Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

Lestari, Tri; Supardi, Zainul Arifin Imam; Jatmiko, Budi

doi:10.12973/eu-jer.10.4.2003

Cited by 18 publications

(22 citation statements)

References 16 publications

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“…Overall, the CTC learning model was effective and consistent in improving pre-service teachers' critical thinking dispositions and critical thinking skills. This effectiveness could be referred to as the increasing results of the normalized gain scores (Hake, 1998) and the significance of the test results conveyed in the paired sample t-test mean (Lestari et al, 2021). The model was consistent based on the test results of the difference in the mean of the two unpaired samples that showed a consistent increase in the disposition of the critical scores of the two classes.…”

Section: Discussionmentioning

confidence: 94%

Online Critical Thinking Cycle Model to Improve Pre-service Science Teacher’s Critical Thinking Dispositions and Skills

2023

pegegog

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Currently critical thinking skills is becoming an important education issue to overcome the challanges of industrial revolution 4.0. Previous studies reported that the pre-service teachers' critical thinking dispositions and skills were still low, therefore, both aspects of critical thinking should be improved through learning activities in higher education. This study aimed to determine the effectiveness of the online critical thinking cycle learning model to improve pre-service science teachers' critical thinking disposition and critical thinking skills. This study used pre-experimental research with one group pretest-posttest design. The online critical thinking cycle learning model was implemented in two classes without a control group. A total of 58 preservice science teachers from two different universities participated in this study. Each pre-service teacher's critical thinking dispositions and skills were measured using the critical thinking disposition inventory and critical thinking skills test. The results showed that the pre-service science teachers' critical thinking disposition and critical thinking skills increased after the implementation of the online critical thinking cycle learning model with a g score of 0.697 and 0.712, respectively. There was no significant difference in the pretest and post-test scores, and there was a consistent increase in g score between the two classes studied. Thus, the online critical thinking cycle learning model is effective and consistent to improve pre-service science teachers' critical thinking dispositions and skills.

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Section: Discussionmentioning

confidence: 94%

Online Critical Thinking Cycle Model to Improve Pre-service Science Teacher’s Critical Thinking Dispositions and Skills

2023

pegegog

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“…The questionnaire is packaged in a google form and distributed via WhatsApp broadcast to students. For comparison, the existing data was processed based on three categories: i) Gender, students are distinguished by male or female; ii) Type of school, students are distinguished by public schools and private schools; iii) Grade level, students are distinguished by junior high school (7,8,9) and senior high school (10,11,12).…”

Section: Methodsmentioning

confidence: 99%

Student’s higher-order thinking skills and collaboration skills in online learning during pandemic

Afikah

Rohaeti

Jumadi

et al. 2023

IJERE

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<p><span lang="EN-US">Higher-order thinking skills (HOTS) and collaboration skills are critical for all students, starting from early to senior high school. This study aimed to describe HOTS and collaboration skills in online learning according to gender, type of school, and grade level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. The respondent of this study was 331 students who were obtained randomly from junior and senior high school in Indonesia. The results showed students’ HOTS in online learning; the mean score of the students was 3.82 (moderate). While collaboration skills, the mean score of the students was 3.95 (moderate); collaboration skills domains are positively related to HOTS. According to gender, type of school, and education level, there was no significant difference between students’ HOTS and collaboration skills. Based on these findings, teachers can teach to maximize learning, even though it was online, to improve HOTS and collaboration skills in online learning. This can also influence the policies to be taken by higher education to equip prospective educators to adjust themselves in providing learning to students in different conditions and situations.</span></p>

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“…The scores obtained from three cycles of teaching practice in the classroom are compared by calculating the n-gain formula, as in Equation ( 3), and categories, as shown in Table 3 (Meltzer, as citied in Lestari et al, 2021Lestari et al, , p. 2007.…”

Section: Learning Tool Validation and Reliabilitymentioning

confidence: 99%

“…Xn = Industrial Revolution 4.0 platform TPACK application skill post-test score. Table 4 The n-gain Categories (Lestari et al, 2021(Lestari et al, , p. 2007)…”

Section: Learning Tool Validation and Reliabilitymentioning

confidence: 99%

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

Tawil

Tampa²,

Said³

et al. 2022

CJES

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Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum effect size is in the medium category. The research sample consisted of 70 junior high school natural science teachers, each class with 35 teachers. The collected data were analysed using paired sample t-test, n-gain calculation and effect size. The results showed that the increase in teacher skill scores was significant; the average n-gain score of teachers’ skills was in the medium category; the average score of the average n-gain of teachers’ skills was not different between classes A and B; and the effect size is in the moderate effect category. The conclusion of this study is that teacher professional education programme activities are effective in implementing the TPACK model. The TPACK model can improve the skills of teachers’ higher-order thinking skills in teaching science in schools. Keywords: Science, teacher, technological, pedagogical, content knowledge

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Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

Cited by 18 publications

References 16 publications

Online Critical Thinking Cycle Model to Improve Pre-service Science Teacher’s Critical Thinking Dispositions and Skills

Online Critical Thinking Cycle Model to Improve Pre-service Science Teacher’s Critical Thinking Dispositions and Skills

Student’s higher-order thinking skills and collaboration skills in online learning during pandemic

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

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