The role of student’s critical asking question in developing student’s critical thinking skills

Santoso, Tri; Yuanita, Leny; Erman, Erman

doi:10.1088/1742-6596/953/1/012042

Cited by 27 publications

(26 citation statements)

References 13 publications

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“…The question of answer is a productive teaching approach in stimulating critical thinking (Rashid, Sumaira & Qaisar Shahzada, 2016) Learners can realize themselves whether they are lazy or diligent in reading, it is easy or difficult to understand themselves whether they are lazy or not by written teaching materials, like or dislike reading textbooks, and so on. By using the question level, critical thinking skills can be illustrated by T Santoso et al, 2018, the concept of critical thinking through answering questions is when students try to build arguments using their background by interpreting, analyzing, and responding to problems that require more than one answer ( Amin, Astuti Muh & Adiansyah, Romi, 2018).…”

Section: B Answermentioning

confidence: 99%

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama¹,

Sopandi²,

Hidayah³

2019

Int.J.Edu.Voc.Studies

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The purpose of writing this article was to describe RADEC learning model in building critical thinking skills. This study was conducted because of the need for a learning model that fits the Indonesian context to build critical thinking skills that can be used at elementary school level. This study used the literature review. This study produced one solution to be able to build critical thinking skills using RADEC learning model (read-answer-discuss-explain and create). The approach in learning done by the teacher plays a role in improving critical thinking skills. The teacher needs to use a learning model that can stimulate students' critical thinking skills.

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Section: B Answermentioning

confidence: 99%

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama¹,

Sopandi²,

Hidayah³

2019

Int.J.Edu.Voc.Studies

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“…In principle, the act of questioning encourages students to engage in critical reasoning (Chin & Osborne, 2008). Questioning is a natural characteristic owned by a person (student and teacher); questioning means thinking; and thinking is described in the form of a question—therefore a model of learning needed to facilitate learners to form questions that generate other questions is important (Santoso et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Jesus’ Questions in the Gospel of Matthew: Promoting Critical Thinking Skills

Dami

Alexander²,

Manafe³

2020

Christian Education Journal: Research on Educational Ministry

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This research aimed to analyze the effectiveness of Jesus’ questions in promoting critical thinking skills in the Gospel of Matthew. The research method used is qualitative with a document analysis approach. There are 48 sample questions of Jesus used in this research. The results show that Jesus’ questions in the Gospel of Matthew consistently accomplish the criteria of high-level thinking questions because Jesus often uses questions at the level of analysis (79%) and comprehension (77%), and these questions effectively promote the audience’s critical thinking skills.

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“…Generally, Indonesian teachers have used Bloom's taxonomy to determine cognitive levels that are expected to be achieved by students when design learning activities. However, many students are found experiencing difficulties in learning science in terms of their cognitive levels [1][2][3][4] and lack of HOTS [5]. These learning difficulties indicating Bloom's taxonomy in science learning is not optimally implemented.…”

Section: Introductionmentioning

confidence: 99%

“…These learning difficulties indicating Bloom's taxonomy in science learning is not optimally implemented. The taxonomy implementation in science classrooms requires further study to stimulate students' thinking abilities including giving critical questions [4] and learning settings [1].…”

Section: Introductionmentioning

confidence: 99%

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Predicting Teachers’ Familiarity on High Order Thinking Skills through Common Keywords in Science Learning: A Preliminary Study

Erman¹,

Wakhidah²

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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This study aims to predict science teachers' familiarity in high order thinking skills (HOTS). There were 44 members of the science teacher community who volunteered to participate in this study. The data were collected using some common keywords in science learning in the form of multiple-choice tests, questioner, and its analyzed descriptively using content analysis. Data analysis results showed that: 1) more than half of the teachers were not familiar with HOTS, although they had often heard the terms, 2) conceptually, less than 50% of teachers were familiar with the type of HOTS, but they were quite familiar with its application in learning, and 3) teachers were quite familiar with terms related HOTS in classroom, but still have difficulty to explain the learning that stimulates the student. Thinking of HOTS it's not sufficient to be just familiar with the term, but it should be applying its sustainably.

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The role of student’s critical asking question in developing student’s critical thinking skills

Cited by 27 publications

References 13 publications

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Jesus’ Questions in the Gospel of Matthew: Promoting Critical Thinking Skills

Predicting Teachers’ Familiarity on High Order Thinking Skills through Common Keywords in Science Learning: A Preliminary Study

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