scholarly journals Peningkatan kemampuan instructional leadership guru berbasis action learning di sekolah dasar

2021 ◽  
Vol 6 (2) ◽  
pp. 212
Author(s):  
Sulastri Sulastri ◽  
Syahril Syahril ◽  
Nelfia Adi
Keyword(s):  
Critical Thinking ◽  
Instructional Leadership ◽  
Action Learning

Kegiatan pengabdian masyarakat dilatar  belakangi oleh kurang maksimalnya instructional leadership guru di lapangan. Adapun tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk; 1) meningkatkan pemahaman dan pengetahuan guru tentang instructional leadership berbasis Action Learning , 2) mempersiapkan guru-guru agar mampu menghadapi setiap permasalahan yang terjadi di lapangan, 3) memberikan keterampilan dan meningkatkan kualitas pembelajaran dimasa pandemi COVID 19, 4) melatih guru-guru dalam menyelesaikan permasalahan yang berbasis action learning (menganalisis situasi dan kondisi nyata, melibatkan tim, melakukan deep interview dan refleksi, merumuskan action, dan melaksanakan action), 5) melatih dan meningkatkan kemampuan guru-guru dalam berpikir kritis (<em>critical thinking</em>). Berdasarkan kegiatan yang telah dilaksanakan di peroleh respon positif, hal ini terlihat dari tingginya antusias guru-guru dalam pelaksanaan kegiatan tersebut. Langkah pertama yang dilakukan ialah guru diminta untuk mengidentifikasi permasalahan yang terjadi di lapangan sehubungan dengan <em>instructional leadership</em>. Kemudian guru diberikan pemahaman tentang materi-materi dan permasalahan yang dihadapinya. Sebagai umpan balik dari pihak Koordinator Pendidikan dan guru sekolah dasar, bahwa mereka bersedia menjadi sekolah binaan untuk berbagai kegiatan peningkatan kualitas pendidikan. Harapan dari pihak Koordinator Pendidikan Kecamatan Tilatang Kamang dan guru-guru yang ada di Sekolah Dasar, prestasi sekolah terus mengalami peningkatan seiring dengan adanya kerjasama dengan Universitas Negeri Padang.

Developing Critical Thinking in Doctoral Students

2015 ◽  
pp. 348-370
Author(s):  
Peter Smith
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Doctoral Students ◽  
Future Study ◽  
Research Training ◽  
Relevant Literature ◽  
Action Learning ◽  
Academic Qualification

The PhD is the highest level of academic qualification, and is by its very nature an exercise in the development of critical thinking. This chapter discusses what it means to study for a PhD and the problems that students have with developing skills of criticality. The author discusses his own experiences of supervising over 50 doctoral students and relates this to the relevant literature. The role that the supervisor, research training, the thesis, dissemination and the viva can play in developing critical thinking are discussed. The power of specific techniques including reflection, action research and action learning are also explored. The chapter presents areas worthy of future study and concludes by presenting an agenda which PhD students and their supervisors might follow.

scholarly journals A Systematic Review: Using Habits of Mind to Improve Student’s thinking in Class

2017 ◽  
Vol 8 (1) ◽  
pp. 25 ◽  
Author(s):  
Suad Alhamlan ◽  
Haya Aljasser ◽  
Asma Almajed ◽  
Haila Almansour ◽  
Nidhal Alahmad
Keyword(s):  
Systematic Review ◽  
Critical Thinking ◽  
Instructional Leadership ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Comprehensive Analysis ◽  
Review Article ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Study Results

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them to the externally verified critical thinking skills using a multiple regression with a variation methodology. Study results suggest that the available literature does not provide a comprehensive analysis of the problem due to the variations in explanatory values of the variables selected; though, it justifies the instructional leadership approach that should be fulfilled by the educators striving to deploy the Framework in their educational environment. The review suggests using a fieldwork approach as the next step of the mentioned Framework evaluation.

Action learning and critical thinking: a synthesis of two models

2011 ◽  
Vol 8 (3) ◽  
pp. 211-230 ◽  
Author(s):  
Stephen M. Soffe ◽  
Michael J. Marquardt ◽  
Enoch Hale
Keyword(s):  
Critical Thinking ◽  
Action Learning

scholarly journals Resolving ELT Challenges Through Critical Thinking Strategies

2015 ◽  
Vol 4 ◽  
pp. 1-12
Author(s):  
Rajan Kumar Kandel
Keyword(s):  
Critical Thinking ◽  
Lesson Plan ◽  
Action Learning ◽  
Local Context ◽  
The Internet ◽  
English Learning ◽  
Class A ◽  
Thinking Strategies ◽  
Learning English

Overviewing the existing ELT challenges in Nepalese education, this article attempts to explore the challenges resulted from the age long conventional teacher-led, drilling, lecturing, note providing, and translation based teaching, and suggests to opt critical thinking (CT) strategies to solve the problems based on experiences and observations of the researcher for more than a decade. It tries to reflect how CT strategies help students in learning English inclusively in a co-operative and democratic class. A model lesson plan (along with pictures downloaded from the Internet) has also been appended to show how a teacher can introduce CT in ELT class in Nepal to overcome the challenges and lead the students to active and stress-free English learning. It also depicts positive consequences of the intervention (CT strategies) of the study resulted from action learning during the decade long practice and exploration of a teacher in his local context. Journal of NELTA Surkhet Vol.4 2014: 1-12  

scholarly journals Using Action Learning And Critical Thinking Tools To Make Changes In Higher Education

2013 ◽  
Vol 6 (1) ◽  
pp. 73 ◽  
Author(s):  
Janice Witt Smith ◽  
D. Kathy Stitts
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Continuous Improvement ◽  
Action Learning ◽  
Student Interest ◽  
Level Of Involvement ◽  
Capstone Course ◽  
General Education Curriculum ◽  
High Level ◽  
Advising Model

As the reported institution increased admission requirements, added masters and doctoral programs, and revised its strategic thrust, greater emphasis was placed on assessing student learning outcomes and whether the treatment of education has had a measurable impact. Consistent with Smith and Clark (2010), we implemented an action learning approach and integrated critical thinking concepts in instructional delivery for an undergraduate human resource management (HR) capstone course and examined the process used to changing the general education curriculum and advising model through those same lenses. Keys to success in both arenas depend on faculty engagement and interest, willingness to be in a continuous improvement mode and their high level of involvement and trust in the goals and process. Additionally facultys comfort with receiving and incorporating feedback from students in real-time, particularly if developmental feedback, without reacting punitively, is critical in maintaining student interest and involvement in the course laden with action-learning and critical-thinking activities. Student engagement, interest and willingness to be in a continuous improvement mode increase with faculty receptivity to feedback and accessibility for interaction outside of the classroom.

scholarly journals PENERAPAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) MELALUI MEDIA PEMBELAJARAN ULAR TANGGA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPS PADA PESERTA DIDIK KELAS 2 SD

2018 ◽  
Vol 1 (1) ◽  
pp. 324
Author(s):  
Dyah Anggraini ◽  
Stefanus Relmasira ◽  
Agustina Tyas Asri Hardini
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Outcomes ◽  
Action Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Teams ◽  
Classroom Action Research

Abstrak: : Jenis penelitian ini adalah penelitian tindakan kelas yang bertujuan untuk meningkatkan kemampuan berpikir kritis dan hasil belajar IPS peserta didik kelas 2 SDN Kutowinangun 07 dengan menggunakan model STAD berbantuan media pembelajaran ular tangga. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis peserta didik, yang awalnya pra tindakan 1,49 (kurang kritis), siklus I menjadi 2,22 (cukup kritis) dan siklus II menjadi 2,85 (kritis). Demikian juga dengan hasil belajar peserta didik yang semula pada pembelajaran pra tindakan 4 peserta didik (26,67%) yang tuntas di siklus I terdapat 11 peserta didik (73,33%) yang tuntas dan siklus II ada 14 peserta didik (93,33%) yang tuntas.Abstract: : This type of research is a classroom action research that aims to improve the ability of critical thinking and learning outcomes of 2nd grade students of SDN Kutowinangun 07 by using STAD model assisted by learning media of snake ladder. The results showed an increase in students' critical thinking skills, initially pre-action 1.49 (less critical), cycle I to 2.22 (critical enough) and cycle II to 2.85 (critical). Similarly, the learning outcomes of learners who initially on the pre-action learning 4 students (26.67%) completed in the first cycle there are 11 students (73.33%) is complete and cycle II there are 14 students (93.33 %) thoroughly.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Gifts From the Web: Critical Thinking

1999 ◽  
Vol 3 (2) ◽  
pp. 6-6
Author(s):  
Barbara Shadden
Keyword(s):  
Critical Thinking ◽  
The Web
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