Critical thinking education for dental schools in Asia: Perceptions of educators

Seki, Naoko; Sireerat, Kittichai; Foxton, Richard M.; Liao, Shin-Ru; Morio, Ikuko

doi:10.1016/j.jds.2022.08.024

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Furthermore, it has been demonstrated that active learning techniques like problembased learning, group discussions, case studies, and experiential learning foster critical thinking by giving students the chance to apply abstract ideas to actual situations, participate in peer discussion, and consider various viewpoints (Barta et al, 2022;Jiang, 2022;Seki et al, 2023). These instructional strategies support the development of critical thinking abilities necessary for both academic performance and lifetime learning by encouraging students to think critically, assess the evidence, and formulate well-reasoned arguments (Chen et al, 2024;Ivlev et al, 2021;Moeiniasl et al, 2022).…”

Section: Teaching Methods and Critical Thinking Developmentmentioning

confidence: 99%

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Huang,

Muhamad,

Che Nawi

2024

IJARPED

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Section: Teaching Methods and Critical Thinking Developmentmentioning

confidence: 99%

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Huang,

Muhamad,

Che Nawi

2024

IJARPED

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“…Konstruksi pengaturan diri dan kesadaran metakognitif harus diperhatikan guna meningkatkan keterampilan berpikir kritis para guru (Landa-Blanco & Cortés-Ramos, 2021). Kompetensi mengajar dalam berpikir kritis merupakan elemen penting yang harus diperhatikan (Seki et al, 2023). Guru yang memiliki kecakapan berpikir kritis secara komprehesnsif akan mampu melatih serta mengembangkan beragam instrumen evaluasi yang dapat digunakan untuk mengukur serta meningkatkan kemampuan berpikir kritis siswa.…”

Section: Pendahuluanunclassified

Pelatihan Penyusunan Instrumen Evaluasi untuk Pengukuran Aspek Berpikir Kritis, Kreatif-Inovatif bagi Guru-guru SMA Negeri 4 Pandeglang

Sobri

Hilaliyah

Safi’i

et al. 2023

JPPM

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Berpikir kritis, kreatif-inovatif merupakan aspek utama dalam penyusunan instrumen evaluasi untuk pengukuran kemampuan berpikir tingkat tinggi siswa. Namun demikian, banyak guru di SMA Negeri 4 Pandeglang yang belum mampu menyusun instrumen evaluasi dapat digunakan untuk mengukur serta mengembangkan aspek berpikir kritis, dan kreatif-inovatif siswa. Penulisan artikel ini dimaksudkan untuk mendeskripsikan pelaksanaan pengabdian kepada masyarakat tentang pelatihan penyusunan penyusunan instrumen evaluasi untuk pengukuran aspek berpikir kritis dan kreatif-inovatif bagi Guru-Guru SMA Negeri 4 Pandeglang. Metode yang digunakan mengacu pada alur pedagogi genre, yaitu membangun konteks, menelaah model, mengonstruksi secara bersama-sama, dan mengonstruksi secara mandiri. Hasil pelatihan menunjukkan, bahwa kegiatan pelatihan yang telah dilangsungkan dapat meningkatkan pemahaman serta kemampuan para guru SMA Negeri 4 Pandengalang dalam menyusun instrumen evaluasi untuk pengukuran aspek berpikir kritis, kreatif- inovatif. Pelatihan ini dapat memberikan kontribusi untuk peningkatan guru yang proefesional. Critical and creative-innovative thinking are the main aspects in the preparation of evaluation instruments for measuring students' higher-order thinking skills. However, many teachers at SMA Negeri 4 Pandeglang have not been able to develop evaluation instruments that can be used to measure and develop students' critical thinking and creative-innovative aspects. Writing this article is intended to describe the implementation of community service regarding training in the preparation of evaluation instruments for measuring aspects of critical and creative-innovative thinking for Teachers of SMA Negeri 4 Pandeglang. The method used refers to the flow of genre pedagogy, namely building contexts, studying models, constructing together, and constructing independently. The results of the training show that the training activities that have been held can improve the understanding and ability of Pandengalang 4 Public High School teachers in preparing evaluation instruments for measuring critical, creative-innovative thinking aspects. This training can contribute to the professional development of teachers.

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“…Teachers need to understand the nature of critical thinking and, at the same time, be able to make critical thinkers so that later they can produce critical students [27], [28]. However, empowering critical thinking skills is still challenging for several countries, such as Thailand, Vietnam, UK, Canada [29], Korea, Turkey, the United States [30], and Indonesia [31].…”

Section: Introductionmentioning

confidence: 99%

Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills

Priyambodo,

Paidi,

Wilujeng

et al. 2023

EduLearn

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Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethno-ECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethno-ECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.

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Critical thinking education for dental schools in Asia: Perceptions of educators

Cited by 5 publications

References 6 publications

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Students' Perceptions of Learning Critical Thinking in College English Reading Courses Through Traditional Classroom Lectures

Pelatihan Penyusunan Instrumen Evaluasi untuk Pengukuran Aspek Berpikir Kritis, Kreatif-Inovatif bagi Guru-guru SMA Negeri 4 Pandeglang

Ethno-ECLIPSE learning model: The bridge between collaboration and critical thinking skills

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