The Analyzing of Critical Thinking Skills on Students of High Shools Grade X in Plaju and Seberang Ulu Ii District

Abstract

Based on the teacher questionnaire statement in Plaju and Seberang Ulu II District , the teacher has measured critical thinking skills. The teacher interview results stated that students still did not master the critical thinking skills of Biology High School. The purpose of this study was to determine the percentage level of mastery of critical thinking skills of class X high school students in Plaju and Seberang Ulu II District. This research is a quantitative descriptive research; the sample used is a public high school representing the District of Plaju and Seberang Ulu II District. The results of this study indicate that, on average, the results of the percentage analysis of the level of student's critical thinking skills in class X high school in Plaju District is 49.46%, and Seberang Ulu II District is 56.52%. Both the percentage of indicators critical thinking skills in Plaju and Seberang Ulu II District are in the medium category.

TPACK Prospective Biology Teacher at Muhammadiyah University of Palembang

“…However, knowledge of technology must be trained so that prospective biology teachers are able to apply technological knowledge in biology learning. The use of technology in learning can improve students' knowledge and critical thinking skills (Putri et al, 2018).…”

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?

“…Intentionally and unintentionally, teachers and learners send and get messages that can pass on cognitive and affective data as they cooperate in the class (Miller, 2000). Certainly, learning goals should allude to three aspects, specifically, the domain of points of view (cognitive), the domain of qualities or mentalities (affective), and the domain of abilities (Putri et al, 2018). The cognitive domain is the area that incorporates mental exercises including the cycle of acknowledgment and/or disclosure that centers on the conception, the preservation, the remembrance, and the presentation of facts (Putri et al, 2018).…”

“…Certainly, learning goals should allude to three aspects, specifically, the domain of points of view (cognitive), the domain of qualities or mentalities (affective), and the domain of abilities (Putri et al, 2018). The cognitive domain is the area that incorporates mental exercises including the cycle of acknowledgment and/or disclosure that centers on the conception, the preservation, the remembrance, and the presentation of facts (Putri et al, 2018). Similarly, it incorporates relationships between components, idea arrangement, issue disclosure, and problem-solving abilities, which thus structure novel considerations.…”

“…The mentality is one of the terms in the field of psychology which deals with insight and practice that can similarly be deciphered as a construct to permit seeing an activity. The idea of mentality itself can be observed from different related components such as mentality with character, thought processes, confidence level, and so on (Putri et al, 2018). The affective domain identifies with how an individual responds to boosts or the climate encountered to give an appraisal.…”