96 research outputs found
Evaluation of STEM students' critical thinking in terms of cognitive style through problem-based distance learning
No full textThe advent of digital technology has brought about a transformation in the field of education, from traditional face-to-face learning to distance learning. Despite this shift, it is important to prioritize the development of STEM (Science, Technology, Engineering, and Math) students' critical thinking (CT) abilities as an essential skill for success in the 21st century. The objective of this study is to assess the critical thinking (CT) skills of students in the fields of science, technology, engineering, and mathematics (STEM) by considering their cognitive styles, namely field-independent and field-dependent, through the implementation of Problem-Based Distance Learning (PBDL). The research follows an evaluative and experimental approach based on the Kirkpatrick four-level model, which was conducted at one of the universities providing STEM education in eastern Indonesia. To evaluate different components of learning, cognitive style, and critical thinking (CT), a wide range of tools with tested psychometric features (validity and reliability) were used. A comprehensive examination using both descriptive and statistical analyses was undertaken to evaluate the outcomes. The results of this study indicate that Problem-Based Distance Learning (PBDL) is a successful approach in enhancing the Critical Thinking (CT) skills of STEM students, irrespective of their cognitive types. The paper provides a detailed discussion of the thorough examination of input, process, output, and outcome factors. This study is very valuable and will contribute to a lot of literature, especially related to the development of distance pedagogy in STEM learning
USING ANIMATION VIDEO TO IMPROVE STUDENTS' ABILITY IN WRITING PROCEDURE TEXT AT THE NINTH GRADE OF SMPN 1 LAMASI
No full textABSTRACT
Catur Prayogi, 2022, "Using Animation Video to Improve Students’ Ability in Writing Procedure Text at the Ninth Grade of SMPN 1 Lamasi". Thesis English Education Study Program at State Islamic Institute (IAIN) Palopo. Supervised by : (1) Madehang, S.Ag, M.Pd, and (2) Amalia Yahya S.E, M.Hum.
This research was conducted to know whether animation videos improve the students' skill in writing procedure text in the ninth grade of IX F class of SMPN 1 Lamasi. The IX F class of 29 students was the subject of this research. The researcher employed Classroom Action Research (CAR) as the research method. The researcher adopted Kurt Lewins' model design. The researcher and the English teacher at SMPN 1 Lamasi then worked together to conduct this research. The English instructor was an observer, and the researcher was a teacher. The author used animation film to teach procedure writing. This research was carried out using the action research techniques of planning, acting, observing, and reflecting. The research was conducted over four cycles. The results of this research were acquired using observation sheets, interview instructions, and tests. This research revealed an improvement in the students' ability to write procedure language utilizing animation videos. During the previous cycle, the majority of students gradually improved their grades. The English lesson received a Minimum Master Criterion- Kriteria Ketuntasan Minimal (KKM) score of 75. The pre-test means score for the students was 63.51. The post-test I mean score was 74. The post-test II mean score was 80. Furthermore, it was discovered that 62% of students passed the KKM in the first cycle, and 89.65% passed the KKM in the last cycle. This research met the success requirements of 75% of students who passed the KKM. The classroom environment improved during each cycle's teaching and learning process. Furthermore, both the English teacher and the students were enthusiastic about carrying out the deed. As a result, it is possible to conclude that animation movies can increase students' ability to write procedure text.
Keywords: Writing, Procedure text, animation video
Overcoming Challenges in STEM Education: A Literature Review That Leads to Effective Pedagogy in STEM Learning
No full textThe current study aims to analyze trends in studies related to challenges of STEM-based learning, analyzing the challenges of STEM education, describing solution approaches to overcome challenges in STEM education, and describing effective STEM pedagogy. To achieve the goals of this study, a literature review related to STEM education and learning was conducted, specifically by performing a bibliometric analysis. The bibliometric analysis is related to a coherent literature review with the theme of "Challenges of STEM-based Learning," analyzed from SCOPUS databases. The results of the study show that to date the existing study trends have addressed a number of challenges related to STEM education, especially those related to STEM pedagogy. The current study proposes a number of approaches to address challenges in STEM education, the focus is on how effective STEM education can be implemented in learning routines. Finally, it was concluded that some effective pedagogical aspects in STEM education and learning include: creating an innovative learning environment that encourages inquiry, experimentation, and critical thinking; utilizing various authentic learning methods and relevant learning resources; facilitating a collaborative learning environment; creating an inclusive learning environment; and reflecting and improving teaching practices
PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI (ABI) UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA
No full textThe purpose of this research was to develop an inquiry base active (IBA) learning model to develop students' critical thinking skills. Inquiry was chosen as the base for the development of the model, because according to Arends (2012) the inquiry learning model was developed for the purpose of how learners think, in this case including critical thinking. Elements of critical thinking skills developed, namely interpretation, analysis, evaluation, inference, explanation and self-regulation. The IBA learning model was based on scientific inquiry activities, thus indirectly practicing scientific process skills on students. In general, the validator assessment of the developed learning model was valid with the score range 4 to 4.56. The conclusion of the validity test of this learning model was the inquiry based active learning model valid and proper to be used as a reference to develop the learning device and implemented / experimented to develop students' critical thinking skill
IMPLEMENTASI MODEL PBL (PROBLEM BASED LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA
No full textThis research was aimed to improve the students’ learning achievement and critical thinking ability through problem based learning (PBL) model, the method which was applied in this research was classroom action research. It consisted of two cycles and each cycle consisted of planning, implementing, observing, and reflecting. The data was taken by giving the students test, it was in form of multiple choice test. The was used to know the students learning achievement to know students critical thinking, essay test was used. The finding of the research show that there was improvement from cycle to cycle. (1) at the first cycle: the percentage score of students mastery was 63.16% ; the mean score of the students critical thinking ability was 51.31 ; (2) at the second cycle : percentage score of the students mastery was 85% ; mean score of the students critical thinking ability was 72.08 and catagorized into critical and between 62.59 – 81.25. based on the finding, it can be concluded that problem based learning (PBL) model can improve the students learning achievement and critical thinking ability
Algorithmic implementation of particle-particle ladder diagram approximation to study strongly-correlated metals and semiconductors
No full textEfforts to Drill the Critical Thinking Skills on Momentum and Impulse Phenomena Using Discovery Learning Model
No full textCritical thinking is needed as a guarantee of student success in solving a problem, and critical thinking training starts from students' learning experiences when they are in school. It is believed that one's skills in critical thinking influence student success in a broader spectrum of learning outcomes. It's just that the facts on the ground show that students are less well-established in critical thinking in science learning, this is based on the results of observations on teaching relating to the phenomenon of momentum and impulse. Overcoming this, it is important to provide learning experiences for students to train their critical thinking skills. The current study aims to implement the discovery learning model on materials related to momentum and impulse phenomena, and evaluate its impact on students' critical thinking skills. Through experimentation (nonequivalent control group design) studies have been carried out by including a control group (traditional teaching) as a comparison. Students' critical thinking skills are measured using adequate instruments and have met the elements of validity. Study data were analyzed descriptively and statistically. The results of the study show that students' critical thinking skills have increased after learning using the discovery learning model. Based on the size of the pre-post test, students' critical thinking skills increased from quite critical to critical, the increase (gain) was in the moderate category. Unlike the case with traditional teaching, students' critical thinking skills remain with less critical criteria. The difference in the improvement of critical thinking between the two groups (discovery learning vs. traditional teaching) was statistically analyzed. The results of the analysis confirm the research hypothesis tested that there are significant differences in critical thinking skills between groups (discovery learning model vs. traditional teaching) in the material of momentum and impulse
PENGEMBANGAN WORKSHEET TEMATIK-INTEGRATIF PADA MATA PELAJARAN IPA TERPADU UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KERITIS SISWA
No full textThe research was conducted to improve the Critical Thinking Capability in detail: 1) Describe the thematic-integrative worksheet on integrated IPA Subjects, 2) Measure the critical thinking skills of students as the effect of the thematic-integrative Worksheet material, and 3) Describe the student's response to the teaching material Worksheet thematic-integrative. The resulting product development is an thematic-integrative Worksheet to support a learning process that can improve critical thinking skills. The thematic-integrative worksheets developed have met the criteria of validity and according to the expert. The test results have shown that the thematic-integrative Worksheet teaching materials are more effective. All learning tools used are in valid categories and are eligible for use. The results of the first trial showed that students' critical thinking skills were averaged 76.7 (critical categories), while the second test reached an average of 84.4 (very critical). Based on the analysis result, it is found that the thematic-integrative worksheet developed can develop critical thinking skill
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) BERBASIS AUTENTIK ASESMENT UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA
No full textThe objective of this research was to know the improvement of students critical thinking ability in MA Islahul Ummah NW Bunut Baok, academic year 2015/2016 by using PBI based on authentic assessment. This research used Classroom Action Research (CAR) and it consisted of two cycles. Each cycle consisted of planning, action, observation, and reflection. The data of student’s critical thinking ability was taken by giving student test, it was form of essay test. The results were obtainedseveral findings namely: 1) at first cycle: the mean score of students’ critical thinking abilitywas 54,41 and categorized into low category; 2) at second cycle:the mean score of students’ critical thinking ability was 85,29and categorizedintohigh category. Based on the results of this research can be concluded thatPBI based on authentic assessment can improve students’ critical thinkingability at the X grade students of MA. Islahul Ummah NW Bunut Baok, academic year 2015/2016
Pengaruh Model Pembelajaran Problem Based Instruction (PBI) Terhadap Keterampilan Berpikir Kritis Siswa Kelas VIII SMP Negeri 11 Mataram
No full textPenelitian ini bertujuan untuk menguji pengaruh model pembelajaran Problem Based Instruction (PBI) terhadap keterampilan berpikir kritis siswa kelas VIII SMP Negeri 11 Mataram pada materi "Getaran dan Gelombang." Penelitian menggunakan desain eksperimen semu dengan kelompok eksperimen yang diajar menggunakan PBI dan kelompok kontrol yang diajar menggunakan metode ceramah tradisional. Data dikumpulkan melalui tes post-test keterampilan berpikir kritis yang terdiri dari lima soal uraian. Hasil penelitian menunjukkan bahwa nilai rata-rata keterampilan berpikir kritis siswa di kelas eksperimen adalah 82,27 yang termasuk dalam kategori "Sangat Kritis," sedangkan nilai rata-rata di kelas kontrol adalah 61,724 yang termasuk dalam kategori "Kurang Kritis." Uji statistik menggunakan uji-t menunjukkan bahwa t-hitung sebesar 4,951 lebih besar dari t-tabel sebesar 2,021 pada taraf signifikansi 5%, yang menunjukkan perbedaan signifikan antara kedua kelompok. Hasil ini menunjukkan bahwa PBI efektif dalam meningkatkan keterampilan berpikir kritis siswa.
The Effect of Problem Based Instruction (PBI) Model on Critical Thinking Skills of Grade VIII Students at SMP Negeri 11 Mataram
Abstract
This study aims to examine the effect of the Problem Based Instruction (PBI) model on the critical thinking skills of Grade VIII students at SMP Negeri 11 Mataram in the "Vibrations and Waves" material. The study used a quasi-experimental design with an experimental group taught using PBI and a control group taught using traditional lecture methods. Data were collected through a post-test critical thinking skills test consisting of five essay questions. The results showed that the average critical thinking skills score of students in the experimental class was 82.27, classified as "Highly Critical," while the average score in the control class was 61.724, classified as "Less Critical." Statistical analysis using a t-test showed that the t-value of 4.951 was greater than the t-table value of 2.021 at a 5% significance level, indicating a significant difference between the two groups. These results indicate that PBI is effective in enhancing students' critical thinking skills
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