Teaching Models to Increase Students' Analytical Thinking Skills

Sartika, Septi Budi

doi:10.2991/icigr-17.2018.52

Cited by 14 publications

(17 citation statements)

References 5 publications

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“…In table 1, it is known that almost all types of inquiry-based learning can improve analytical thinking skills. The inquiry-based learning model is one of the constructivism-based models, which means that this model prioritizes student activity in the learning process, such as building independent learning and analyzing complex information (Sartika, 2018). The independence and activeness of students in education are benchmarks for the success of inquiry-based learning because each student will have the same responsibility to contribute ideas in solving problems.…”

Section: Analytical Thinking Skills Through Inquiry-based Learningmentioning

confidence: 99%

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

Ramadani

Supardi

Tukiran

et al. 2021

Stud. Learn. Teach.

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The 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. These skills are necessary for science learning. Analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. This study examines learning models and learning tools that can improve analytical thinking skills. Learning based on inquiry learning is expected to improve students' analytical thinking skills. The findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. The problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. Analytical thinking skills are closely related to problem-solving. So with analytical thinking skills, students will quickly identify and solve a problem.

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Section: Analytical Thinking Skills Through Inquiry-based Learningmentioning

confidence: 99%

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

Ramadani

Supardi

Tukiran

et al. 2021

Stud. Learn. Teach.

View full text Add to dashboard Cite

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“…Results agree with Abernathy & Forestal (2019), Gooblar, (2016, Najafi et al, (2016), andWilliams-Brown (2015), who revealed that debates enhance students' motivation, boost their academic achievements, engage students in learning better, and increase students' brain capacity. The results contribute to the teaching and learning models aimed at developing analytical thinking in tertiary students that were outlined by Sartika (2017). These models, that are integrated in the debates training, were as follows: analytical thinking skills training process, problem-based and guided inquiry learning, group investigation and context-based learning, the MURDER strategy (Mood, Understand, Recall, Digest, Expand, Review) and the use of infographics (Information and Graphics).…”

Section: Discussionmentioning

confidence: 87%

“…The examination of the theoretical sources found that the higher-order thinking skills are developed in learners by instructional models that are based on the constructivist theory (Sartika, 2017). These instructional models are as follows: a model of guided inquiry, a Problem Based Learning (PBL) model, a group investigation model, Context-Based Learning (CBL) model, a model based on the strategy of Mood, Understand, Recall, Digest, Expand, Review (MURDER), the 4A learning models involving analysis of a phenomenon, analysis of information, analysis of data, and analysis of findings, and an infographics-based learning model (Yulina et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Analytical Thinking in Tertiary Students Using Debates

Spaska¹,

Savishchenko²,

Komar³

et al. 2021

EUROPEAN J ED RES

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The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled "Get Ready to Test Your Analytical Skills!", and the problem-solving test. The study found that the debates improve the students' analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students' responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research.

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“…Models and strategies of learning that can improve analytical thinking skills (as part of HOTS) generally start from presenting the problem. The problem is formulated to be proven together with the group by looking for relevant information, observing/ experimenting, concluding the results, and communicating (Sartika, 2018). In addition, Limbach & Waugh (2010) proposed five learning criteria that could facilitate HOTS, they are as follow: (1) determine the learning objectives; (2) teach through inquiry;…”

Section: Reflectionmentioning

confidence: 99%

“…(3) practice; (4) review, refine and improve understanding; and (5) practice feedback and assess learning. The syntax in Digita-RI is relevant to the terms proposed by Sartika (2018) and Limbach & Waugh (2010). Therefore, the impact of Digita-RI is that it can improve learning outcomes at the level of High Order Thinking Skills (HOTS).…”

Section: Reflectionmentioning

confidence: 99%

The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

Nurohman

Sunarno

Sarwanto

et al. 2021

JPII

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Inquiry-based learning has been tested to improve conceptual understanding, reduce misconceptions, and provide students with experiences in scientific work. However, in its implementation, inquiry-based learning is often faced with scientific facts from the real world with data which hard to analyze using traditional methods. Therefore, a breakthrough is needed to overcome the weaknesses of inquiry-based learning by integrating digital analysis tools and the concept of real-world learning. This integration produces a new learning model, the Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI). This study aims to test the feasibility and practicality of the Digita-RI learning model. This Research and Development (R&D) use the steps proposed by Barg and Gall. The feasibility test of the Digita-RI model was carried out through the Focus Group Discussion (FGD) method and the assessment of the Digita-RI model book involving seven experts. The practicality test was carried out through the Think Aloud Protocol (TAP), and the assessment of the Digita-RI model guidebook involved five practitioner lecturers and six students. The results of expert, practitioner, and user assessments were analyzed using the Aiken coefficient (Aiken’s V). The results showed that Digita-RI is a feasible and practical learning model. Therefore, it can be concluded that Digita-RI has the feasibility and practicality to be used in science learning in the classroom.

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Teaching Models to Increase Students' Analytical Thinking Skills

Cited by 14 publications

References 5 publications

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects

Enhancing Analytical Thinking in Tertiary Students Using Debates

The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

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