Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

Sari, Rima Meilita; Sumarmi, Sumarmi; Astina, I Komang; Utomo, Dwiyono Hari; Ridhwan, Ridhwan

doi:10.3991/ijet.v16i03.16515

Cited by 63 publications

(47 citation statements)

References 53 publications

(65 reference statements)

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“…It takes into account the behaviors, tastes and generational preferences. Thus, this mediation reinforces the necessary conditions for a proper education of the planetary era in terms of strengthening the conditions of possibility of the emergence of a world society composed of protagonists citizens, consciously and critically committed to the construction of a planetary civilization [19,20].…”

Section: Biopedagogy Of Learningmentioning

confidence: 90%

Pedagogical Mediation and Complexity. A Perspective on the Training of Economists

Rivera-Lozada¹,

Rivera‐Lozada²,

Bonilla-Asalde³

2021

Int. J. Emerg. Technol. Learn.

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This research seeks to design a pedagogical strategies proposal for the economic sciences learning at a Faculty of Economics in Colombia; Methods: derived from complex thinking has three phases: resonance, bio-learning-relationality and holographic phase. These involve the following examples of pedagogical mediation: flipped classroom, gamification, socio-pedagogical cartography, virtual learning objects and Feeling methodology with the pillars of bio-pedagogy, knowledge construction, critical thinking and social transformation; the research shows the achievement of learning objectives in economics in line with the bio-pedagogical vision, using the proposed pedagogical mediation; Linking pedagogical innovations based on biopedagogy, allows improving the academic objectives proposed for the training of economists.

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Section: Biopedagogy Of Learningmentioning

confidence: 90%

Pedagogical Mediation and Complexity. A Perspective on the Training of Economists

Rivera-Lozada¹,

Rivera‐Lozada²,

Bonilla-Asalde³

2021

Int. J. Emerg. Technol. Learn.

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“…Next, the assessment component that details how the lecturers' assessment is carried out is presented in the form of a bar chart. Third, the page displays a mind map for learning activities that makes it easier for students to understand the big picture of the material and improve critical thinking skills [22].…”

Section: Provides Evaluation Contentmentioning

confidence: 99%

Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach

Santoso¹,

Putra²,

S³

2021

Int. J. Emerg. Technol. Learn.

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Students develop various learning styles based on their preferences and learning habits. To serve different learning styles in a class with a number of students using the conventional face-to-face teaching method is not practical; therefore, the idea of personalized e-Learning to accommodate differences in learning style has arisen. Building on this idea, this research intends to provide an alternative interaction design for e-Learning modules by developing content based on user needs using the User-Centered Design methodology. Due to a lack of e-Learning content for visual and global preferences in the Felder-Silverman learning styles, User-Centered Design is chosen as the basis to design the e-Learning module. The result consists of an alternative design and a proposed interface design. The alternative design describes learning objects and navigation of the e-Learning module. The proposed interface design is a prototype of an interactive e-Learning module. After being evaluated, the prototype satisfies the user's expectations in terms of content translation, content navigation, and interactivity throughout the module.

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“…Ref. [17] conducted a study aimed to improve critical thinking skills and students' motivation by implementing inquiry mind maps. The study used a quasi-experimental group with a non-equivalent control group pretest-posttest design.…”

Section: Previous Studiesmentioning

confidence: 99%

The Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan

Alkhatib

Jaradat

2021

Int. J. Interact. Mob. Technol.

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The study aims to identify the impact of blended learning using the Ideas Box on the motivation toward learning among non-formal education female students in the Syrian refugee camps in Jordan. A semi-experimental approach was adopted; the sample of the study consisted of 30 female students enrolled in the Culture Promotion Program for Dropouts, second cycle, in the JOHUD Center for Social Support in January 2020. The experimental group consisted of 15 students who were taught the Islamic Pillars unit using the Ideas Box while the control group consisted of 15 students taught the same unit using the traditional way. Results show that there were no significant differences in mean scores of motivation between the two groups. This finding stresses the need for redesigning the current program used to teach students receiving the non-formal education to incorporate the Ideas Box into the curriculum.

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Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

Cited by 63 publications

References 53 publications

Pedagogical Mediation and Complexity. A Perspective on the Training of Economists

Pedagogical Mediation and Complexity. A Perspective on the Training of Economists

Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach

The Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan

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