Developing student’s critical thinking skills through implementation of problem based learning approach

Puspita, A. S.; Aloysius, Suyitno

doi:10.1088/1742-6596/1241/1/012020

Cited by 18 publications

(17 citation statements)

References 3 publications

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“…The results are indicating that students in Indonesia still has shortcoming in the process of learning the category of Science, especially in the thinking ability that more low than other countries. The results are also supported by research Puspita (2019). From the results of interviews with teachers of physics discovered the fact that the understanding of the students related to the concept of physics is low.…”

Section: Introductionsupporting

confidence: 61%

“…The results of the research are relevant to the research by Laksono (2018), who find that the implementation of the PBL model has a quality better than the model of learning 5 M in improving the critical thinking ability and ability to thinking science. In addition to the study of others performed by Puspita (2019), the learning-based problems, the ability of students in terms of critical thinking as analyze, interpret, evaluate, and inference further increased. It can occur due to PBL model is learning that using issue as a context of learning to develop a multidisciplinary, including the critical thinking ability.…”

Section: Resultsmentioning

confidence: 97%

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Online Learning PBL Model with the STS Approach to Improve High School Students’ Critical Thinking Ability

Lorencia

Jatmiko

2021

pendipa. jurnal. pendik. sains

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The research aims to describe the effectiveness of online learning PBL ( Problem Based Learning)model with STS (Science Technology Society) approach to improve students’ critical thinking ability. Research is Pre experimental with pre-test and post-test design conducted at Labschool UNESA High School in the academic year 2020/2021. The research sample consisted of 56 students of eleventh grade Natural Science. Collecting data is done through pre-test, applying the model PBL with the STS approach through the Google meet, and the last is post-test. Analysis data using paired t-test, analysis of n-gain, and independent t-test. According to analysis data, students' critical thinking ability scores are suffering an increase that is significant at ? = 5% with an average n-gain in the medium category and consistent in both classes. The conclusion is that the online learning PBL model with the STS approach effectively improves the critical thinking ability of high school students.

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Section: Introductionsupporting

confidence: 61%

Section: Resultsmentioning

confidence: 97%

Online Learning PBL Model with the STS Approach to Improve High School Students’ Critical Thinking Ability

Lorencia

Jatmiko

2021

pendipa. jurnal. pendik. sains

View full text Add to dashboard Cite

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“…Teaching for factual knowledge denies students the opportunity to develop critical thinking skills making it impossible to evaluate what a student knows thereby diminishing the validity of test scores (Puspita and Aloysius, 2019). The strategy appears very appropriate to concerned stakeholders because it leads to the improvement of students' performance in examinations.…”

Section: Teaching For Factual Knowledgementioning

confidence: 99%

Performance ranking in school mathematics in Kenya: A device that conceals and naturalizes inappropriate teaching strategies

Njiru¹,

Karuku²,

Nyaga³

2020

Educ. Res. Rev.

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Teaching strategies have a significant influence on students' academic performance. This paper presents results from a qualitative study that examined the effects that performance ranking in Mathematics has on teaching strategies employed in Mathematics classrooms. In particular, the paper demonstrates how performance ranking disguises and legalizes inappropriate Mathematics teaching strategies. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. Face-to-face semi-structured interviews and focus group discussions were employed in data collection. Results showed that due to competition by teachers to achieve a higher mean score, they engaged in examination malpractices such as leaking examination questions to students. Secondly, teachers' desire for excellence in their subjects, and achieving top rank to receive prizes was found to be another reason behind teaching students to pass examinations rather than for conceptual understanding. Additionally, the study revealed that performance ranking promoted private tuition to offer assistance to the weak students in Mathematics to improve performance in the subject. This paper recommends that the practice of ranking should be tailored to include all the aspects.

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“…Therefore, Critical thinking skills are important for students because they will become the future of the next generation [3]. In essence, critical thinking requires students to use their ability to reason [4]. In online learning during the COVID-19 pandemic, students need critical thinking skills to be able to improve their learning achievement.…”

Section: Introductionmentioning

confidence: 99%

Communication, Inquiring, Networking, Teaching, Applying (CINTA) as an Effective Learning Model to Improve Students‟ Critical and Creative Thinking Skills

Widiastuti¹,

Krismayani²,

Murtini³

et al. 2022

IJIET

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COVID-19 outbreak has changed the education system worldwide including in Indonesia. Face-to-face learning must be transformed into online learning. This might not be difficult for those who were familiar with technology, but it became a big problem for those who were very poor in technology. Many things have been done by educators to overcome the problems they experienced during the pandemic because the distance between students and teachers in carrying out learning activities could not achieve optimal learning objectives. This study was conducted to design an effective learning model for both online and offline learning to improve students’ critical and creative thinking skills by integrating the phases of learning which include Communicating, Inquiring, Networking, Teaching, and Applying (CINTA). This CINTA learning model was developed to enable teachers to coordinate and network during the learning activities. The results showed that the CINTA learning model could develop students' critical and creative thinking skills in the learning process. This model provides students with the opportunity to be creative in learning and to develop their critical thinking skills. Furthermore, this study implies that educators should consider implementing this learning model in the classroom to improve students’ critical thinking skills.

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Developing student’s critical thinking skills through implementation of problem based learning approach

Cited by 18 publications

References 3 publications

Online Learning PBL Model with the STS Approach to Improve High School Students’ Critical Thinking Ability

Online Learning PBL Model with the STS Approach to Improve High School Students’ Critical Thinking Ability

Performance ranking in school mathematics in Kenya: A device that conceals and naturalizes inappropriate teaching strategies

Communication, Inquiring, Networking, Teaching, Applying (CINTA) as an Effective Learning Model to Improve Students‟ Critical and Creative Thinking Skills

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