Critical thinking skills are very important to have for students given the rapid distribution of information. To promote the critical thinking skills of the student, it could be done by including critical thinking learning in a formal learning environment. However, for the purpose of increasing this skill could be achieved, it required the motivation to learn. This study aimed to increase critical thinking skills and students' motivation through the implementation of an inquiry mind map tool. The study used a quasi-experimental group with a non-equivalent control-group pretest-posttest. The experimental class used an inquiry learning assisted inquiry mind map tool, whereas the control class requires that conventional learning. The sample consisted of 206 students from different schools and different genders. Data on critical thinking skills used essay tests referred to indicators from Sari in 2019. Motivation data learning taken from instrument motivation toward science learning from Tuan, Chin & Shied in 2005. Answers analyzed using ANCOVA. The research findings show that there were differences in the ability to think critically and students' learning motivation using an inquiry mind map tool. The results also examined no difference between school and gender on critical thinking skills and learning motivation. The results of the study show that the inquiry mind map tool was an impact on increasing critical thinking skills and learning motivation. It was recommended to be able to develop more other learning tools and learning model to improve critical thinking skills. Some im-plication was also provided in the article.
This study aims to describe and test students' perception of scientific learning, students' critical thinking skill level in scientific learning, differences in perception and critical thinking skill level of students based on school differences and gender, and the influence of perception on students' critical thinking skill in scientific approach learning. It involved 206 students from three high schools in Banjarmasin, Indonesia. Quantitative data was obtained from a perception questionnaire and critical thinking skill test. The perception questionnaire refers to Perception of Science Classes Survey (PSCS). The test used refers to indicators of critical thinking skill from Ennis in 2011. Data were analyzed using non parametric statistical tests with the SPSS version 23 application for Windows. The results showed that 1) students' perception of scientific learning were in the medium category, 2) students' critical thinking skill level was in a low category, 3) there were differences in perception and critical thinking skill level based on school, but there are not any differences found based on gender, 4) there was an influence of perception towards students' critical thinking skill in scientific learning approach. Designing innovative learning methods, involving student activity, and providing recommend-ed learning facilities are suggested to do to enhance students' positive perception and critical thinking skill.
Aceh has the potential as a world trade route, fish catch lane and marine tourism in Indonesia. Therefore, students' knowledge of Aceh's maritime potential needs to be developed. The purpose of this study was to determine student perceptions of teaching materials to Increase Students' Knowledge of Aceh's Maritime Potential. This study used quantitative research design. The results of the study were obtained from the answers to the questionnaires that were developed, validated, and tested by researchers. The results were analyzed through descriptive statistics. The results of the study indicate that geography education students need teaching materials to Increase Students' Knowledge of Aceh's Maritime Potential. Teaching materials were very important to be developed because there was no teaching material and students' knowledge of Aceh's maritime potential was very lacking. Based on the research, it was suggested to develop teaching materials to increase students' knowledge of the Aceh Maritime Potential comprehensively.
Mosques as educational centers are not only found in the Middle East, but also in the Malay world this reality occurs as in Aceh, Demak, Banten and Bone. During the Kingdom of Bone until the Old Order period the mosque became the center of Islamic education in the form of recitation of the Qur'an and the Yellow Book which examined Islamic sciences such as Fiqh, Hadith, Tafsir, Akhlak, Sufism and Arabic. Kadi and Imam Masjid were the main actors who carried out the teaching spread in the Watampone region as the capital city of the Kingdom. Then it developed into other regions such as Macege, Cabalu, Palakka, Awangpone, Pattiro, Barebbo, and Cenrana. Especially in Watampone, the study was held at the Kingdom Bone Mosque, the Al-Mujahidin Mosque which was the center of Islamic education fostered by the Kadi Bone and at the Masjid Watampone Mosque which was fostered by the Imam Masjid Raya. Recitations in the Palili region of the Kingdom of Bone are generally fostered by Kadi who are both Imam and Katte (Khatib) in their respective regions. The teaching system is the same as the teaching system that generally applies in the archipelago at that time, namely the wetonan/bandongan and sorogan methods. In the Bugis tradition the Bone system is referred to as the tudang mangaji.
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