Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL)

Irwanto, Irwanto; Saputro, Anip Dwi; Rohaeti, Eli; Prodjosantoso, Anti Kolonial

doi:10.12973/iji.2018.11449a

Cited by 83 publications

(93 citation statements)

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“…There is no clear consensus on the definition of critical thinking. However, critical thinkers are often regarded as reflective and independent thinkers, where they are required to have the ability to think clearly and rationally in solving problems (Higgins, 2014;Irwanto et al, 2018). In fact, Higgins believed that a good critical thinker means being proficient in classifying, inferring, analyzing, and evaluating information.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

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Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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show abstract

“…Supportively, Dugger (2010) argued that context-based learning gives students opportunities to communicate, do teamwork, and solve problems. In this study, students' problem-solving skills develop well when teachers associate learning with their real-life (Irwanto et al, 2018;Wright, 2001). In addition, the success of their communication is related to opportunities obtained by students and interactions between students and the learning environment during the intervention (Olteanu & Olteanu, 2013).…”

Section: Discussionmentioning

confidence: 80%

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Ahdhianto¹,

Marsigit²,

Haryanto³

et al. 2020

EUROPEAN J ED RES

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Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students' skills are less satisfying. Thus, this study aims to improve students' problemsolving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasiexperimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre-and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students' problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students' problem-solving and mathematical communication skills.

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“…Berpikir kritis adalah salah satu bagian dari keterampilan belajar abad ke- 21 Model Pembelajaran PDC adalah model pembelajaran yang dibagi ke dalam tiga fase, yaitu: Preparing, Doing dan Concluding. Pembelajaran dengan model PDC dipandu melalui penerapan tujuh tahap pembelajaran yaitu: pada fase Preparing meliputi: (1) Kegiatan resitasi, (2) Diskusi kelompok tentang materi yang telah dibaca dengan membuat pertanyaan, dan (3) Menulis resume dari hasil pengamatan dan bacaan terkait materi.…”

Section: Pendahuluanunclassified

“…Peningkatan ini disebabkan oleh pembelajaran yang mengasah kemampuan berpikir kritis peserta didik. Berpikir kritis dapat ditingkatkan melalui aktivitas mengembangkan pengetahuan dan konten keterampilan proses dan pembentukan mental secara bersamaan [21].…”

Section: Pendahuluanunclassified

Peningkatan Keterampilan Berpikir Kritis Peserta Didik Pada Pembelajaran Kimia Menggunakan Model Pembelajaran Preparing Dong Concluding

2019

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Tujuan dari penelitian ini adalah untuk mengetahui peningkatan keterampilan berpikir kritis Peserta Didik pada pembelajaran kimia menggunakan model pembelajaran preparing dong concluding (PDC). Subjek dalam penelitian ini adalah 68 siswa kelas XI di SMAN 8 Mataram. Jenis penelitian ini adalah eksperimental semu. Tes yang terdiri dari 5 masalah digunakan untuk mengumpulkan data eksperimental. Indikator pemikiran kritis yang dipelajari terdiri dari 5 indikator: interpretasi, analisis, evaluasi, inferensi, dan penjelasan. Hasil penelitian menunjukkan bahwa pembelajaran dengan model PDC mampu meningkatkan keterampilan berpikir kritis siswa, terutama pada indikator interpretasi dengan n-gain 0,71 pada kategori tinggi. Indikator selanjutnya evaluasi masuk dan indikator analisis dengan n-gain berturut turut 0,63 dan 0,62 dikategorikan sedang.

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Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL)

Cited by 83 publications

References 0 publications

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Peningkatan Keterampilan Berpikir Kritis Peserta Didik Pada Pembelajaran Kimia Menggunakan Model Pembelajaran Preparing Dong Concluding

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