Arguments in Critical Thinking Ability

Indrawatiningsih, Nonik

doi:10.2991/icomse-17.2018.4

Cited by 9 publications

(10 citation statements)

References 10 publications

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“…Furthermore, by observing the assignments of students and several questions, the teacher can find out about the situation of all students. A person who thinks critically uses choices according in assessing arguments (Indrawatiningsih, Nonik, 2018). It is very likely that the teacher will know that each student needs different assistance.…”

Section: B Answermentioning

confidence: 99%

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama¹,

Sopandi²,

Hidayah³

2019

Int.J.Edu.Voc.Studies

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The purpose of writing this article was to describe RADEC learning model in building critical thinking skills. This study was conducted because of the need for a learning model that fits the Indonesian context to build critical thinking skills that can be used at elementary school level. This study used the literature review. This study produced one solution to be able to build critical thinking skills using RADEC learning model (read-answer-discuss-explain and create). The approach in learning done by the teacher plays a role in improving critical thinking skills. The teacher needs to use a learning model that can stimulate students' critical thinking skills.

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Section: B Answermentioning

confidence: 99%

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama¹,

Sopandi²,

Hidayah³

2019

Int.J.Edu.Voc.Studies

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“…The capacity to suppose critically, lead a person to behave a ways and carefully (Haryani, 2011), give an explanation for the reasons, and remedy problems (Indrawatiningsih, 2018). Someone who's considerate will now no longer make a selection with out thinking about the context of the trouble at hand.…”

Section: Introductionmentioning

confidence: 99%

The Ability of Critical Thinking of Elementary School Students Using a Graphic Organizer Instrument

Kurniaman

Noviana

Munjiatun³

2020

JMIE

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Critical thinking is an emphasis on the 2013 curriculum, as an activity in learning that must be done by the teacher for that it needs analysis to describe student abilities. This research uses descriptive quantitative research method with a sample of 318 elementary school students who are in public schools in the Tampan District, Pekanbaru, Riau Province. The results of the study found that out of 18 schools with a sample of 318 students there were 9 schools that received the 'not good' category, 9 schools that received the 'not good' category. Viewed from the critical thinking indicator, it turns out that the student's ability score reaches 23 with the category of underperformance or very low under the standard of mastery learning. It can be concluded that the ability of students in critical thinking is still very low and needs government attention to improve teacher learning.

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“…The ability of argumentation is an aspect of thinking skill. It is beneficial for students, especially in mathematics, in which they are required to clearly state a claim in both spoken and written by providing sufficient data and theoretical support of a mathematical problem to provide a correct understanding of mathematical concepts (Indrawatiningsih, 2018;. Each student should be able to engage in argumentation in order to enhance student's self-understanding (Simon, Erduran, & Osborne, 2006;Krummheuer, 2013;Graydon & Holloway, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The ability of argumentation entails students' ability to construct their own argument, agree or disagree on a given issue, identify a problem, choose a solution plan, and evaluate arguments (Nussbaum & Edwards, 2011;Kuhn, 2010;Indrawatiningsih, 2018, Cottrell, 2017. Students are encouraged to evaluate arguments, ask questions to clarify arguments, and develop arguments that make sense (Krummheuer, 2007;Conner et al 2014b;Whitenack & Knipping, 2002;Yackel, 2002;Yackel & Cobb, 1996;Yackel, Rasmussen, & King, 2000;Graydon & Holloway, 2017) , formulate questions, describe mechanisms and construct arguments.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

Indrawatiningsih

As’ari

Purwanto

et al. 2020

Journal for the Education of Gifted Young Scientists

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Argumentation is a process of constructing an argument consisting of statement and conclusion. When constructing an argument, students frequently mistake proving a valid argument. This study aimed at locating students' mistakes in solving argumentative problems based on Bloom Taxonomy indicators. This study employed the descriptive quantitative design. The subject of this study involved 72 students of the 10th Grade in a public high school in Pasuruan, East Java, Indonesia. Meanwhile, the instrument used to gather the data was a written test whose validity and reliability was tested using the Cronbach Alpha value of 0.874. The result of the test given to the 72 students was analyzed by reducing, displaying the data, and drawing a conclusion. Based on the findings, it could be concluded that most students did not solve the problems thoroughly due to their procedural and conceptual mistakes in proving a valid argument. The majority of students could achieve the cognitive ability of draw conclusion level, shown by the ratio of student with mathematical argumentation ability test to total students by 0.6. It is advised that the achievement of student's cognitive ability be improved through defragmenting of student's thinking structure in solving a valid argumentative problem.

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Arguments in Critical Thinking Ability

Cited by 9 publications

References 10 publications

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

The Ability of Critical Thinking of Elementary School Students Using a Graphic Organizer Instrument

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

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