Improving Collaborative Critical Thinking Skills of Physics Education Students through Implementation of CinQASE Learning Model

Hunaidah,; Susantini, Endang; Wasis, Wasis; Prahanı, Binar Kurnia; Mahdiannur, Muhamad Arif

doi:10.1088/1742-6596/1108/1/012101

Cited by 13 publications

(10 citation statements)

References 22 publications

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“…The findings of the current study to some extent support some of the prior findings exhibited in different contexts. Those findings revealed that CL applied using various models is contributive to learners' critical thinking skills in terms of particular learning subjects (Hunaidah et al, 2018;Isnawati et al, 2020;Kusumawati et al, 2019;Saiz Sanchez et al, 2015). It could be understood that there are many ways of implementing CL, and one way is commonly selected based upon a certain learning subject.…”

Section: Discussionmentioning

confidence: 98%

“…CL is also predictive to learners' literary development (Kirschner, 2004), leading learners to be open-minded about diversities, and supporting learners' equity (Loes, Culver, & Trolian, 2018;Shah & Lewis, 2019). Furthermore, an array of studies have revealed evidence that CL has a positive effect on the improvement of learners' critical thinking skills (Hunaidah, Susantini, Wasis, Prahani, & Mahdiannur, 2018;Kusumawati, Hobri, & Hadi, 2019;Lee, Kim, & Kim, 2014;Saiz Sanchez, Fernandez Rivas, & Olivares Moral, 2015;Sulisworo & Syarif, 2018). Some experts, to name a few Abrami et al (2008); Howard, Tang, and Austin, 2015;and Ünsar and Engin (2013), define critical thinking skills as thinking processes done by making use of one's knowledge and reflective experiences as maximally as possible.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

Warsah¹,

Morganna²,

Uyun³

et al. 2021

INT J INSTRUCTION

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A wide range of studies have examined the impact of collaborative learning (CL) on critical thinking skills in various learning subjects. However, very few of them are conducted in the field of Islamic education. Thus, the current study aimed at examining the impact of CL on learners' critical thinking skills in addressing Islamic radicalism as well as their critical thinking retention. Subsequently, this study also investigated learners' perspectives on CL. A mixed method approach was applied. 40 learners, 18 male and 22 female learners, from an Islamic education department at a university in Bengkulu, Indonesia, were engaged as the samples of experimentation, and 9 of them were purposively selected to be the participants for the purpose of a qualitative investigation. The quantitative data were analyzed using paired sample t-test and independent sample t-test, and the qualitative data were analyzed using an interactive model of analysis. The findings revealed that CL had a positive and significant impact on learners' critical thinking skills. CL also supported the retention of their critical thinking skills. Subsequently, the learners perceived that CL was contributive to their emotional awareness, learning motivation, cognitive development, and broad-mindedness. Grounded in the current findings, further studies can proceed to construct a theoretical CL model which incorporates components such as critical thinking, learning motivation, cognitive development, and social competence.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

Warsah¹,

Morganna²,

Uyun³

et al. 2021

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…The results of the validation process findings analysis show that the OCIPSE learning model is qualified (has been valid in content and constructs and reliable). The results of previous research showed that product development (teaching and learning model) quality (valid, practicality, and effective) can be used in learning to enhance the learning outcomes (Alfin et al, 2019;Astutik & Prahani;Erika et al, 2018;Evendi et al, 2018;Hunaidah et al, 2018;Pandiangan et al, 2017;Sari et al, 2018;Yunus et al, 2017). Therefore, based on the above description, the review of all aspects of the OCIPSE learning model quality assessment, it shows that the OCIPSE learning model is qualified (already valid in content and constructs and reliable) so that it can be used as a solution to increase the scientific creativity of junior high school students.…”

Section: Discussionmentioning

confidence: 99%

Development of OCIPSE Learning Model to Increase Students’ Scientific Creativity in Natural Science Learning

Rizqi¹,

Prabowo

Kirana

2020

IJORER Int. J. Recent Educ. Res

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This Research & Development (R & D) has the main goal to develop and produce OCIPSE learning model. The main product of this research is the OCIPSE learning model with five phases, they are 1) Orient and organize the students for study; 2) Collaborative Investigation; 3) Presentation and discussion; 4) Strengthening of scientific creativity; and 5) Evaluate and provide recognition. The OCIPSE learning model’ quality data is obtained through an expert validation process by using the OCIPSE learning model Qualification Assessment Instrument. The OCIPSE learning model quality analysis used an average validity score, single measures ICC, and Cronbach's coefficient alpha. The result of the research shows OCIPSE learning model with average content validity (3.69), construct validity (3.69), with the validity of each aspect statistically in (rα = .92) and reliability in (α = .87). The results of this study indicate that the developed OCIPSE learning model was declared qualified by experts. The research implication is that a qualified OCIPSE learning model can be used to enhance the scientific creativity of junior high school students in natural science learning.

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“…21st-century skills have become a topic widely discussed in recent times. Many organizations and researchers have formulated what is included in 21st-century skills, starting from the 4Cs consisting of critical thinking, creative thinking, problem-solving, collaboration, and communication (Hunaidah et al, 2018;NEA, 2007;Oktariani et al, 2020;Sugiyarti et al, 2018), which later developed into 5C comprising critical thinking, communication, collaboration, creativity, and celebration (Chinien & Singh, 2009;Lucas et al, 2012;Wagner, 2010). Even until it became 6C, covering collaboration, creativity, communication, critical thinking, compassion, and computational logic.…”

Section: Introductionmentioning

confidence: 99%

Empowering Science-Based Entrepreneurship (SciPreneur) Skills through CEL-BaDiS Up Learning Model on Food Biotechnology Materials

Atmojo¹,

Ardiansyah²,

Saputri³

2022

INT J INSTRUCTION

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Entrepreneurship skills are part of the essential skills in facing 21st-century challenges and demands. Therefore, this study aims to analyze the extent to which the empowerment of the creative entrepreneurship learning-based discovery skills (CEL-BaDiS Up) learning model can improve university students' science-based entrepreneurship (SciPreneur) skills on the topic of food biotechnology. This quasi-experimental research study employed a pretest-posttest control group design at a public university in Surakarta, Indonesia, in the 2020/2021 academic year, in which one class was as an experimental class using the CEL-BaDiS Up model, while the other class was an existing class utilizing a project-based learning (PjBL) model. Data were obtained through test instruments in the form of a performance assessment to measure SciPreneur skills, which had gone through expert validation, encompassing validation from education and evaluation experts, biotechnology experts, and certified natural science lecturers, and empirical validation tests had also been carried out. The results revealed that the effectiveness test score utilizing SEM from PLS software showed the effect of CEL-BaDiS Up (X1) on the SciPreneur skills (Y) variable of 2.105 > T-table (1.976). In addition, the original sample estimate value exhibited a positive value of 0.199, signifying the direction of the relationship between the CEL-BaDiS Up (X1) variable and the SciPreneur Skills (Y) variable was positive. Based on this study's results, it could be denoted that SciPreneur skills in the aspects of critical thinking skills, problem-solving skills, communication skills, collaborative skills, observational skills, and creativity and innovation could be improved effectively through the CEL-BaDiS Up model activities.

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Improving Collaborative Critical Thinking Skills of Physics Education Students through Implementation of CinQASE Learning Model

Cited by 13 publications

References 22 publications

The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

Development of OCIPSE Learning Model to Increase Students’ Scientific Creativity in Natural Science Learning

Empowering Science-Based Entrepreneurship (SciPreneur) Skills through CEL-BaDiS Up Learning Model on Food Biotechnology Materials

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