Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Hussin, Wan Nur Tasnim Wan; Harun, Jamalludin; Shukor, Nurbiha A.

doi:10.5539/ass.v15n1p14

Cited by 82 publications

(74 citation statements)

References 40 publications

(61 reference statements)

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“…Sementara itu, Kamil, Velina, & Kamelia (2019) membuktikan bahwa implementasi PBL secara umum dapat berpengaruh pada peningkatan keterampilan berpikir kritis siswa baik di sekolah umum maupun sekolah islam. Kemudian, Hussin, Harun, & Shukor (2018) menyimpulkan bahwa implementasi PBL yang didukung dengan bantuan alat online menjadi salah satu strategi pembelajaran terbaik untuk meningkatkan kemampuan argumentasi dan berpikir kritis siswa. Harapannya, guru selaku pengajar dapat menggunakan model ini untuk merangsang proses pembelajaran yang lebih baik.…”

Section: Implementasi Problem Based Learning and Argumentation Untuk unclassified

Problem Based Learning dan Argumentation Sebagai Solusi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMK

Ariyanto¹,

Lestari²,

Hasanah³

et al. 2020

J. Kep

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This study is aimed to analyze advantages of problem based learning and argumentation (PBLA) for vocational school students; and (2) analyze the implementation of PBLA to improve the critical thinking skills of vocational school students. This was library research which used secondary data sources and were collected through scientific articles, books, websites, and other relevant sources. Furthermore, the data were analyzed qualitatively with the Miles and Huberman model, which consisted of data collection, data reduction, data presentation, and concluding. From the results of the literature study, several conclusions can be drawn which include: (1) the implementation of PBLA has the potential to provide benefits both in terms of experience, motivation, innovation, and improvement of 21st Century vocational school student skills; and (2) PBLA supplementation will be very effective in increasing sudents'critical thinking skills if the teacher can direct students to be able to learn actively through various activities such as stating problems, discussing, arguing, concluding solutions, and evaluating.

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Section: Implementasi Problem Based Learning and Argumentation Untuk unclassified

Problem Based Learning dan Argumentation Sebagai Solusi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMK

Ariyanto¹,

Lestari²,

Hasanah³

et al. 2020

J. Kep

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“…Various skills and abilities to utilize technology optimally are considered important to face the digital era that requires humans to think critically in filtering the spread of information (Chang et al, 2021;Raja & Nagasubramani, 2018). Thinking, analyzing, and problem solving skills are useful for increasing students' potential in the future (Hussin, Harun, & Shukor, 2018;Yamin, Saputra, & Deswila, 2020).…”

Section: Introductionmentioning

confidence: 99%

Opportunities for Using Smartphones in the Digital Era to Facilitate Students in Learning Sociology in High Schools

Qodr

Efendi

Musadad

2021

JET

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The development of information and communication technology in the digital era encourages the use of smartphones in various fields of life, such as the field of education. This condition opens up opportunities for the use of smartphones in teaching and learning activities. This study was conducted to identify opportunities for using smartphones to make it easier for students to learn, especially in understanding sociology learning materials in high school. This type of research is descriptive qualitative research. The research subjects were social studies students of class X SMA with a total of 149 students. Data collection methods in this study were surveys and interviews using questionnaires and interview guidelines as research instruments. Data analysis was carried out in four stages, namely (1) data collection, (2) data reduction, (3) data presentation, and (4) drawing conclusions. The results of this study indicate that there is a great opportunity for the use of smartphones in the digital era in the learning process, especially sociology in high school. The opportunity is the implementation of game-based mobile learning or Mobile Game-Based Learning (MGBL). It is known that the use of smartphones by students is most dominantly used to play games with a percentage of 32.90%. Thus, Mobile Game-Based Learning (MGBL) as a learning medium is an opportunity to use smartphones to make it easier for students to learn sociology because it encourages students to be more active, creative, and innovative in the learning process. The conclusion of this study is that Mobile Game-Based Learning (MGBL) is a great opportunity for using smartphones in the digital era to make it easier for students to learn sociology in high school.

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“…These inequalities are exclusively disturbing since investigation displays that disengagement in science classes due to lack of activities and so students lose interest and do not develop connections in daily life experiences and the science subject at tenth grade, they are not willing to enroll them in advanced learning courses in the universities. To address these anxieties, researchers have called for activity-based instruction (Acharya, 2018;Adejimi, 2019;Chowdhury, 2018), real-life active learning (Chen, 2019), and social contexts that facilitate motivation, engagement, and the development of a positive academic identity (Hussin, JHarun, & Shukor, 2019;Rouse, 2018). This scenario led school science teachers to engage high school pupils with real-life problems through intellectually challenging learning activities within motivationally supportive social and cultural settings of the communities.…”

Section: Introductionmentioning

confidence: 99%

(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal

Acharya¹,

Rajbhandary²,

Acharya³

2019

ASS

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The Science in the Learning Home (SciLH) program was designed to address two well-documented, inter-related educational problems observed in the Community High Schools in Nepal. The first relates to the achievement of students in science in Secondary Education Examination (SEE), which is below average (33 out of 75 i.e. 44%), and the second concerns the insufficiencies of the resources and instruction to discourse their traditional and livelihood requirements through school science learning activities. Funded by the University Grants Commission (UGC), Nepal, as a Small Research Development and Innovation Grants (SRDIG) to the faculty member, SciLH is a title set by the researcher to provide a new and innovative concept to learn science from the home and cultural practices. The tenth-grade high school students and the community people (parents) participated in the study. Livelihood practices and activities at the home link SciLH concept aligns with the school science curriculum and textbooks with that of cultural practices. This research article offers a framework to explore factors which support the accomplishment of the ethnically different student population and parents using the outline of ethno-perspective.

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Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools

Cited by 82 publications

References 40 publications

Problem Based Learning dan Argumentation Sebagai Solusi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMK

Problem Based Learning dan Argumentation Sebagai Solusi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMK

Opportunities for Using Smartphones in the Digital Era to Facilitate Students in Learning Sociology in High Schools

(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal

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