Innovation of Analytical Thinking Skills Instrument for Throwing and Catching Game Activities for Elementary School Students

Blegur, Jusuf; Rajagukguk, Christin Prima Mery; Sjioen, Alya Elita; Souisa, Mieke

doi:10.29333/iji.2023.16140a

Cited by 11 publications

(11 citation statements)

References 26 publications

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“…Empirically, analytical activities have been shown to have a positive impact on learning outcomes. Blegur [45] in his research stated that analytical skills have a positive effect on learning achievement. Although no research explicitly states that analytical activities affect CTS and PC, reference to Phurikultong and Kantathanawat's [46] that the ability to analyze refers to cognitive or thinking activities and opinions Fiolida and Rohaeti [47] that analysis is an activity that involves the power of thought to examine something.…”

Section: Resultsmentioning

confidence: 99%

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

Mahfudz

Sukarno

2023

EduLearn

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This study aimed to determine the effect of explain-analysis-doing-discussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasi-experimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2-tailed) of 0.0000.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.

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Section: Resultsmentioning

confidence: 99%

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

Mahfudz

Sukarno

2023

EduLearn

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“…For example, by prioritizing collaborative efforts in groups, prospective teachers need each other's supportive peer input and inspiration. Meanwhile, academic integrity is related to colleagues' credibility when assessing teaching skills according to the rubric (Blegur, Rajagukguk, et al, 2023;Sharma, 2021;Thorndike, R. L., & Hagen, 1977). Through analytical thinking, prospective teachers can identify and rationalize the importance of determining transformational leadership, empowering and developing information technology, and academic integrity in supporting and improving their teaching skills.…”

Section: Discussionmentioning

confidence: 99%

“…Other research that specifically addresses the development of analytical thinking instruments is still limited to elementary school students (Blegur, Rajagukguk, et al, 2023;Kesorn et al, 2020; Agus Mahendra / Construction of Analytical Thinking Skills Instruments for Micro Teaching Courses Thaneerananon et al, 2016) and high school students (Wiyarsi et al, 2019;Ad'hiya & Laksono, 2020;(Yandriani & Erna, 2020). It is only verified that the research that has succeeded in developing analytical thinking skills instruments using a sample of university students.…”

Section: Discussionmentioning

confidence: 99%

“…The repair results were reassembled to become valid items (content) to be tested on students. 8) preparation of scoring guidelines needed to reduce bias in assessing student work using a fourgraded scale (Blegur, Rajagukguk, et al, 2023). Second, the try-out test included 1) determining the subject of the trial, namely students who have passed the Micro Teaching course program or have passed the "Teaching Campus" program from the Ministry of Education and Culture of the Republic of Indonesia they are students of the Physical, Health, and Recreation Education Study Program, Faculty of Teacher Training and Education, Universitas Kristen Artha Wacana so they can have various learning experiences that reflect improvement and enhancement of analytical thinking skills in Micro Teaching lectures.…”

Section: Methodsmentioning

confidence: 99%

“…Research in various countries found only a few studies on developing analytical thinking instruments for Micro Teaching courses. Reports of several studies are limited to developing analytical thinking instruments for elementary school students and high school (Blegur, Rajagukguk, et al, 2023;Kesorn et al, 2020;Thaneerananon et al, 2016). Meanwhile, the most recent validation of analytical thinking skill instruments for university students is found in the studies of previous studies (Aksu, G., & Agus Mahendra / Construction of Analytical Thinking Skills Instruments for Micro Teaching Courses Aser, 2020;Areesophonpichet, 2013;Baysal, E. A., & Ocak, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Construction of Analytical Thinking Skills Instruments for Micro Teaching Courses

Blegur

Mahendra

Mahardika

et al. 2023

JERE

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Living the life of the 21st century, one of the essential things that the world of education pays attention to is the development of students' analytical thinking skill activities. Research in various countries found only a few studies on developing analytical thinking instruments for Micro Teaching courses. Reports of several studies are limited to developing analytical thinking instruments for elementary school students. This research aims to construct analytical thinking skill instruments for Micro Teaching courses by adopting a development research model (test design, test trials, and test assembly). Nine items were designed using the concept of analytical thinking skills from Anderson and his colleagues; differentiation, organizing, and attributing, then validated by nine raters and tested on 30 students. Content validity testing (rater assessment) uses the Aiken–V formula, reliability testing uses Cronbach's alpha formula, Inter–Rater Reliability testing from Pearson's Intraclass Correlation Coefficients, construct validity testing uses Exploratory Factor Analysis (EFA), as well as analyzing the difficulty and discrimination item. The research results prove that the validity of the content of each item and the reliability test has been fulfilled. While the results of the trial using EFA confirmed the formation of three dominant factors with a loading factor value of ˃0.50, with a reliability coefficient of 0.82. The instrument is appropriate to use because, in addition to fulfilling the parameters of statistical testing, this instrument is also more operational, contextual, and practical to use to measure and assess analytical thinking skills for Micro Teaching courses.

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Towards automatic question generation using pre-trained model in academic field for Bahasa Indonesia

Suhartono,

Majiid,

Fredyan

2024

Educ Inf Technol

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Exam evaluations are essential to assessing students’ knowledge and progress in a subject or course. To meet learning objectives and assess student performance, questions must be themed. Automatic Question Generation (AQG) is our novel approach to this problem. A comprehensive process for autonomously generating Bahasa Indonesia text questions is shown. This paper suggests using a decoder to generate text from deep learning models’ tokens. The suggested technique pre-processes Vectorized Corpus, Token IDs, and Features Tensor. The tensors are embedded to increase each token, and attention is masked to separate padding tokens from context-containing tokens. An encoder processes the encoded tokens and attention masks to create a contextual understanding memory that the decoder uses to generate text. Our work uses the Sequence-to-Sequence Learning architecture of BiGRU, BiLSTM, Transformer, BERT, BART, and GPT. Implementing these models optimizes computational resources while extensively exploring the research issue. The model uses context sentences as input and question sentences as output, incorporating linguistic elements like response placement, POS tags, answer masking, and named entities (NE) to improve comprehension and linguistic ability. Our approach includes two innovative models: IndoBERTFormer, which combines a BERT encoder with a Transformer decoder, and IndoBARTFormer, which decodes vectors like BERT. IndoTransGPT uses the Transformer as an encoder to improve understanding, extending the GPT model’s adaptability.

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Innovation of Analytical Thinking Skills Instrument for Throwing and Catching Game Activities for Elementary School Students

Abstract: Innovation of analytical thinking skills instrument for throwing and catching game activities for elementary school students.

Cited by 11 publications

References 26 publications

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

Construction of Analytical Thinking Skills Instruments for Micro Teaching Courses

Towards automatic question generation using pre-trained model in academic field for Bahasa Indonesia

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