Structured Content Reading Instruction vs. Direct Instruction: Their Implication on Students’ Achievement, Reading Comprehension and Critical Thinking in Mathematics

Maandig, Rizhaly B.; Lomibao, Laila S.; Luna, Charita A.

doi:10.12691/education-5-5-16

Cited by 10 publications

(9 citation statements)

References 8 publications

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“…Some previous researches about critical thinking has been done (Hendricson et al, 2006;Huang, Ricci, & Mnatsakanian, 2016;Hudha & Batlolona, 2017;Maandig, Lomibao, & Luna, 2017;Paradesa, 2016). Hendricson et al (2006) created the critical thinking component.…”

Section: Introductionmentioning

confidence: 99%

“…Hudha & Batlolona (2017) investigated students' critical thinking skills taught by using inquiry-discovery. Maandig, Lomibao, and Luna (2017) identified the significant impact of structured content reading instruction and direct instruction on students' mathematics achievement, reading comprehension, and critical thinking. Those studies did not examine students'critical thinking based on cognitive style.…”

Section: Introductionmentioning

confidence: 99%

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Critical thinking of field dependent student’s in problem solving

Afifah

Ningrum

2018

IJTLM

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<p class="ABS-C">The purpose of this research is to describe the characteristics of the critical thinking of field-dependent cognitive style students in problem-solving. This research is qualitative research. Research subjects are students who have field-dependent cognitive style in class VIII SMP Negeri 1 Boyolangu, Indonesia. Data collection is GEFT test, math problem test, and interview. The results showed that strong field dependent students in mathematics problem solving aren't good at understanding the problem. At the implementing stage, the solution stage according to the previous plan. The problem-solving plan depends on the formulation of the problem that students found, students are less precise in carrying out the problem-solving. Students do not check again the answer. Critical thinking of weak field dependent students is not good in understanding the problem, and information in the problem is quite good. At the making solution plan stage, students do not write down what is known and asked and less able to express a solution plan clearly and logically with the problem. At the implementing stage, the solution plan is by the previous plan. The problem-solving plan depends on the problem formulation of the problem that students found, so students are less precise in carrying out the problem-solving. Students do not check again the answers.</p>

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical thinking of field dependent student’s in problem solving

Afifah

Ningrum

2018

IJTLM

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“…While research on the influence of the DI model on learning outcomes, Buchori, et al (2017) found that the DI model improved students' cognitive learning outcomes. In connection with thinking skills, Maandig, et al, (2017) found that the DI model can improve the ability to read mathematical symbols and think critically in solving math problems. The results of research by Roman et al, (2017) found that the ability to think logically can be improved through learning and the ability to think logically is needed in every learning.…”

Section: Resultsmentioning

confidence: 99%

“…In addition to PBL, other learning models that are often used are Direct Instruction (DI) learning models. Maandig, et al, (2017), explained that the DI model is centered on the teacher, the teacher and students interact, the teacher explains the subject with a planned lecture, is organized and provides training, gives instruction on learning and students do feedback. Louise C. Keegan (2017) found a positive effect for a wellimplemented PBL model, where with PBL students create more choices in their learning.…”

Section: Introductionmentioning

confidence: 99%

Learning Model And Logical Thinking Ability in Redox Reaction Learning

Sugiharti

Azura

2021

JPSI

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The implementation of the 2013 curriculum has not been fully implemented in Private High School Angkasa Medan , because teachers do not fully understand the learning model that must be used. This has an impact on the results of student chemistry learning that not all students are able to achieve the set minimum completeness score target of 75. This study is about the application of learning models and the ability to think logically in redox learning in class X Private High School Angkasa Medan. The population consisted of 6 class X students and the sample was taken purposively by setting 2 classes for the research sample. Both classes are taught with two models, with a combination of factorial 2 X 2. There are two factors tested, namely factor A in the form of a learning model consisting of Problem Based Learning (PBL) and Direct Instruction (DI) models, factor B: logical thinking ability high and low logical thinking ability. Data analysis techniques using 2-way ANOVA. Based on the hypothesis test at a significant level of α = 0.05, it shows that there is an influence of the learning model and students' logical thinking ability on the learning outcomes of topic redox chemistry, and there is an interaction between the learning model and the ability to think logically towards the redox learning outcomes. The results of the BNT advanced test indicate that the Problem Based Learning Model is better than the Direct Instruction model on topic redox chemistry learning.

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“…Another thing that cannot be denied to improve student learning outcomes is that lecturers should choose the right learning strategy to motivate students to be energetic, ly productive, innovative and fun in their learning so that they can improve student learning outcomes. Direct involvement of lecturers in the learning system can be linked to "highly organized lecturer-led learning that involves students for daily activities, collective assessment and independent practice" (Rizhaly et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Learning Strategy and Intelligence on the Student Learning Outcomes of STKIP Hamzar Lombok

2019

IJRTE

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The objectives of this research to study empirically the phenomena that occur related to learning approaches and interpersonal aptitude on the learning consequences of STKIP Hamzar students. The uasi-experimental method was used in this study with design treatment by level 2 x 2. - We have utilized questionnaires with multiple choice to derive learning outcomes and to measure the level of interpersonal intelligence of students. Learning outcomes learning instruments and interpersonal intelligence instruments were tested for validity with Biserial Correlation Points, and their reliability was tested by Kuder Richardson 20 (KR-20). The collected data was with a two-way ANOVA test. The results obtained based on hypothesis testing are: (1) Learning outcomes of student learning strategies taught with Rotating Trio Exchange (RTE) learning strategies are higher than the student learning outcomes taught with Direct learning strategies, (2) There is an communication effect between strategies learning and interpersonal intelligence on learning strategy learning outcomes, (3) learning outcomes of student learning strategies taught by the Rotating Trio Exchange (RTE) learning strategy are higher than the learning outcomes of pupils who are educated with Direct learning strategies, for pupils who have a level of interpersonal intelligence high, (4) Learning outcomes of learning strategies of students who are taught with Rotating Trio Exchange (RTE) learning strategies are lower than the learning effects of students who are taught with direct learning strategies, for students who have a low level of interpersonal intelligence

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Structured Content Reading Instruction vs. Direct Instruction: Their Implication on Students’ Achievement, Reading Comprehension and Critical Thinking in Mathematics

Cited by 10 publications

References 8 publications

Critical thinking of field dependent student’s in problem solving

Critical thinking of field dependent student’s in problem solving

Learning Model And Logical Thinking Ability in Redox Reaction Learning

The Effect of Learning Strategy and Intelligence on the Student Learning Outcomes of STKIP Hamzar Lombok

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