Controversial Religious Issues for Improving Students Critical Thinking Skill in Higher Education

Muslimin, Imam; Abidin, Munirul

doi:10.29333/iji.2023.1617a

Cited by 5 publications

(5 citation statements)

References 29 publications

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“…Based on the data in Table 3, it can be seen that the N-gain value in this study is 0.72. If the n-gain value ≥ 0.70, the value is included in the high category (Dewantara et al, 2020;Lengkana et al, 2023;Muslimin & Abidin, 2023;Rasma et al, 2020;Salikha et al, 2021). This means the increase in students' critical thinking skills is in the high category after PjBL learning.…”

Section: Resultsmentioning

confidence: 99%

Implementation of Project Based Learning (PjBL) Model with Differentiation Approach to Improve Critical Thinking Ability

Putri,

Rachmadiarti,

Kuntjoro

2023

Int. J. Curr. Educ. Res.

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Objective: This study aims to determine the improvement of students' critical thinking skills on solar system material in the project-based learning (PjBL) learning model with a differentiated approach. According to PISA, the results of observations in class VII State JHS 13 Madiun and interviews with several science teachers, Indonesian students' science skills are in a low category. Therefore, an appropriate learning model is needed to facilitate students to improve their critical thinking skills. Methode: This research is classified as a type of quantitative research. The subjects in this study were 30 students of class VII A at State JHS 13 Madiun city and science teachers at JHS 13 Madiun city. Results: The analysis showed that this study's increase in pretest and posttest scores was high, with an N-gain value of 0.72. This study also shows that PjBL learning intensely impacts the critical thinking skills of junior high school students in solar system material with a d-effect size value of 0.79. Novelty: The novelty of this research is to collaborate the PjBL learning model with a differentiated approach. In this study, the syntax of PjBL learning collaborates with a differentiation approach that can facilitate all student characteristics. Project creation in this learning is done based on students' learning style characteristics.

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Section: Resultsmentioning

confidence: 99%

Implementation of Project Based Learning (PjBL) Model with Differentiation Approach to Improve Critical Thinking Ability

Putri,

Rachmadiarti,

Kuntjoro

2023

Int. J. Curr. Educ. Res.

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“…The purpose of the controversial issue learning model is to develop students' critical thinking skills (Muslimin & Abidin, 2023). Furthermore, students alternately respond to each other critically based on what facts and data have been submitted by groups that are procontroversial issues and those who are pro or agree to respond to the arguments that the contra group has expressed.…”

Section: Resultsmentioning

confidence: 99%

Development of Controversial Issues Learning Models in Improving Student's Critical Thinking Skills

Raharjo,

Solihatin,

Maiwan

et al. 2023

Stud. Learn. Teach.

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This research aims to develop a learning model for controversial issues in Civic Education at Jakarta State University to enhance students' critical thinking skills. The study follows the Development and Research (R&D) method and was conducted from March to August. The participants were students taking the Civic Education course at The State University of Jakarta, which is a mandatory course. Data on critical thinking skills were collected through observation, interviews, and assessments. The development of the learning model for controversial issues in the Civic Education course involved planning, processing, designing, material preparation, trials, and feasibility analysis. The research resulted in an efficient and effective learning model. Students' critical thinking skills and learning outcomes improved significantly, as observed through their active participation in discussions, analysis, and argumentation related to controversial issues. Students responded to these issues based on facts and data, thereby demonstrating their improved ability to engage in critical thinking. Overall, this research contributes to the enhancement of critical thinking skills among students by providing them with a structured learning model that enables them to analyze and respond to controversial issues based on reliable information.

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“…Nonetheless, according to veterans' self-reporting, less than half (46%, n = 18) of those enrolled in at least one class with at least one teacher implementing a discussion-and writing-design provided the space, at a minimum, for even a single pandemic-linked class discussion and/or writing task. Building upon Sybing's (2019) national study, as well as that of Muslimin and Abidin (2023), the latter conveying an international need for faculty to lead students in raising controversial discussions about difficult personal and cultural topics in order to encourage critical thinking, few instructors make the effort to promote students' critical debates. Perhaps unsurprisingly, potential examples of students' circumnavigation or dread of pandemic topics in the classroom reflected their society-at-large, whose fear of the virus was tempered by attempts to ignore it (Pfefferbaum & North, 2020).…”

Section: Discussionmentioning

confidence: 99%

College Student, Veteran Writers’ Interest in Discussing COVID-19 Pandemic Stressors and Related Political Topics

Hembrough,

Mixon

2024

INT J INSTRUCTION

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This exploratory case study investigated college student veterans’ pre-pandemic versus pandemic types and levels of stress linked to their individual/family and communal, health and social-relational contexts during the COVID-19 pandemic and how this orientation impacted their potential interest in communicating about the pandemic and related political, controversial topics in classrooms with a substantial discussion- and writing-assignment course design. The study focused on student veterans, who were compared with their nonveteran peers. From a U.S. university with a socioeconomically depressed, rural population, 78 college students, 39 veterans and 39 nonveterans, participated. The authors applied a mixed-methods design approach and convergent-parallel strategy reliant on data collection and analysis by utilizing Likert scale and short-answer survey questions, NVivo coding, and SPSS statistical software. As findings, during the pandemic, both the veterans and nonveterans reported high and often similar stress levels of up to 41% for five factors connected to their individual/family and communal, health and social-relational contexts, which negatively impacted their college educational paths. During the pandemic, veterans showed the highest stress rates for three factors: anxiety about 1) a community/national political issue(s) connected to their communal, health and social-relational contexts and, tied for second place, 2) an injury/illness of a family member(s) affecting veterans’ individual/family health and 3) a community/national issue(s) related to the COVID-19 pandemic as again linked to veterans’ communal, health and social-relational statuses. Meanwhile, the nonveterans’ top stressor concerned a personal socializing issue associated with their individual/family, social-relational background.

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Controversial Religious Issues for Improving Students Critical Thinking Skill in Higher Education

Cited by 5 publications

References 29 publications

Implementation of Project Based Learning (PjBL) Model with Differentiation Approach to Improve Critical Thinking Ability

Implementation of Project Based Learning (PjBL) Model with Differentiation Approach to Improve Critical Thinking Ability

Development of Controversial Issues Learning Models in Improving Student's Critical Thinking Skills

College Student, Veteran Writers’ Interest in Discussing COVID-19 Pandemic Stressors and Related Political Topics

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