCTS learning model is based on (1) the results of critical thinking skills and disposition of students and (2) students respons to the model. The results of the study show that critical thinking skills of physics education students at Palangka Raya University have increased significantly, with α = 5%,  N-gain average critical thinking skills are consistently at very high criteria. Critical thinking disposition of learning a significant increase in positive criteria. Physics education students at Palangka Raya University averaged 95.33% giving a positive respons to  MCTS learning model and its devices.  Conclusion based on the results of the study of the effectiveness of the MCTS learning model is effective applied in learning to improve the critical thinking skills and disposition of physics education students of Palangka Raya University as a candidate physics teachers.    

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