scholarly journals TEACHING STRATEGIES IN ONLINE DISTANCE LEARNING ON CRITICAL THINKING SKILLS AND TECHNICAL SKILLS OF THE STUDENTS

2021 ◽  
pp. 341-355
Author(s):  
April L. Trilles
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Distance Learning ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Technical Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Distance Learning ◽  
Online Distance

This study conducted to determine the effect of teaching strategies in online distance learning on the critical thinking skills and technical skills of the students of Liliw National High School, Liliw Laguna, specifically sought to answer the following questions. What is the level of teaching strategies in Online Distance Learning in terms of Lecture-Discussion Method/ Virtual Class; Inquiry-based Method; Visualization; Elaboration? What is the level of critical thinking skills of the student in terms of; Alertness; Flexibility; Decision making? What is the level of technical skills of the students in TLE in terms of; Mensuration and Calculation; Use of tool and equipment; Occupational health and safety? Are the teaching strategies in online distance learning have significant effect on the critical thinking skills of the Grade 7 and 8 TLE online students? Are the teaching strategies in online distance learning have significant effect on the technical skills of the students in Liliw National High School, Liliw, Laguna? The researcher utilized a descriptive design and used the teaching strategies in technology and livelihood education to its effects on the critical thinking skills and technical skills of the students. Respondents are selected forty-five (45) online distance learning students from grade 7 and 8 levels in Liliw, Laguna. Purposive sampling technique was used to get the sample respondents for this study. The scheme was used to ensure that the student-respondents came from Liliw, Laguna. The main source of data of the study is the survey questionnaire prepared by the researcher and the statistical use of simple descriptive statistics such as mean and standard deviation to determine the mean level of the teaching strategies used by the teachers to measure the students’ critical thinking and technical skills..

scholarly journals Profile of Students' Critical Thinking Skills and the Implementation of PBLRQA based on Blended Learning in Senior High School

2021 ◽  
Vol 9 (1) ◽  
pp. 38
Author(s):  
Febtya Lailatul Badriyah ◽  
Husni Mubarok ◽  
Binar Kurnia Prahani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Blended Learning ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Interviews ◽  
Qualitative Descriptive ◽  
Written Test

This research aimed to obtain the profile of students' critical thinking skills and the implementation of PBLRQA based on blended learning in high school. This research is a descriptive preliminary study with a saturated sampling technique was taken by 123 students. The method of gathering information with a used a written test, response questionnaire students, and teacher interviews. The analysis was conducted using qualitative descriptive analysis techniques. The result showed that critical thinking skills in the very low category. With the acquisitions of the very low category as many as namely 110 students, the low category as many as 12 students being low, the medium category as many as and 1 student, but in the high and very high categories there are no students who achieve it. The research of the study concluded that the students generally in low critical thinking skills, so it is necessary to change the learning model to improve critical thinking skills, namely by the implementation of PBLRQA based on blended learning.

scholarly journals The Effectiveness of the Problem Baesd Instruction Model with Videos on Critical Thinking Abilities of Senior High School 1 Mayong Students

2019 ◽  
Vol 8 (3) ◽  
pp. 322-329
Author(s):  
Nurul Mauludah ◽  
Endah Peniati ◽  
Priyantini Widiyaningrum
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Senior High School ◽  
Critical Thinking Skills ◽  
Conservation Attitudes ◽  
Independent Variable ◽  
Based Instruction ◽  
Instruction Model

The ability to think critically is needed in the 21st century so that students must have the ability to think critically.Withthese abilities, students are more able to master the concept of material, able to provide further explanation and provide alternative problem-solving so that students are expected to be able to solve problems in the environment in the future. This study aims to analyze the problem-based instruction model with effective video applied to senior high school 1 Mayong students on the ability to think critically and analyze the problem-based instruction model with video so that it can improve the critical thinking skills of senior high school 1 Mayong students. This study used pre-experimental design with one group pretest-posttest design. The sample of this study were students of class XI MIPA 3 and XI MIPA 4 Senior High School 1 Mayong which were determined using purposive sampling technique. The independent variable is a problem-based instruction model with an immune system video media. Dependent variables besides critical thinking skills are also conservation attitudes that are expected to arise during the learning process. The researcher collected the data using test questions and observation sheets. The results of data analysis showed that students' critical thinking skills reached 92.5% completeness. On average, every aspect of students' critical thinking skills are in critical and very critical criteria and the average conservation value of students is honest, creative and humanist in good, good and very good criteria. The average N-gain in both classes is included in the criteria of medium (0.69) and high (0.71). Based on the results of the study, it can be concluded that the problem-based instruction model with effective video is applied to senior high school 1 Mayong students towards critical thinking skills and problem-based instruction models with videos can improve the critical thinking skills of senior high school 1 Mayong students

scholarly journals The effect of critical thinking on students’ accounting competency in vocational high school

2019 ◽  
Vol 9 (3) ◽  
pp. 270-279
Author(s):  
Risa Alkurnia ◽  
Susilaningsih Susilaningsih ◽  
Sudiyanto Sudiyanto
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Vocational High School ◽  
Critical Thinking Ability ◽  
Analysis Technique ◽  
Thinking Ability

The purpose of this study was to analyze the differences in the effect of critical thinking skills on students’ learning competency in accounting subjects at vocational high school in Surakarta. The indicators of critical thinking ability used in this study referred to the theory developed by Ennis, while the accounting competency indicators used referred to Bloom's taxonomy. This research was experimental quantitative research. The population in this study were all students of grade X accounting at SMK 1 Surakarta totaling 96 students. The sample of this study was class X AC (Accounting) 2 as the experimental class and X AC 3 as the control class. The sampling technique used in this study was Cluster Random sampling. The data analysis technique used in the study was Analysis of Variance (ANOVA), with pre-requisite tests that had to be done before, namely normality and homogeneity tests. This study concluded that there are differences in the influence of critical thinking skills on students’ competency in accounting learning.

scholarly journals ASSESING CRITICAL THINKING SKILLS AND MASTERY CONCEPTS: THE CASE OF ECOSYSTEM

EDUSAINS ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 223-232
Author(s):  
Lia Junita Harahap ◽  
Ratna Komala ◽  
Rizhal Hendi Ristanto
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Purposive Sampling ◽  
Basic Concepts

PENILAIAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP PADA MATERI EKOSISTEMAbstractCritical thinking skills and mastery concepts are competencies that measure cognitive aspects. Both of these competencies support each other. This study aims to analyze critical thinking skills and mastery concepts of students in the ecosystem material. This was quantitative research. The sampling technique used Purposive Sampling, namely 60 high school students. Data was collected through the critical thinking skills test and mastery concept of ecosystem tests for students and interviews with the teacher. Based on the analyzed data, the average critical thinking skills and mastery concepts of an ecosystem are 53,15 and 61,10, which are in the low category. This is because students still have difficulty in understanding the basic concepts of ecosystems; students have not understood yet the terms in the ecosystem so that the terms with their meanings are often exchanged which has an impact on the low achievement of students.AbstrakKeterampilan berpikir kritis dan penguasaan konsep adalah kompetensi yang mengukur kemampuan kognitif. Kedua kompetensi tersebut saling berkaitan dan mendukung satu sama lain. Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis dan penguasaan konsep peserta didik pada materi Ekosistem. Penelitian ini merupakan penelitian kuantitatif. Teknik pengambilan sampel yang digunakan adalah purposive sampling, yaitu 60 peserta didik SMA. Data diperoleh melalui tes tentang keterampilan berpikir kritis dan penguasaan konsep pada materi Ekosistem yang dikerjakan oleh peserta didik dan wawancara dengan guru. Berdasarkan analisis data, rata-rata keterampilan berpikir kritis dan penguasaan konsep materi Ekosistem peserta didik, masing-masing adalah 53,15 dan 61,10. Hasil tersebut termasuk dalam kaegori rendah. Hal ini disebabkan oleh sulitnya peserta didik dalam memahami konsep dasar Ekosistem, belum mengertinya istilah-istilah dalam ekosistem sehingga sering terjadi pertukaran istilah dengan maknanya yang berdampak pada rendahnya prestasi belajar siswa.  

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.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

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