Improving Critical Thinking Skills of Geography Students with Spatial-Problem Based Learning (SPBL)

Silviariza, Waode Yunia; Sumarmi, Sumarmi; Handoyo, Budi

doi:10.29333/iji.2021.1438a

Cited by 14 publications

(8 citation statements)

References 19 publications

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“…These components include success indicators and clear learning objectives, subject matter relevant to renewable energy material, lesson plans that follow the PBL model, in-depth material descriptions according to student needs, evaluations that include problem-solving aspects, and a bibliography that is a reference source to enrich student understanding. By using the PBL model and indicators of problem-solving skills, this teaching module allows students to develop critical thinking skills, analysis, collaboration, and communication skills [42,58] in the context of solving renewable energy problems. Thus, this teaching module supports the implementation of the Merdeka Belajar Curriculum, which emphasizes relevance, depth, and excitement in the learning process.…”

Section: Resultsmentioning

confidence: 99%

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

Dwikoranto,

Dawana,

Setiani

2023

J. Phys.: Conf. Ser.

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Problem-solving skills are an important basic competency in 21st-century learning through the Merdeka Belajar Curriculum. However, the problem-solving skills of students in Indonesia are still low. Therefore, an effective learning model is needed to improve problem-solving skills, one of which is through the development of teaching modules. This study aims to develop teaching modules based on Problem-Based Learning (PBL) assisted by e-books to improve the problem-solving skills of grade X high school students based on content, construct, and language feasibility. This research uses a development approach with the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. However, this research only focuses on the development stage (Develop) by conducting module validation. The validation was conducted by three validators, namely educational expert lecturers and material expert lecturers. The results showed that the PBL-based teaching module to improve problem-solving skills had met the validity criteria regarding content, construct, and language. By using the mode value, a value of 4 and a validity percentage of 100% were obtained with a very valid category. Therefore, the teaching module developed is suitable for use in trials on students in the learning process to improve problem-solving skills.

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Section: Resultsmentioning

confidence: 99%

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

Dwikoranto,

Dawana,

Setiani

2023

J. Phys.: Conf. Ser.

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“…It can also be stated that these students are more capable in creating a certain emotion and using this emotion to support the thinking process, and have a high capacity to analyze the determinants of emotions and their results (Mayer et al, 2008). Some of these students' charachterics are as follows: sharing ideas, listening to opinions of others, defending and/or validating their ideas, summarizing concepts with analysis, solving problems and making decisions (Chukwuyenum, 2013;Silviariza et al, 2021;Zivkovic, 2016). While some studies on gender differences in critical thinking disposition do not argue any significant gender differences (Kang, 2015;Li et al, 2021), some studies report that male (Rodzalan and Saat, 2015) and some studies indicate that female (Ahmad and Duskri, 2018;Kaya et al, 2017) have relatively higher critical thinking disposition.…”

Section: Discussionmentioning

confidence: 99%

“…It is generally accepted that 21st century business world needs human resources with critical thinking skills (AlJaafi and Şahin, 2019). To this end, it is of paramount importance for academics to raise students with critical thinking skills (Silviariza, Sumarmi and Handoyo, 2021). A holistic review of literature shows that critical thinking and emotional intelligence are associated with each other (Akbari Lakeh et al, 2018;Christianson, 2020;Li et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Turizm Öğrencilerinin Duygusal Zekâ Düzeylerinin Eleştirel Düşünme Eğilimi Üzerindeki Etkisi

Sönmez

2023

Fırat Üniversitesi Sosyal Bilimler Dergisi

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Eleştirel düşünme, eğitimin en önemli ilkelerinden biri olup, her ülkenin büyüme ve refaha ulaşmak için eleştirel düşünmeye ihtiyacı bulunmaktadır.Duygusal zeka, eleştirel düşünmenin önemli bir yordayıcısıdır. Bir kişinin duygusal zekası geliştikçe, eleştirel düşünme eğilimi de artmaktadır. Bu doğrultuda araştırmada, lisans düzeyinde turizm eğitimi alan öğrencilerin duygusal zeka düzeylerinin eleştirel düşünme eğilimi üzerindeki etkisinin belirlenmesi amaçlanmıştır. Araştırmada veri toplama tekniği olarak anket kullanılmış ve 3 fakülte, 2 yüksekokul olmak üzere 5 farklı üniversitenin lisans düzeyindeki turizm okullarından toplam 471 öğrenci üzerinde uygulama gerçekleştirilmiştir. Verilerin analizinde frekans, yüzde dağılımı, aritmetik ortalama, standart sapma, t testi, varyans analizi ve Pearson korelasyon analizi kullanılmıştır. Araştırma sonucunda, öğrencilerin duygusal zeka düzeyleri ile eleştirel düşünme eğilimlerinin orta düzeyin oldukça üzerinde olduğu tespit edilmiştir. Bununla birlikte öğrencilerin duygusal zeka düzeyleri ile eleştirel düşünme eğilimleri arasında r=0,671’lik pozitif ve kuvvetli bir korelasyon bulunmuştur. Ayrıca, öğrencilerin duygusal zeka düzeyleri ile eleştirel düşünme eğilimlerinin cinsiyet, akademik başarı ve aylık harcama değişkenlerine göre anlamlı farklılıklar gösterdiği saptanmıştır.

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“…Problems arise when the findings of previous research indicate the low critical thinking skills of students (Saputri et al, 2019;Silviariza et al, 2021;. This is due to educators' low ability to facilitate students to think critically.…”

Section: Introductionmentioning

confidence: 98%

The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes

Farizi¹,

Umamah²,

Soepeno³

2023

INT J INSTRUCTION

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Improving Critical Thinking Skills of Geography Students with Spatial-Problem Based Learning (SPBL)

Cited by 14 publications

References 19 publications

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

Validity of Teaching Modules with Problem-Based Learning (PBL) Model Assisted by E-Book to Improve Problem-Solving Skills on Renewable Energy Material and Implementation of Independent Learning Curriculum

Turizm Öğrencilerinin Duygusal Zekâ Düzeylerinin Eleştirel Düşünme Eğilimi Üzerindeki Etkisi

The Effect of the Challenge Based Learning Model on Critical Thinking Skills and Learning Outcomes

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