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Sudzina, Mary R.

doi:10.1023/a:1024744613867

Cited by 51 publications

(5 citation statements)

References 16 publications

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“…Belajar dalam perspektif konstruktivis adalah produk dari pengorganisasian diri (self-organization) sejalan dengan self-regulation dalam belajar (Candy, 1989). Pengetahuan gambaran mental model yang merepresentasikan persepsi pada relialitas yang tidak peroleh secara pasif, tetapi secara aktif siswa mengkonstruksi pengetahuan dan pemahaman (Glasersfeld, 1989;Sudzina, 1997 (Johnson, Johnson, & Smith, 2007 (Kim, 2005;Mayer, 1992).. (Kamp, Dolmans, van Berkel, & Schmidt, 2012;Thomas, 2000) dengan pertanyaan yang mereka buat sendiri, merencanakan pembelajaran, mengatur penelitian, dan strategi belajar yang siswa perlukan (Bell, 2010).…”

Section: Pendahuluanunclassified

Aspek dan Dimensi Pengukuran Lingkungan Pembelajaran Berpikir Tingkat Tinggi

Bisri

2020

JTM

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Ketersediaan instrumen untuk mengukur lingkungan pembelajaran berpikir tingkat tinggi masih langka. Penilaian terhadap berpikir tingkat tinggi dominan dilakukan pada siswa dalam bentuk soal tes. Penelitian bertujuan untuk merumuskan aspek dan dimensi instrumen lingkungan pembelajaran berpikir tingkat tinggi. Penelitian menggunakan pendekatan kualitatif melalui telaah literatur. Sumber data yakni artikel ilmiah yang diplublikasikan dalam jurnal, prosiding, dan website. Penelitian menemukan: 1) Aspek lingkungan pembelajaran berpikir tingkat tinggi mencakup interrelasi antar personal guru bersama siswa, siswa dengan siswa, serta siswa dengan bidangstudi serta metode pembelajaran. 2) Dimensi lingkungan pembelajaran berpikir tingkat tinggi terdiri dari dimensi: keterlibatan siswa, kemandirian belajar, pengetahuan dan pengalaman siswa, bekerjasama, negoisasi, pendekatan proses dan pembelajaran interaktif, serta peran guru.

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Section: Pendahuluanunclassified

Aspek dan Dimensi Pengukuran Lingkungan Pembelajaran Berpikir Tingkat Tinggi

Bisri

2020

JTM

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“…Anxiety and speaking performance, often linked to psychological and educational factors, are more effectively addressed through pedagogy and psychological support than legal measures (Sudzina, 1997). Educational institutions typically have internal guidelines to assist students facing anxiety in public speaking situations, with campus policies governing academic behavior, including presentation requirements (Grey, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Dynamics of Public Speaking Anxiety and its Impact on Speaking Performance: A Study Among College Students in Business and Economics

Megawati,

Apriani

2023

JIMKES

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This research investigates the relationship between public speaking anxiety and students’ speaking performance across various disciplines at a Business and Economics Institute. The primary question at the core of this study is whether there is a correlation between the level of public speaking anxiety and students’ speaking performance. The results of surveys and correlation analysis reveal a significant connection between the level of public speaking anxiety and students’ speaking performance. Students with higher anxiety tend to exhibit lower speaking performance. Factors affecting public speaking anxiety, such as preparation, audience size, presentation type, and target audience, are also analyzed. These findings provide additional insights into the impact of these factors on anxiety levels. Furthermore, the research identifies strategies and support programs to address public speaking anxiety and enhance students’ speaking abilities. These include training programs, psychological support, and communication courses. Recommendations involve developing more effective support programs and further research into the factors influencing public speaking anxiety. This study offers a deep understanding of the complexity of public speaking anxiety in the context of higher education, serving as a foundation for the development of educational programs that can improve students’ speaking skills and help them succeed in academic and professional situations.

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“…Case base study is a learning approach that emphasizes students as learning actors, often referred to as student center learning. This learning process facilitates so that students are able to construct their own knowledge through investigating a case/problem (Günther et al, 2019;Sudzina, 1997). Several studies have shown that the learning process that emphasizes the investigation of a case provides many benefits to students (Flynn & Klein, 2001;Kim et al, 2006;Levin, 1995;Luo et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…On case based study, students are given a realistic and contextual problem scenario (case) to be solved by students (Luo et al, 2018;Sudzina, 1997). Students actively try to solve the problem.…”

Section: Introductionmentioning

confidence: 99%

A case-based study in ERP instructional model: Fostering critical thinking skills and portraying independence on solving problems

2022

pegegog

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Case-based study has a lot of potential in supporting the success of learning outcomes needed in the 21st century, one of which is critical thinking skills. However, there are very few studies related to case-based study to promote critical thinking skills.Therefore, this study will analyze the effectiveness of case-based study in improving students' critical thinking skills. In this research, case-based study is carried out with engage, research, present (ERP) instructional model. The ERP model has potential and is in accordance with case-based study schemes for the university level. In addition, this study was also conducted to analyze the achievement of student independence in conducting research to solve a problem. This study used a non-equivalent control group research design with 70 samples divided into the experimental group (N = 35) and the control group (N = 35). The instrument used is a standardized test of critical thinking skills developed by Ennis, namely the Cornell Critical Thinking Test (CCTT) level X and an observation sheet for student independence in solving problems. The results showed that case-based learning using the ERP model (experimental group) was more effective than case-based learning without the ERP model (control group). However, the learning process carried out in groups is effective in improving critical thinking skills. This shows that case giving is quite effective in supporting critical thinking skills. In addition, the dominance of the achievement of student independence in conducting research (in the experimental group) to solve problems is at level 3, namely scaffolded research. The implication is that case-based learning is suitable for use in improving critical thinking skills at the university level.

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Untitled

Cited by 51 publications

References 16 publications

Aspek dan Dimensi Pengukuran Lingkungan Pembelajaran Berpikir Tingkat Tinggi

Aspek dan Dimensi Pengukuran Lingkungan Pembelajaran Berpikir Tingkat Tinggi

The Dynamics of Public Speaking Anxiety and its Impact on Speaking Performance: A Study Among College Students in Business and Economics

A case-based study in ERP instructional model: Fostering critical thinking skills and portraying independence on solving problems

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