Evoking 21st-Century Skills: Developing Instrument of Critical Thinking Skills and Mastery of Ecosystem Concepts

Harahap, Lia Junita; Ristanto, Rizhal Hendi; Komala, Ratna

doi:10.24042/tadris.v5i1.5943

Cited by 14 publications

(12 citation statements)

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“…These people believe critically tend to think before they act, and it's not easy to believe in something before they prove it themselves. (Harahap et al, 2020). High-level thinking in the learning process includes analyzing, problem-solving, evaluating, investigating, and decision-making (Khasanah et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

Saepuloh

Sabur

Lestari

et al. 2021

j. pendidik. indonesia.

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Higher-order thinking skills critical to being applied and developed in learning. Because the learning activity is focused on the higher-order thinking skills development, then learning activities will be more influential, effective, and efficient, so that the intellectual abilities of teachers and students become more skilled, it positively will affect the increase in the quality of education. There is a gap in students' critical thinking ability based on the pre-research survey results. The basic level of thinking is in the poor category, and self-efficacy is still lacking. This study aims to determine the extent to which the application of higher-order thinking skills learning through the problem-based learning (PBL) model improves student's critical thinking and self-efficacy. This study uses a quasi-experimental design and data collection techniques in tests, questionnaires, and observation sheets. This study's population was 123 students, sampling using a convenience sampling technique so that the sample used was 62 students. Based on the research results, there are differences. There is an increase between students' critical thinking skills and self-efficacy who use the PBL model rather than the conventional model. The research result implies that the PBL model is highly recommended for economics teachers. Still, it is necessary to provide innovation in the learning model so that in the learning process, it uses one model and innovates with other models.

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Section: Introductionmentioning

confidence: 99%

Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

Saepuloh

Sabur

Lestari

et al. 2021

j. pendidik. indonesia.

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show abstract

“…Biology is one of subjects in science, especially in secondary school level (Ristanto et al, 2018;Harahap et al, 2020). Biology learning studies various phenomena as well as organism and its environment.…”

Section: Introductionmentioning

confidence: 99%

“…The fact is that the ecology content learning process by teachers at school has involved a discussion; however, it is not maximal (Aprilia & Suryadarma, 2020;Harahap et al, 2020). It is due to assessment of the learning process that is limited to exercises (Zeidan & Jayosi, 2015;Zeitoun & Hajo, 2015).…”

Section: Introductionmentioning

confidence: 99%

Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Mufida¹,

Sigit²,

Ristanto³

2020

Biosfer

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This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

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“…Students who think critically are able to formulate relevant questions, gather relevant information, and evaluate it to reach relevant conclusions (Paul & Elder, 2007;Permana & Chamisijatin, 2019;Harahap, Ristanto, & Komala, 2020a) this is important in the problem-solving process. Students who have critical thinking skills will more easily understand the material, so students' mastery concepts of ecosystem material become richer (Soirwan & Nyeneng, 2013).…”

Section: Introductionmentioning

confidence: 99%

Assesing Critical Thinking Skills and Mastery Concepts: The Case of Ecosystem

2020

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PENILAIAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP PADA MATERI EKOSISTEMAbstractCritical thinking skills and mastery concepts are competencies that measure cognitive aspects. Both of these competencies support each other. This study aims to analyze critical thinking skills and mastery concepts of students in the ecosystem material. This was quantitative research. The sampling technique used Purposive Sampling, namely 60 high school students. Data was collected through the critical thinking skills test and mastery concept of ecosystem tests for students and interviews with the teacher. Based on the analyzed data, the average critical thinking skills and mastery concepts of an ecosystem are 53,15 and 61,10, which are in the low category. This is because students still have difficulty in understanding the basic concepts of ecosystems; students have not understood yet the terms in the ecosystem so that the terms with their meanings are often exchanged which has an impact on the low achievement of students.AbstrakKeterampilan berpikir kritis dan penguasaan konsep adalah kompetensi yang mengukur kemampuan kognitif. Kedua kompetensi tersebut saling berkaitan dan mendukung satu sama lain. Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis dan penguasaan konsep peserta didik pada materi Ekosistem. Penelitian ini merupakan penelitian kuantitatif. Teknik pengambilan sampel yang digunakan adalah purposive sampling, yaitu 60 peserta didik SMA. Data diperoleh melalui tes tentang keterampilan berpikir kritis dan penguasaan konsep pada materi Ekosistem yang dikerjakan oleh peserta didik dan wawancara dengan guru. Berdasarkan analisis data, rata-rata keterampilan berpikir kritis dan penguasaan konsep materi Ekosistem peserta didik, masing-masing adalah 53,15 dan 61,10. Hasil tersebut termasuk dalam kaegori rendah. Hal ini disebabkan oleh sulitnya peserta didik dalam memahami konsep dasar Ekosistem, belum mengertinya istilah-istilah dalam ekosistem sehingga sering terjadi pertukaran istilah dengan maknanya yang berdampak pada rendahnya prestasi belajar siswa.

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Evoking 21st-Century Skills: Developing Instrument of Critical Thinking Skills and Mastery of Ecosystem Concepts

Cited by 14 publications

References 0 publications

Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

Improving Students' Critical Thinking and Self-Efficacy by Learning Higher Order Thinking Skills Through Problem Based Learning Models

Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Assesing Critical Thinking Skills and Mastery Concepts: The Case of Ecosystem

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