A Descriptive Study of Critical Thinking Abilities of Elementary School Students

Kawuryan, Sekar Purbarini; Sayuti, Suminto A.; Aman, Aman

doi:10.21831/cp.v41i1.44322

Cited by 10 publications

(9 citation statements)

References 38 publications

(48 reference statements)

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“…Critical Thinking and Problem Solving is a competency that requires students to be able to analyze and solve problems during learning. The components of critical thinking consist of concluding content, giving opinions on other assumptions, reducing unnecessary things, eliminating potential bias, identifying the results of analysis, evaluating the results of arguments, and creating knowledge (Kawuryan et al, 2022;Wechsler et al, 2018). According to previous study Critical Thinking and Problem Solving in the 21st century skills strategy, namely: (a) teaching the HOTS (High Order Thinking Skills) method specifically in the realm of learning, (b) conducting question and answer and discussion on a class scale, (c) teach concepts explicitly, (d) provide scaffolding, (e) apply the HOTS method continuously (Indarta et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Integration of 21st Century Skills in Thematic Learning in Elementary School

Alifah

Sukartono

2023

j. ilm. sekol. Dasar

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The challenges of the 21st century require students to be responsive to advances in science and technology. Students need to prepare 21st century skills known as 4C (Critical Thinking, Communication, Collaborative, and Creativity). So that in learning there needs to be integration of 21st century skills combined with thematic learning. This study aims to analyse the integration of 21st century skills in thematic learning in elementary schools. This type of research uses a qualitative descriptive approach. The subjects of this study were teachers and third grade students. Data collection techniques are using observation, interviews, and documentation. Data validity technique used is triangulation. The data obtained will be analysed by reducing data, presenting data, and drawing conclusions. The results of the research on the integration of 21st century skills in thematic learning are shown through the activities carried out during learning. 21st century skills are integrated through discussion activities, solving problems that require high-order thinking skills, conveying arguments, and the ability to think with creative, innovative, and imaginative ideas. Through these learning activities, it can be concluded that the integration of 21st century skills in thematic learning is able to increase student activity in learning, increase potential, develop student skills, develop soft skill and hard skill competencies possessed by students in mastering thematic learning at school.

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Section: Discussionmentioning

confidence: 99%

Integration of 21st Century Skills in Thematic Learning in Elementary School

Alifah

Sukartono

2023

j. ilm. sekol. Dasar

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“…The increase in motivation in this study was influenced by the use of flipbook media in learning in the form of a combination of text, animation, video, and audio that provides auditory and visual stimulation that improves students' memory. Using flipbook media for purposes other than aiding learning activities can also make a difference for students [48]. There are several factors that influence student success in achieving good learning outcomes such as learning motivation, attitudes towards learning, processing teaching materials and exploring stored learning outcomes [49]- [51].…”

Section: The Effect Of Learning Motivation (X3) On Learning Outcomes (Y)mentioning

confidence: 99%

The influence of flipbook learning media, learning interest, and learning motivation on learning outcomes

Bunari,

Setiawan,

Ma’arif

et al. 2024

EduLearn

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The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School 1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 Ftable 2.77 with a significance of 0.000 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.

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“…Education should foster students' critical thinking and metacognitive skills in addition to imparting knowledge in age of quickly advancing technology and continuous global change. The first phase of formal education is elementary school and there is a growing need to create relevant and useful learning models that can help students understand how other students think and learn (Kawuryan, Sayuti, Aman, & Aman, 2022;Sandang, Wagiran, & Latiana, 2022;Sidiq et al, 2021). One approach that has received widespread attention in education is metacognitive learning.…”

Section: Introductionmentioning

confidence: 99%

The needs of a metacognitive-based learning model in elementary schools

Widiana,

Parwata,

Jampel

et al. 2024

Nurture

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Purpose: This research aims to analyze the need for developing metacognitive-based learning models in elementary schools. Design/Methodology/Approach: This research uses mixed methods. The mixed-methods research design used in this research is concurrent embedded mixed methods. The population of this study was 2,416 elementary schools. Sample selection: 476 elementary school teachers were involved in the development needs analysis survey. Methods of data collection include observation, interviews, surveys and questionnaires. The data collection instrument uses a questionnaire sheet. The data analysis technique uses qualitative and quantitative descriptive analysis. Findings: The research results show that 28.8% of respondents stated that they had implemented the independent curriculum, 65.1% combined the independent curriculum and the 2013 curriculum and 6.1% still used the 2013 curriculum. The survey results on learning support facilities showed that adequate facilities supported learning. 93.7% of teachers said that they always use innovative learning models. The remaining 6.3% still rarely implement innovative models. The survey results showed that 69.54% of teachers reported understanding metacognition sufficiently. However, 97.47% of teachers rarely or never integrate the concept of metacognition into their teaching methods. Conclusion: It is essential that elementary schools adopt metacognitive-based learning approaches in order to equip students with the critical and creative thinking skills necessary to become lifelong learners. This skill is useful for overcoming obstacles in daily life as well as in the field of education.

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A Descriptive Study of Critical Thinking Abilities of Elementary School Students

Cited by 10 publications

References 38 publications

Integration of 21st Century Skills in Thematic Learning in Elementary School

Integration of 21st Century Skills in Thematic Learning in Elementary School

The influence of flipbook learning media, learning interest, and learning motivation on learning outcomes

The needs of a metacognitive-based learning model in elementary schools

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