scholarly journals Some Critical Thinking on Paulo Freire’s Critical Pedagogy and Its Educational Implications

2018 ◽  
Vol 11 (9) ◽  
pp. 64 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Life Experiences ◽  
Problem Posing ◽  
Educational Implications ◽  
Critical Interpretation ◽  
Frankfort School

Through critical interpretation, this paper aims to critically think about some points of Paulo Freire’s critical pedagogy and its educational implications. Firstly, this paper explores the influence of life experiences and the Frankfort School on the development of Freire’s critical pedagogy. Secondly, it aims to critically assess some points of Freire’s critical pedagogy, and illuminate their educational implications. The following points of his critical pedagogy are included: (1) education as the practice of freedom, and (2) dialogue, problem-posing education and conscientization. It is hoped that such an exploration can bring some inspiration to education, and benefit the development of education.

scholarly journals PAULO FREIRE’S CRITICAL PEDAGOGY IN EDUCATIONAL TRANSFORMATION

2021 ◽  
Vol 9 (4) ◽  
pp. 185-194
Author(s):  
Bhawan Singh Chalaune
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Creative Thinking ◽  
Life Experience ◽  
Banking System ◽  
Educational Process ◽  
Curriculum Planning ◽  
Educational Transformation ◽  
Critical Interpretation

Through critical analysis, the purpose of this article is to reflect critically on some of the key aspects of Paulo Freire's critical pedagogy and its contribution to educational transformation. This study is based on critical interpretation and the concept of some key terms in particular. First, this article gives a glimpse into the background of critical thinking, the theoretical basis of Freire's critical pedagogy, and his life experience. Similarly, Freire's critical thinking on the banking education system, which hinders the development of learner's creative thinking, is discussed. These include the role of oppression and dehumanization of the traditional and banking system of education, dialogue and conscientization, libations and problem-posing education, praxis as the reflection in the situations, the role of political and cultural factors in educational change. Second, based on Freire's critical pedagogy, there is a critical interpretation of the current school system's educational process, Practicing Freedom based Teaching Strategies, curriculum planning, and possible transformation into teacher and learner roles. Therefore, to prepare a citizen inspired by freedom and humanization, it is necessary for learners to have critical pedagogical method that can move forward by establishing a connection between themselves and their environment. This requires collaborative and interactive based policies and teaching. It is hoped that such a study will provide some impetus for the transformation of the existing state of education, and will benefit the qualitative development of education.

scholarly journals Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce

2021 ◽  
Vol 4 ◽  
pp. 51-69
Author(s):  
J. D. Swerzenski
Keyword(s):  
Critical Pedagogy ◽  
Student Teacher ◽  
Banking System ◽  
Learning Management Systems ◽  
Problem Posing ◽  
Learning Goals ◽  
Transmission Model ◽  
Management Systems ◽  
Online Classroom ◽  
Software Studies

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, this study calls for closer examination of these tools in order to rework teaching technologies toward critical ends.

Reflective Teaching and Technology Integration in Management Education

2020 ◽  
pp. 153-169
Author(s):  
Neeta Baporikar
Keyword(s):  
Critical Thinking ◽  
Technology Integration ◽  
Reflective Practice ◽  
Learning Style ◽  
Management Education ◽  
Life Experiences ◽  
Thinking Skills ◽  
Management Competencies ◽  
Assessment Skills

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning is well reckoned. Reflective practice, the habit of looking back and analyzing one's own life experiences, is a process that supports learning and develops critical thinking skills. The role of reflection in learning has been recognized for decades and the reflective observation learning style may provide an important means of deepening student understanding and engagement especially with better technology integration. Many management educators recommend reflective practice for managerial and professional development as learning to reflect is a key element in mastering the important management skill of self-awareness and developing management competencies. Adopting a mixed method qualitative approach, the aim of this chapter is to delve on the current scenario of the reflective practices and technology integration in management education.

scholarly journals Proses Berpikir Kritis Siswa SMA dalam Pengajuan Soal Matematika Berdasarkan Tingkat Kemampuan Matematika

2017 ◽  
Vol 8 (2) ◽  
pp. 191-198
Author(s):  
Fulgensius Efrem Men
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Senior High School ◽  
Problem Posing ◽  
Ability Level ◽  
School Students ◽  
Mathematics Ability ◽  
Mathematics Problem ◽  
Senior High School Students

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika yang terdiri atas kemampuan matematika tinggi, sedang dan rendah. Subjek penelitian adalah siswa kelas X dan berjumlah lima orang. Adapun hasil penelitian yang menggambarkan proses berpikir kritis siswa SMA dalam pengajuan soal berdasarkan tingkat kemampuan matematika sebagai berikut. 1) Siswa berkemampuan matematika tinggi kategori baik dalam pengajuan soal matematika memahami petunjuk dan informasi, menggunakan pengetahuan yang telah diperoleh sebelumnya sebagai sumber ide dan memiliki beberapa kriteria untuk membuat soal. 2) Siswa berkemampuan matematika sedang dengan kategori baik dalam pengajuan soal matematika memahami petunjuk dan informasi pada masalah terkait pengajuan soal, mengenali perintah dan mengidentifikasi asumsi-asumsi mendasar berupa apa yang diketahui pada informasi yang diberikan. 3) Siswa berkemampuan matematika rendah kategori kurang baik dalam pengajuan soal matematika memahami petunjuk dan informasi yang pada masalah terkait pengajuan soal. Mengacu pada hasil penelitian terlihat bahwa proses berpikir kritis siswa SMA dalam pengajuan soal matematika berdasarkan tingkat kemampuan matematika berbeda-beda.This study aims to describe Senior High School students critical thinking process in mathematics problem posing based on their mathematics ability level that is consisted of high, medium and low ability level. The subjects of this study is are five grade X students. The data were collected through semi-structured interview. This research then illustrates senior high school students critical thinking process in mathematic problem posing based on their mathematic ability level as follows: 1) The student have high mathematic ability in mathematic problem posing that might be categorized baik could understand the instruction and information, use her previous knowledge as the source of idea and having some criteria to make problems. 2) The student have medium mathematics ability in mathematics problem posing that might be categorized baik could understand the instruction and information related to problem posing, identify the instruction basic assumptions due to the knowledge she attained form given information. 3) The student have low mathematics ability in mathematics problem posing that might be categorized kurang baik could understand the instruction and information in mathematics problem posing. Referring to the research findings, it is known that senior high school students critical thinking process in mathematics posing problem is different based on their mathematic ability level.

scholarly journals Pengaruh Model Problem Solving dan Problem Posing Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar PPKn

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Maha Surdinata ◽  
Sukardi Sukardi ◽  
Rispawati Rispawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Model Problem ◽  
Practical Implication ◽  
Problem Posing ◽  
Development Theory ◽  
Control Group ◽  
Control Group Design ◽  
Group Design

Tujuan penelitian ini adalah untuk mengetahui ada tidaknya pengaruh penerapan model problem  solving  dan problem  posing  terhadap kemampuan berpikir kritis dan hasil belajar PPKn  sisw a. Penelitian ini merupakan penelitian Quasi eksperimen dengan nonequivalen  control group  design.  Data berfikir kritis dijaring menggunakan angket dan data hasil belajar PPKn  diambil menggunakan so al tes yang sudah memenuhi persyaratan instrument  penelitian. Keseluruhan data dianalisis secara kuantitif  melalui uji parametrik yang terlebih dahulu diuji persyaratan analisis. Hasil penelitian menunjukkan bahw a tidak ada perbedaan kemampuan berfikir kritis dan hasil belajar PPKn antara yang menggunakan model problem  solving dan problem  posing.  Dengan mencermati nilai rata-rata yang sangat tinggi, maka kedua model pembelajaran sangat efektif. Implikasinya praktis adalah kedua model dapat digunakan dan secara teoritis memperkuat teori konstruktivistik sebagai backgroud teori pengembangan model pembelajaran. AbstractThe  purpose  of  this study is to  determine w hether  there is influence of  the application of problem solving methods and problems posed against the ability of critical thinking and  learning outcomes  of  student  PPKn.  This research is an experimental Quasi research w ith nonequivalent control group design. Learning methode  data w ith questionnaire method  and  learning result data PPKn taken using test questions that have met the requirements of the instrument. The data are analyzed quantitatively through the parametric test first. The results show ed no differences in critical thinking skills and learning outcomes betw een PPKn using problem solving and problem posing model. By looking at very high averages, the tw o learning models are very effective. The practical implication is that the second model  can  be  used  and  theoretically reinforces  constructivist  theory  as  a backgroud of learning model development theory. Keywords: Problem Solving, Problem Posing, Critical Thinking

scholarly journals Meningkatkan Kemampuan Berpikir Kritis Melalui Problem Posing

2017 ◽  
Vol 8 (1) ◽  
pp. 48
Author(s):  
Widha Nur Shanti ◽  
Dyahsih Alin Sholihah ◽  
Adhetia Martyanti
Keyword(s):  
Critical Thinking ◽  
Secondary Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Posing ◽  
Literature Study ◽  
Analysis Techniques ◽  
Library Research ◽  
Mathematical Question ◽  
Three Stages

<p><em>This study aims to explain how the problem posing approach adopted in the study of mathematics can develop students' critical thinking skills. The method used in this research is literature study (library research). The data in this study is a secondary data such as the results of the research as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques in the study include three stages, namely organize, synthesize, and identify.</em></p><p><em>These results showed that the problem posing approach to the stages of learning, among others (1) create a situation of mathematics; (2) create a mathematical question; (3) solve math problem; (4) to apply mathematics, has relevance to the indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision. Overall, it was concluded that the students' critical thinking skills can be improved by the application of problem posing approach in the learning process.</em></p>

scholarly journals Pedagogía crítica, la visión para favorecer la autonomía en el alumno

2019 ◽  
pp. 21-28
Author(s):  
María Margarita Chávez-López ◽  
Benigno Magdaleno-Castro
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Critical Pedagogy ◽  
Elementary Students ◽  
Teaching Practice ◽  
School Community ◽  
Research Approach ◽  
The Poor ◽  
Action Research Approach

The multiple difficulties that are experienced within the classroom are a reflection of the reality of students, teachers and the school community. There is much talk about the problems of the students, their behaviors, the poor consolidation of learning, lack of participation, their vulnerability to the context in which they live, however rarely does the teacher assume any of these as their own and seeks to solve them through their practice. The present is the follow-up of a research teacher whose purpose was the transformation of his practice to favor critical thinking in elementary students and teachers in training. For this, the socio-critical paradigm was used under an action research approach, the actions carried out were based on critical pedagogy. It was found that critical pedagogy improves the teaching practice, promoting the transformation of students' reality through the development of critical thinking, favoring autonomy in students.

scholarly journals Penerapan Model Pembelajaran Problem Posing Menggunakan LKS Berbasis Scientific Aproach Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 190
Author(s):  
Suriasa Suriasa
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Problem Posing ◽  
Research Subjects ◽  
Learning Problem ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Scientific Approach

Keterampilan berpikir kritis siswa belum menjadi perhatian, padahal keterampilan berpikir kritis merupakan salah satu keterampilan berpikir tingkat tinggi yang sangat penting diajarkan kepada siswa. Penelitian ini bertujuan untuk mendeskripsikan efektifitas penerapan model pembelajaran problem posing menggunakan LKS berbasis scientific approach. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK).  Subjek penelitiannya ialah 34 siswa kelas 7C SMPN 24 Banjarmasin. Instrumen yang digunakan dalam penelitian ini adalah LKS brbasis scientific approach. Berdasarkan hasil analisa data diperoleh keterampilan berpikir kritis siswa pada siklus I keterampilan menanya sebesar 67,88%, pada siklus II keterampilan menanya sebesar 84,71%, dan pada siklus III keterampilan menanya sebesar 92,26%, sedangkan keterampilan mengamati, mencoba, menganalisis, mengkomunikasikan dan menyimpulkan pada ketiga siklus sebesar mencapai nilai diatas 85%. Hal ini menunjukkan peningkatan keterampilan berpikir kritis siswa dari siklus I ke siklus II baik, dan siklus III amat baik. Hasil belajar siswa materi konsep zat yang berorientasi keterampilan berpikir kritis siswa mencapai ketuntasan secara klasikal pada siklus I sebesar 78,13%, pada siklus II sebesar 88,24%, dan pada siklus III sebesar 91,18%. Respon siswa terhadap pembelajaran sangat baik. Oleh karena itu diperoleh simpulan bahwa penerapan model pembelajaran problem posing menggunakan LKS berbasis scientific aproach efektif meningkatkan keterampilan berpikir kritis siswa kelas 7C SMPN 24 Banjarmasin pada materi konsep zat.Critical thinking skills of students have not been a concern, whereas critical thinking skills are one of the most important high-level thinking skills taught to students. This study aims to describe the effectiveness of applying learning problem-posing model using worksheet based on scientific approach. This research uses classroom action research method. The research subjects are 34 students of grade 7C SMPN 24 Banjarmasin. The instrument used in this research is a scientific approach bracket worksheet. Based on the result of data analysis, the students' critical thinking skill in the first cycle of questioning skills equal to 67,88% score, on the second cycle, the questioning skill equal to 84,71%, and on the third cycle of questioning skill equal to 92,26% , while observation skill, try, analyze, communicate and conclude on all three cycles achieving a value above 85%. This shows the improvement of students' critical thinking skills from cycle I to cycle II good, and cycle III is very good. Student learning result of concept material that oriented critical thinking skill of students reach mastery classically in cycle I equal to 78,13%, in cycle II equal to 88,24%, and at cycle III equal to 91,18%. Student response to learning is very good. Therefore it is concluded that the application of learning problem-posing model using a scientific-based worksheet approach effectively improves critical thinking skills of 7C students SMPN 24 Banjarmasin on the material concept of substance.

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