Behavioral and Psychosocial Considerations in Intelligence Analysis: A Preliminary Review of Literature on Critical Thinking Skills

2009 ◽  
Author(s):  
Chin K. Tam
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Preliminary Review ◽  
Intelligence Analysis ◽  
Review Of Literature

scholarly journals Strengthening Critical Thinking Skills Among Muslims Students

ICR Journal ◽  
2010 ◽  
Vol 1 (4) ◽  
pp. 649-665
Author(s):  
Abdul Karim Abdullah (Leslie Terebessy)
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Review Of Literature ◽  
Muslim Students

The intention of this article is to reflect on how critical thinking among Muslim students could be enhanced. After a survey of key qur’anic verses related to thinking, a review of literature follows. Thinking and critical thinking, as well as their relationship to one another are explored next. Various activities in which critical thinking plays a key role are highlighted. Reasons for the weakness in critical thinking are examined in the following section. The conclusion contains recommendations for the improvement of critical thinking skills among Muslim students.  

scholarly journals Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

2012 ◽  
Vol 9 (1) ◽  
pp. 38-55
Author(s):  
Erst Carmichael ◽  
◽  
Helen Farrell ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Approach To Learning ◽  
The University ◽  
Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

scholarly journals Teaching Critical Thinking Skills for Evidence-Based Reasoning Across the Curriculum Using COGENT

2015 ◽  
Vol 7 (1) ◽  
pp. 90
Author(s):  
Mihai Boicu ◽  
Gheorghe Tecuci ◽  
Dorin Marcu ◽  
Laura Lukes ◽  
Debra Sprague ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Systematic Approach ◽  
Experimental Methods ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Intelligence Analysis ◽  
The Core ◽  
Hands On ◽  
Medicine History

Evidence-based reasoning is at the core of many problem-solving and decision-making activities in a wide variety of domains, including all natural sciences and engineering (e.g., for experimental methods), law, intelligence analysis, forensics, medicine, history, archaeology, and many others. However, many students lack the skills to develop sound arguments based on evidence. This session will present a general systematic approach to evidence-based reasoning and a computer system called COGENT (Cognitive Assistant for Cogent Analysis) that are proposed to be used for teaching critical thinking skills for evidence-based reasoning in a variety of courses, through an effective hands-on approach. Examples of using COGENT in current or future courses in intelligence analysis, physics, geology, and other domains will be presented. The audience will have an opportunity to use COGENT in short, hands-on exercises. The main goal of this session is to encourage other professors to adopt these innovations in their courses as a step toward teaching of evidence-based reasoning across the curriculum.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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