QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Saputri, Wulandari; Aloysius, Duran Corebima; Susilo, Herawati; Suwono, Hadi

doi:10.12973/eu-jer.9.2.853

Cited by 11 publications

(16 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…the evaluating activity that facilitates the development of metacognition (Duman & Semerci, 2019;Zhang & Patrick, 2012), is confirmed to be identical with evaluative questions as stated by Chin & Brown (2002). The research results by Saputri et al (2020) show that the QASEE learning model developed successfully increases the critical thinking skills of different academic ability pre-service teachers. In fact, the corrected mean score of critical thinking skills of the lower academic ability pre-service teachers in the QASEE class is higher than that of the lower academic ability pre-service teachers in the RQA class.…”

Section: Introductionmentioning

confidence: 69%

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Saputri¹,

Corebima²,

Susilo³

et al. 2020

Journal for the Education of Gifted Young Scientists

Self Cite

View full text Add to dashboard Cite

This research aims at analyzing the question types posed by pre-service teachers at the implementation of QASEE (Questioning, Answering, Sharing, Extending and Evaluating) learning and its comparison with RQA (Reading, Questioning, and Answering) learning and conventional learning. 107 pre-service teachers participated in this qualitative and quantitative research. The data of questions raised during the learning activities were collected using observation sheets. The collected questions were analyzed related to the content and were classified based on the revised version of Bloom's taxonomy. The results were then analyzed descriptively. Based on the cognitive process dimensions, in the QASEE class, the most common question type found is the Q2 questions (59.34%) and only few Q1 questions (2.75%) are found; in the RQA class, the most common question type is the Q2 questions (67.22%) and only a small number of Q1 types (2.79%) are found, while in the conventional class, the Q1 and Q2 questions are found in the same frequency (32.35%). Based on the knowledge dimension, in the QASEE class, the most question type found is the QC questions (86.64%) and only few QF questions are found (1.75%); in the RQA class, the most question type found is the QC questions (83.94%) and only few QF questions (5.57%) are found, while in the conventional class, the frequencies of the QF and the QC questions are 32.35% and 44.12% respectively. Based on the cross-section dimension, in the QASEE class, the most question type found is the classify questions (57.60%) and only few list questions (0.42%) are found. In the RQA, the classify questions (63.40%) are also the most question type found and only few list questions (1.86%) were found, while in the conventional class, the most question type found are the list questions (32.35%), and the classify questions (32.35%). The QASEE learning has the most potential in encouraging pre-service teachers to produce better questions, because it has the highest frequency of HOT (Higher Order Thinking) and QM questions as well as the lowest frequency of list question, compared to the RQA and conventional learning.

show abstract

Section: Introductionmentioning

confidence: 69%

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Saputri¹,

Corebima²,

Susilo³

et al. 2020

Journal for the Education of Gifted Young Scientists

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this case, self-reflection is also a part of metacognitive activity, so that this activity can indirectly become an effective means to train pre-service teachers' metacognitive skills (Martin-Gamez et al, 2016;Pantiwati & Husamah, 2017) and academic performance (Yusuff, 2015). Thus, the QASEE learning model is not only effective in facilitating the improvement of critical thinking skills (Saputri et al, 2020), but also in improving metacognitive skills and also cognitive learning outcomes.…”

Section: B) Differences In the Regression Equations Of The Correlation Between Preservice Teachers' Metacognitive Skills And Cognitive Lementioning

confidence: 99%

“…Finally, at the evaluating stage, pre-service teachers are directed to evaluate the whole learning processes. The overall syntax in the QASEE learning model has been reported having potential to improve the critical thinking skills of pre-service teacher with different academic abilities (Saputri et al, 2020). Furthermore, related research conducted by Amin et al, (2020) revealed that there was a correlation between metacognitive skills and critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to RQA learning model, QASEE learning model is also proven to have a significant contribution. QASEE is a new constructivist based learning model developed by Saputri et al, (2020) whose syntax is adopted from RQA learning model. The syntax of the QASEE learning model consists of questioning, answering, sharing, evaluating, and extending activities.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The correlation between metacognitive skills and cognitive learning results of biology pre-service teachers on different learnings

Saputri¹,

Corebima²

2020

tused

Self Cite

View full text Add to dashboard Cite

Several previous researches reported that there was a positive correlation between metacognitive skills and cognitive learning results. However, some others reported otherwise. This is believed to be related to the learning model used. This research aimed at revealing the correlation between metacognitive skills and cognitive learning results of pre-service teachers taught by using QASEE and RQA learning models, as well as by using conventional learning, and comparing the regression equations of the three learnings. 107 biology pre-service teachers at Universitas Islam Negeri Raden Fatah Palembang, Indonesia, were involved in this correlational study. Data were obtained by the essay test and were analyzed by simple linear regression analysis. The research result indicates that there is a significant correlation between metacognitive skills and cognitive learning results of the pre-service teachers taught by using the three learnings. It was also found that the regression equations uncovered at the three learnings was parallel and coincide. The contribution of metacognitive skills toward cognitive learning results uncovered in RQA learning model is the highest one among the three learnings preceded by that uncovered in QASEE learning model. This information is beneficial for lecturers in order to use the right learning model to empower pre-service teachers' metacognitive skills and cognitive learning results.

show abstract

“…The development of metacognitive skills based on planning, self-monitoring, evaluation, and reflection must be supported by preservice teacher courses in universities (Saputri et al, 2020), as these skills allow preservice teachers the flexibility to plan their learning and directly influence learning behaviors, which in turn affects their students' learning outcomes (Veenman, 2008). Preservice teachers who have a strong understanding of how to learn will undoubtedly have confidence in the teaching and learning processes, which will enable them to become lifelong learners who constantly build or enhance their learning quality.…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills

Payoungkiattikun¹,

Intanin²,

Thongsuk³

et al. 2022

JEI

View full text Add to dashboard Cite

The purpose of this study was to build a project-based learning (PjBL) model using Susan A. Ambrose et al. cycle’s metacognition conceptual framework. The PjBL approach was created to improve the preservice science teacher’s metacognitive skills. Methods: To modify the PjBL strategy, this study began with a basic review of PjBL and metacognitive skills backgrounds. Results: A panel of experts used the item-objective congruence index (IOC) at five distinct levels to evaluate the validity of the PjBL model. The PjBL model’s appropriateness rating was calculated as 4.56, which showed that it was very suited.

show abstract

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Cited by 11 publications

References 39 publications

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

The correlation between metacognitive skills and cognitive learning results of biology pre-service teachers on different learnings

Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills

Contact Info

Product

Resources

About