Teaching Critical thinking through Online Instructor Scaffolding: A Conceptual Framework

Rabu, Siti Nazleen Abdul; Aris, Baharuddin; Tasir, Zaidatun

doi:10.1016/j.sbspro.2013.10.239

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…Siswa dalam membangun pengetahuan melibatkan kemampuan berpikir kritis. Menurut (Rabu, Aris, & Tasir, 2013) berpikir kritis dapat dikembangkan melalui pengamatan fenomena. Melalui pengamatan siswa terbiasa melihat dari berbagai sudut pandang dan mencari informasi sebanyak-banyaknya untuk memahami situasi yang dihadapi.…”

Section: Kemampuan Berpikir Kritisunclassified

Komparasi Model Pembelajaran Konstruktivis Metakognitif Dan Konstruktivis Novick Terhadap Berpikir Kritis Ditinjau Dari Kemampuan Akademik

Prayitno¹,

Widoretno²

2017

INFSL3

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Section: Kemampuan Berpikir Kritisunclassified

Komparasi Model Pembelajaran Konstruktivis Metakognitif Dan Konstruktivis Novick Terhadap Berpikir Kritis Ditinjau Dari Kemampuan Akademik

Prayitno¹,

Widoretno²

2017

INFSL3

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“…The key to student success lies in how they manage their thinking skills (Alrubaie & Daniel, 2014). Students' critical thinking skills can be developed by directing students to make observations about natural phenomena that occur in the surrounding environment to be analyzed and given input and conclusions (Rabu, Aris, & Tasir, 2013).…”

Section: Discussionmentioning

confidence: 99%

Analyzing the Contribution of Critical Thinking Skills and Social Skills on Students’ Character by Applying Discovery Learning Models

Hariyanto

Amin

Mahanal

et al. 2022

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Character education gets a lot of attention from stakeholders and educators to be developed; hence, many models have been created to develop the affective domain. This study aimed to analyze the relationship and contribution of critical thinking skills and social skills with students’ character through the application of discovery models. The population of this study were high school students in Situbondo. The research sample was chosen from SMA Negeri 1 Besuki with the purposive sampling method. The research instrument to measure critical thinking skills was an essay test developed from Facione's critical thinking skills rubric. Social skills were measured using instruments adopted from Social Skills inventory. To examine students’ character, observation sheets were developed from six pillars of character element of the Josephson Institute. The validity and reliability of the instruments were performed before using them. The results of the validity calculation with product-moment correlation analysis and the reliability calculation with Cronbach's alpha analysis showed that the instrument was valid and reliable so that it could be used in this study. Data were analyzed using multiple regression. The results showed critical thinking skills and social thinking skills together had a contribution to the development of students’ character in the application of discovery learning models. This research can be a reference for readers about the contribution of students' critical thinking skills and social skills to developing students' character. Further research is needed to find out other impacts that affect students’ character.

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“…Students' critical thinking skills need to be optimized (Thompson, 2011). Developing thinking skills is the key to educational success (Alrubaie and Daniel, 2014); critical thinking skills can be developed through phenomenon observation training (Rabu, Aris and Tasir, 2013). These things apparently have been integrated in the syntax of the inquiry strategy (Llewellyn, 2013).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Untitled

2016

EJER

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This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development.

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Teaching Critical thinking through Online Instructor Scaffolding: A Conceptual Framework

Cited by 9 publications

References 8 publications

Komparasi Model Pembelajaran Konstruktivis Metakognitif Dan Konstruktivis Novick Terhadap Berpikir Kritis Ditinjau Dari Kemampuan Akademik

Komparasi Model Pembelajaran Konstruktivis Metakognitif Dan Konstruktivis Novick Terhadap Berpikir Kritis Ditinjau Dari Kemampuan Akademik

Analyzing the Contribution of Critical Thinking Skills and Social Skills on Students’ Character by Applying Discovery Learning Models

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