scholarly journals guided-inquiry based laboratory instruction: investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

2012 ◽  
Author(s):  
Tanya Gupta
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Laboratory Instruction ◽  
Guided Inquiry ◽  
Problem Solving Skills

scholarly journals Efektivitas Model Pembelajaran Guided-Inquiry terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah

2020 ◽  
Vol 5 (6) ◽  
pp. 844
Author(s):  
Reginaldis Isabella Sado ◽  
Daud Dakabesi ◽  
Tien Aminatun
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
And Control

<pre><strong>Abstract:</strong> The purpose of this study was to determine the effectiveness of guided-inquiry model on critical thinking skills and problem solving about material changes in the environment. This research was done by using quasi-experiment with post-test only design. Besides, this research used four research classes that are the experiment two class which is given the treatment of guided-inquiry model and control two class which is given the treatment of conventional model. The population used in this study was tenth grade students of science major at SMAN 2 Ngaglik, that is chosen randomly. Data collection techniques used are test and observation. The results showed that the guided-inquiry model improved critical thinking and problem solving skills. This is based on the results of test data analysis which shows a significant difference between students in the experimental class and student class control.</pre><strong>Abstrak:</strong> Tujuan penelitian ini adalah mengetahui efektivitas model <em>guided-inquiry</em> pada keterampilan berpikir kritis dan pemecahan masalah tentang perubahan materi di lingkungan. Penelitian ini dilakukan dengan menggunakan eksperimen semu dengan desain <em>post-test only</em>. Selain itu, penelitian ini menggunakan empat kelas penelitian, yaitu dua kelas eksperimen yang diberi perlakuan model <em>guided-inquiry</em> dan dua kelas kontrol yang diberi perlakuan model konvensional. Populasi yang digunakan dalam penelitian ini adalah siswa kelas X MIPA di SMAN 2 Ngaglik yang dipilih secara acak. teknik pengumpulan data yang digunakan adalah tes dan observasi. Hasil penelitian menunjukkan bahwa model <em>guided-inquiry</em> meningkatkan kemampuan berpikir kritis dan pemecahan masalah. Hal tersebut didasari oleh hasil uji analisis data yang menunjukkan bahwa adanya perbedaan yang signifikan antara siswa pada kelas eksperimen dan kelas kontrol.

scholarly journals Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

2016 ◽  
Vol 13 (3) ◽  
pp. 4931
Author(s):  
Fatma Tanrıkulu ◽  
Funda Erol ◽  
Yurdanur Dikmen
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Application ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Reflection Method ◽  
Clinical Practices ◽  
Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department.  The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals THE EFFECTS OF VISUAL MAPPING AND SCIENCE-RELATED ATTITUDES ON STUDENTS’ CRITICAL THINKING AND PROBLEM SOLVING SKILLS

2021 ◽  
Vol 8 (2) ◽  
pp. 146
Author(s):  
Muhammad Jamhari ◽  
Syarifuddin Syarifuddin ◽  
Herbert Sipahutar
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Visual Mapping ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Range Test

The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, totally 141 students. It was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test. The results showed that: (1) there were the significant effects of visual mapping on students’ critical thinking skills (F=87.082; P=0.000), (2) there were the significant effects of science-related attitudes on students’ critical thinking skills (F=2.493; P=0.040), (3) there were the interactions between visual mapping and science-related attitudes on students’ critical thinking skills (F=2.037; P=0.000), (4) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), (5) there were the significant effects of science-related attitudes on students’ problem  solving skills (F=3.397; P=0.031), and (6) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000).

scholarly journals Keefektifan problem solving dan guided inquiry dalam setting TAI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri

2016 ◽  
Vol 3 (2) ◽  
pp. 221
Author(s):  
Hesti Setianingsih
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Learning Problem ◽  
Learning Achievement ◽  
Research Population

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan membandingkan keefektifan problem solving setting team assisted individualization (TAI) dengan guided inquirysetting TAI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri siswa. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Lebaksiu yang terdiri atas 9 kelas. Dari populasi yang ada diambil secara acak dua kelas, yaitu kelas VII H dan kelas VII I sebagai sampel kelas penelitian. Kelas VII H diberi treatment dengan pendekatan pembelajaran problem solving setting TAI, sedangkan kelas VII I dengan guided inquiry setting TAI. Data dianalisis dengan menggunakan uji one sample t-test, uji MANOVA dengan T2 Hotteling’s dilanjutkan dengan uji t-Benferroni untuk menentukan pendekatan pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran problem solving setting TAI dan guided inquiry setting TAI keduanya efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kedisiplinan diri; pendekatan pembelajaran guided inquiry setting TAIlebih efektif daripada problem solving setting TAI ditinjau dari masing-masing aspek.Kata Kunci: problem solving, guided inquiry, team assisted individualization, prestasi belajar, kemampuan berpikir kritis, kedisiplinan diri The effectiveness of problem solving and guided inquiry viewed from students’ learning achievement, critical thinking skills, and self-discipline AbstractThis study aims to describe the effectiveness and compare the effectiveness of problem solving in team assisted individualization (TAI) setting with guided inquiry in TAI setting viewed from the students’ learning achievement, critical thinking skills, and self-discipline. The research population comprised all Class VII students, consisting of 9 classes of SMP Negeri 1 Lebaksiu. From the population, two groups (classes), class VII H and class VII I, were selected randomly as the research class sample. Class VII H was treated with the approach of learning problem solving in TAI setting, while class VII I was treated with the guided inquiry in TAI setting. The data were analyzed using one sample t-test, MANOVA with T2 Hotteling’s and then continued by t-Benferroni test to determine which the approach of learning is more effective. The results of study show that the approaches of learning problem solving in TAI setting and guided inquiry in TAI setting are both effective viewed from students’ learning achievement, critical thinking skills, and self-discipline, and the approach of learning guided inquiry in TAI setting is more effective than problem solving in TAI setting in terms of each aspect.Keywords: problem solving, guided inquiry, team assisted individualization, learning achievement, critical thinking skills, self-discipline

scholarly journals Fostering Problem-Solving in a Virtual Environment

10.28945/2273 ◽  
2015 ◽  
Vol 14 ◽  
pp. 339-362
Author(s):  
Danielle Morin ◽  
Jennifer D.E. Thomas ◽  
Raafat George Saadé
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Skill Acquisition ◽  
Idea Generation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Skills Acquisition ◽  
Problem Solving Skills ◽  
Creative Idea ◽  
Relative Contribution

This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

scholarly journals MEMBERDAYAKAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING) SISWA SMA DALAM PEMBELAJARAN BIOLOGI

2013 ◽  
Vol 1 (1) ◽  
pp. 56 ◽  
Author(s):  
I Wayan Karmana
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Metacognitive Awareness ◽  
Problem Solving Skills

The purpose of education in high school biology emphasizes the development of potential students to become independent learners, so that students have the critical thinking skills, creative, innovative, and able to solve the problems of life (higher order thinking). But in reality it is still relatively low ability, so it needs ditingkatkan.Terkait with this, the objective of this study is to clarify the effectiveness of Problem Based Learning (PBL) and potential interaction in the academic as well as empowering high order thinking (critical thinking skills, problem solving, and metacognitive awareness). This is a type of quasi-experimental study that implements two different strategies with pretest-posttest non equivalent control group design 2x2 factorial conducted in academic year 2012/2013. The study population was a tenth grade student at SMAN 8 Mataram, while the study sample were students of class X by 2 classes. The research instrument is a test of critical thinking skills, and problem solving skills, and metacognitive awareness questionnaire. Data were analyzed by descriptive analysis and to test the hypothesis that continued Anacova test further test of Least Significant Difference (LSD). Tally assisted with SPSS 14 for Windows. The results showed that the effect on the Problem Based Learning problem-solving skills, and critical thinking, but do not affect the metacognitive awareness. While the ability (potential) academic has no effect on the ability of problem solving, critical thinking and metacognitive awareness of high school students.

scholarly journals PENGEMBANGAN EVALUASI PEMBELAJARAN BAHASA INDONESIA BERBASIS TAKSONOMI STRUCTURE OF OBSERVED LEARNING OUTCOME

LITERA ◽  
2014 ◽  
Vol 13 (1) ◽  
Author(s):  
Subyantoro Subyantoro
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Item Difficulty ◽  
Test Validity ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Item Types ◽  
Bahasa Indonesia

This study aims to describe characteristics and principles of the development of evaluation kits based on the taxonomy of the Structure of Observed Learning Outcome (SOLO) in the Bahasa Indonesia subject and to test the effectiveness. It employed a research and development design. It was conducted up to the seventh stage, namely operationalproduct revision, a revision after obtaining feedback from field testing. The results of the study are as follows. First, the characteristics of the evaluation kits include item types, time allocation, tasks, critical thinking skills, and problem solving skills. Second, the principles of the development of evaluation kits include appropriate item types, tasks,critical thinking skills, and problem solving skills. Third, the evaluation kits consist of conceptual materials, evaluation grids, item cards, test packages and instructions, and answer keys accompanied by assessment and scoring rubrics. Fourth, the effectiveness of the evaluation kits is indicated by the test validity and reliability and the item difficulty index and discrimination index.

Sign in / Sign up

Export Citation Format

Share Document