Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

Abbas, Sukardi; Umangap, Wirda Az; Amin, Astuti Muh.

doi:10.24815/jpsi.v11i1.26614

Cited by 3 publications

(4 citation statements)

References 26 publications

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“…Digital learning tools such as Google Classroom can also influence critical thinking through self-regulated learning and learning motivation [35,36]. General self-efficacy may alter learning goals and self-assessments [37]. Therefore, it is essential to investigate how AI capabilities impact critical thinking through these mediating variables.…”

Section: Scenarios Of Ai Education Ai-related Technologymentioning

confidence: 99%

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Jia,

2024

Systems

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In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students’ thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students’ development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students’ critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in education. The study is of positive significance for understanding the need for the future development of the cultivation of critical thinking awareness talents needed for future development through AI capabilities in education.

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Section: Scenarios Of Ai Education Ai-related Technologymentioning

confidence: 99%

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Jia,

2024

Systems

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“…The learning outcomes of Islamic religious education use an active learning approach for students to actively participate in groups. Increased knowledge of students, "... through collaborative learning, selfconfidence, increased motivation and achievement, as well as critical thinking skills enable students to have rational knowledge in preparing to study independently" (Abbas et al, 2023).…”

Section: Increase Students' Knowledgementioning

confidence: 99%

The Active Learning Approach to SMP Bayt Al-Hikmah Students : A Case Study of Learning Islamic Religious Education in Islamic Boarding Schools

Puspitaningrum,

Mansur,

Hakim

2023

tar

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A learning approach that is fun, flexible, friendly to students, and in accordance with the needs of students is a learning approach that humanizes humans. Researchers used qualitative research methods with a case study approach. Data search techniques use participant observation, in-depth interviews, and document studies. The purpose of this article is to describe the planning of Islamic religious education learning, the implementation of Islamic religious education learning, and the learning outcomes of Islamic religious education. The results of the study illustrate that: (1) Islamic religious education learning planning using an active learning approach is realized through: (a) the selection of subject matter is carried out through joint meetings to integrate the Islamic boarding school curriculum and the formal curriculum; (b) the facilitator teaches using project learning methods, experiments, and field trips; (c) the learning model for students is project-based, learning information research, mind mapping, jigsaw puzzles, and index card matches; and (d) evaluation of student learning in the form of written tests, oral tests, and cognitive evaluations. (2) Implementation of Islamic religious education learning using an active learning approach has five aspects namely: (a) active participation of students in learning; (b) interrelation of students' experiences for intellectuality and action; (c) centered on students that all students learn as learning subjects; (d) new perspectives of students during the learning process students are able to think critically, discuss, and develop Islamic character; and (e) conducive and dynamic social interaction can be seen from the facilitator teaching learning approaches through discussions, lectures, demonstrations, experiments, and blended learning, project-based learning, information research learning, mind mapping, jigsaw puzzles, and index card matches. (3) The results of learning using an active learning approach are reflected in three aspects, namely: (a) changes in the behavior of students who are more comfortable in class; (b) increased knowledge of students in critical thinking, discussing, and collaborating in learning; and (c) a new habit pattern is formed for the students to have an Islamic personality, have manners, the students are more active, and the students are capable in debating and arguing.

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“…Therefore, Group Investigation is well suited for science lessons that aim to engage students in honing cooperative skills during scientific inquiry practice and encourage them to contribute to overall learning. In addition, Group Investigation also helps students to develop their cognitive abilities because it involves higher-order thinking tasks such as identifying information that is relevant to their research topic, applying new knowledge in solving problems, using conclusions to formulate answers, and evaluating investigations of other people's performances (Abbas et al, 2023;Sharan & Sharan, 1990). According to previous research, students' positive attitudes toward learning science increased as students studied science using Group Investigation on many occasions (Doymus et al, 2008), especially if the topics discussed in the learning activities were relevant to students' everyday experiences.…”

Section: Introductionmentioning

confidence: 99%

“…The results of studies examining the effect of this model on students' cooperative abilities and cognitive learning outcomes are also reported separately. It is proven that Group Investigation can improve students' science cognitive learning outcomes by 62.2 (Abbas et al, 2023). Besides that, the potential of Group Investigations on the ability to cooperate has also been studied in several studies.…”

Section: Introductionmentioning

confidence: 99%

Cooperative Abilities and Cognitive Learning Outcomes: Study Group Investigation on Life Cycle Topic

Leasa

Wuarlela

2023

International j.of Elementary Education

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The cooperative ability and cognitive learning outcomes of students in Ambon City still need to improve. The results of students learning science evidence this. The solution that can be done is to use learning models that can stimulate the development of students' cooperative and cognition abilities, one of which is group investigation. This study aims to analyze the relationship between cooperative abilities and cognitive learning outcomes in science learning with the GI cooperative model. The type of research used is correlational, with a sample of 50 people. The data collection instruments used in this study included questionnaires on students' collaboration abilities and cognitive learning outcomes test instruments—data analysis using simple linear regression. The results showed the sufficient category was the relationship between cooperative abilities and students' cognitive learning outcomes in science content learning the life cycle material with the Group Investigation type cooperative model. It was also revealed that the contribution of the cooperative ability variable to cognitive learning outcomes proves that GI contributes to students' cooperative abilities and cognitive learning outcomes.

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Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

Cited by 3 publications

References 26 publications

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

The Active Learning Approach to SMP Bayt Al-Hikmah Students : A Case Study of Learning Islamic Religious Education in Islamic Boarding Schools

Cooperative Abilities and Cognitive Learning Outcomes: Study Group Investigation on Life Cycle Topic

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