scholarly journals Teaching Students About Audit Reports: An Interactive Approach

2016 ◽  
Vol 10 (2) ◽  
pp. I14-I25 ◽  
Author(s):  
Rebecca G. Fay ◽  
Sarah E. Stein
Keyword(s):  
Interest Groups ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Classroom Discussion ◽  
Audit Report ◽  
Interactive Approach ◽  
Different Types ◽  
Audit Reports ◽  
Regulatory Proposals ◽  
Existing Structure

SUMMARY This instructional case provides an interactive approach to teach students about various components of the audit report as well as different types of reports. The materials in this case provide instructors with a diverse set of publicly available audit reports that can be used to illustrate several reporting issues in an undergraduate or graduate class. After gaining an appreciation for the existing structure of audit reports, students are asked to apply critical-thinking skills to determine whether the information communicated in these reports is informative to various interest groups. To facilitate classroom discussion on the topic, the case incorporates information from recent regulatory proposals that would significantly change existing audit report disclosures.

scholarly journals The Effectiveness of Ongoing Assessment on Physics Learning in Improving Students Critical Thinking Skills

2019 ◽  
Vol 2 (2) ◽  
pp. p1
Author(s):  
Agus Setiawan ◽  
Undang Rosidin ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Multiple Choice Questions ◽  
Different Types ◽  
Essay Question ◽  
Assessment Of Student Learning ◽  
Product Effectiveness ◽  
Ongoing Assessment ◽  
True False

This research was conducted to determine the effectiveness of the ongoing assessment of student learning outcomes. There were three groups of students in this study who used different types of questions. The type of questions used are multiple choices, essays, and true/false. Effectiveness is obtained from the average N-gain score. The results of the product effectiveness test show different results for each type of question. The effectiveness of the ongoing assessment with the type of multiple choice questions and true/false based on the results of the average n-gain included in the category is quite effective. The effectiveness of the ongoing assessment with the type of essay question based on the average n-gain results is included in the less effective category.

scholarly journals http://jalt-publications.org/articles/25213-university-students-want-more-interactive-lectures

2019 ◽  
Vol 2018 (1) ◽  
pp. 129
Author(s):  
Brad Deacon ◽  
Richard Miles
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Interactive Approach ◽  
Student Preferences ◽  
Japanese University ◽  
Active Involvement ◽  
Interactive Lectures ◽  
Positive Learning Environment ◽  
University Level ◽  
The University

Currently, examining student desires for Active Learning (AL) in university lectures is an underresearched topic. The purpose of this study was to investigate Japanese university student preferences specific to the inclusion or exclusion of AL in traditional 90-minute university lectures, drawing on qualitative data and descriptive statistics gathered from a series of student surveys. The study is part of a larger longitudinal project and builds on the work established in an earlier pilot study (see Deacon, 2019). Results showed that 90% of students felt deep dissatisfaction with conventional teacher-centered lectures and instead expressed an overwhelming preference for AL-infused lectures. Implications drawn from this study strongly indicate the need for instructors to adopt more of an interactive approach to lecturing at the university level, featuring more active involvement from students in the classroom, in order to motivate and engage learners, develop critical thinking skills, and promote a more positive learning environment. アクティブラーニング（以下AL）を適用した大学講義への学生の要望は、昨今注目されているテーマである。本研究では、日本の大学生が90分の従来型の大学講義にALを導入することを好ましいとするか否かについて一連の調査を実施し、質的、統計的分析を行った。また、この研究は、予備調査（Deacon, 2019）に基いており、より大規模で長期的なプロジェクトの一部を担うものである。本調査の結果、90%の学生が従来の講師を中心とした講義形式に深い不満を抱いており、ALを導入した講義形式が好ましいと回答している。学習者をクラスに積極的に参加させ、批判的な思考能力を発達させ、よりポジティブな学習環境を促進させるためには、大学レベルの講義においても、よりいっそうAL型の講義形式を導入することが必要であることを強く示唆するものである。

scholarly journals The Effect of Backchannel Communication in Developing Students’ Critical Thinking Skills

2018 ◽  
pp. 69-74
Keyword(s):  
Critical Thinking ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Body ◽  
Classroom Discussion ◽  
Control Group ◽  
Thinking Skill ◽  
Body Of Knowledge ◽  
Experimental Group

The purpose of this study is to examine the effect of backchannel communication in developing students’critical thinking skill: macro and micro critical thinking.There are many tools in backchannel communication (BC). Padlet has been used as one of backchannel communication in this research.There are seventy students from two classes (Class X and Class Z) involved as sample in this study.Quasi- experimental research design applied in this research. Class X was selected as the experimental group (using padlet online discussion) and Class Z became the control group (classroom discussion) while learning Critical Thinking subject. Padlet online discussion was used as tool to plot discussion in a group on the topic given by the teacher. The finding shows that students who used back channel communication showed greater macro critical thinking level than to those who did not use back channel communication. While for students who used BC did not show greater critical thinking level than to those who did not use BC.This study will contribute to the body of knowledge on technologies for learning and online learning. This will allow better understanding on how technology can facilitate learning especially critical thinking.

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.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

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

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

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