Students Critical Thinking Development in National Sciences and Mathematics Competition in Indonesia:  A Descriptive Study

Wahidin, Didin; Romli, L. A.M.

doi:10.15294/jpii.v9i1.22240

Cited by 15 publications

(16 citation statements)

References 5 publications

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“…STEM teachers' -as one of main stakeholder-are often attributed as the leading cause of the poor quality of education (Rubini et al, 2016;Wahidin & Romli, 2020). Therefore, to improve education quality, it is necessary to produce STEM teachers' who can train students' CT skills.…”

Section: Introductionmentioning

confidence: 99%

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Bilad

Anwar²,

Hayati³

2022

IJECE

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Alignment of inquiry learning has embarked on remote inquiry as a replacement for face-to-face inquiry. On the other hand, the current technological developments bring opportunities to use it as a learning resource to support critical thinking. The current study explores the impact of virtual simulation-assisted remote inquiry in Fourier transform courses on prospective STEM teachers' (PST) critical thinking (CT) skills. The experimental design employed a randomized pretest-posttest control group was employed. Two groups of samples were randomized: the experimental group, n = 30, and the control group, n = 30. The treatment of learning was different in each group. The experimental group was conducted by virtual simulation-assisted remote inquiry, while the control group was conducted by online learning without inquiry and simulation. The measured CT skills aspects included analytical, inference, evaluation, and decision-making measured by an essay test instrument. The results were then analyzed descriptively and statistically. The results confirm that the virtual simulation-assisted remote inquiry significantly improved PST CT in Fourier transform courses. The virtual simulation-assisted remote inquiry learning was better than courses with online learning without inquiry and simulation. The virtual simulation-assisted remote inquiry provided conceptual formation and application of concepts. It strengthened the opportunities for the PSTs to train their CT skills.

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Section: Introductionmentioning

confidence: 99%

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Bilad

Anwar²,

Hayati³

2022

IJECE

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“…Students need to have critical thinking skills because they are needed to face the challenges of the 21st century (Vieira & Tenreiro-Vieira, 2016;Wulandari et al, 2017;Purnami et al, 2021). Students who have critical thinking skills will solve problems more effectively (Saputra et al, 2019;Wahidin & Romli, 2020). Critical thinking skills must be trained in students.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

Ramdani

Jufri

Gunawan

et al. 2021

JPII

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Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.

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“…As an example, Rahman [15] write a study about the assessment of selfmonitoring strategies used by lecturers to evaluate their performance (learning and teaching process) using qualitative descriptive method. Another study from Wahidin and Romli [16] completed their study on describing a number of aspects happening in the National Sciences and Mathematics Competition (ONMIPA) by utilising this method. As the purpose of this study is to describe participants' self-monitoring using a checklist instrument, the qualitative descriptive method was applied.…”

Section: Methodsmentioning

confidence: 99%

Lecturers’ checklist instrument to monitor students’ understanding in distance learning

2022

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This paper aimed at exploring the results of participant self monitoring using a checklist instrument in distance learning with flipped classroom setting. The participants were 11 lecturers of Bioprocess Engineering Study Program at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist instrument was for the lecturers to monitor their students’ understanding about the lessons given each week. The data generated from the instrument was analysed descriptively. The results found that pre-class, in-class and out-class are important parts of learning in flipped classroom setting. The data showed that 56% of students achieved good understading of the knowledge taught by their lecturers. The same idea as in-class, attendance checking and interaction between students and lecturers had a key factor in the learning process. It was found that students’ understanding increased by 20% (very good), 62% (good) and 18% (moderate) through questions and answers, discussions, and tests at the end of class. Those were the modes of interactions that had been done in class. In line with an out-class checklist, giving assignments and feedback could improve students understanding into the level of very good (61%), good (27%) and sufficient (10%). with using a checklist tool, participants in this study self-monitored their progress in a flipped classroom while taking distance learning courses online to improve the quality of their class.

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Students Critical Thinking Development in National Sciences and Mathematics Competition in Indonesia: A Descriptive Study

Cited by 15 publications

References 5 publications

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

Lecturers’ checklist instrument to monitor students’ understanding in distance learning

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