Mengembangkan Keterampilan Berpikir Kritis melalui Pendidikan Kewarganegaraan di Perguruan Tinggi

Hidayah, Yayuk; Ulfah, Risti Aulia

doi:10.17977/um019v4i2p275-281

Cited by 3 publications

(4 citation statements)

References 10 publications

(11 reference statements)

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“…Berpikir kritis dapat dilatih dengan kegiatan memilih informasi yang sesuai dengan masalah pada saat pengumpulan data dan pembuatan portofolio (Fajriaturrohmah, 2019). Kegiatan pengumpulan data dapat melatih siswa untuk meneliti secara mendalam terkait informasi mengenai permasalahan yang disajikan secara logis (Hidayah, 2019). Kegiatan pengumpulan data menuntut keterampilan berpikir kritis siswa dalam mencari, menanggapi, dan menganalisis informasi untuk memecahkan masalah.…”

Section: Pengaruh Model Pembelajaran Project Citizen Terhadap Kemampu...unclassified

Pengaruh Model Pembelajaran Project Citizen terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan

Mukhlisotin

2022

JIPPK

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This study aimed to implement project citizen learning and analyze the effect of the project citizen learning model on students' critical thinking skills. This study utilized a quasi-experimental method through the independent sample t-test with the N-Gain Score test to determine the difference in critical thinking skills between the experimental control class and the class. Project citizen learning was implemented through six stages: problems, problem selection as discussion material, data collection, portfolio development, portfolio presentation, and learning reflection. The project citizen learning model significantly affected students' critical thinking skills in Civics subjects with a significance value of less than 0.05, namely 0.000 < 0.05. Students had changed for the better after applying the project citizen learning model.

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Section: Pengaruh Model Pembelajaran Project Citizen Terhadap Kemampu...unclassified

Pengaruh Model Pembelajaran Project Citizen terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan

Mukhlisotin

2022

JIPPK

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“…Kemampuan berpikir tingkat tinggi dapat dilatihkan melalui integrasi dengan materi perkuliahan. Bahan ajar perkuliahan dapat didesain untuk memfasilitasi keterampilan berpikir tingkat tinggi (Hidayah & Ulfah, 2019). Bahan ajar adalah bahan-bahan atau materi pelajaran yang disusun secara sistematis untuk guru dan siswa dalam proses pembelajaran (Sadjati, 2012).…”

Section: Pendahuluanunclassified

“…Berbeda dengan kriteria berpikir kritis yang termasuk dalam kategori mengevaluasi dapat dilihat pada instruksi kata kerja menemukan letak penyimpangan pada suatu peristiwa. Jenis keterampilan berpikir kritis pada mahasiswa difokuskan pada pembentukan argumen, menyimpulkan, dan merefleksikan (Hidayah & Ulfah, 2019). Kriteria berpikir kritis dengan kategori menganalisis dan mengevaluasi menuntut mahasiswa dapat menyusun argumen dengan baik.…”

Section: Keberagaman Hots Dalam Instrumen Evaluasi Buku Ajar Pendidik...unclassified

“…Kriteria berpikir kritis secara umum memiliki empat kategori kata kerja yang dapat ditemukan atau dikategorikan dalam instrumen evaluasi meliputi menganalisis argumen, menyimpulkan, mengevaluasi, dan menemukan pemecahan masalah (Safi'i dkk., 2020). Berpikir kritis menjadi salah satu keterampilan utama yang harus dimiliki oleh mahasiswa agar mampu memecahkan masalah secara logis, kritis, inovatif, bermutu (Hidayah & Ulfah, 2019). Kemampuan berpikir kritis dalam instrumen evaluasi buku Pendidikan Pancasila di perguruan tinggi lebih dominan diantara kriteria HOTS lainnya.…”

Section: Keberagaman Hots Dalam Instrumen Evaluasi Buku Ajar Pendidik...unclassified

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Kesesuaian Higher Order Thinking Skill pada Instrumen Evaluasi Buku Ajar Pendidikan Pancasila di Perguruan Tinggi

Zulvarina

Saraswati

Fiaji

2022

JIPPK

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This study described the diversity of higher order thinking skills in the evaluation instrument for Pancasila Education textbooks in universities and analyzed the level of conformity of higher order thinking skills in the evaluation instrument for Pancasila Education textbooks in universities. This study used a qualitative approach with the type of descriptive research. Data were collected utilizing observation and document study. The data obtained were analyzed by descriptive, interpretive techniques through data reduction, data presentation, and verification. The study results indicated that the evaluation instrument in the Pancasila Education textbook contained all the criteria for higher-order thinking skills, including critical thinking, problem-solving, decision-making, and creative thinking. However, the evaluation instrument in the Pancasila Education textbook, which contained criteria for higher-order thinking skills, was only 36 out of 78 items. Therefore, the Pancasila Education textbook needed to be revised again because the number of analyzing levels was more dominant than evaluating and creating. In addition, the cognitive domain in the Pancasila Education textbook was out of tune with the National Higher Education Standards guidelines.

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Application of Pancasila as the Ethical System of the Indonesian Nation

Susilawati¹

2020

Jurnal Prajaiswara

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Ethics is related to good living habits, good living procedures, to individuals or society. In this sense, ethics is the same as moral. Ethics in a broad sense is the science that discusses the criteria of good and bad. Ethics are generally understood as philosophical thoughts about everything that is considered good or bad in human behavior. Ethics is always related to the issue of values so that the discussion about ethics generally talks about issues of good or bad values. Pancasila as an ethical system is very urgent to be applied in the life of a nation and state because of the problems faced by the Indonesian people, among others: 1) The many cases of corruption that hit the State of Indonesia so as to weaken the joints of life as a nation and state, 2) The occurrence of acts of terrorism in the name of religion so that it can damage the spirit of tolerance in inter-religious life, and melt the spirit of unity or threaten the disintegration of the nation, 3) Human rights violations still occur in the life of the state, 4). The gap between rich and poor groups still marks the lives of Indonesian people, 5) legal injustice that still colors the judicial process in Indonesia and 6) Many rich people are not willing to pay taxes properly. The strategy for implementing Pancasila as an ethical system in the life of the nation and state for the Indonesian people is carried out as follows: 1) Character education. 2) Reference Criteria for State Administrators, 3) Raising Awareness of Taxpayers, 4) Manifestation of the Pancasila Value in the Human Rights Law and 5) Manifestation of the Pancasila Value in the Environmental Law.

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Mengembangkan Keterampilan Berpikir Kritis melalui Pendidikan Kewarganegaraan di Perguruan Tinggi

Cited by 3 publications

References 10 publications

Pengaruh Model Pembelajaran Project Citizen terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan

Pengaruh Model Pembelajaran Project Citizen terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan

Kesesuaian Higher Order Thinking Skill pada Instrumen Evaluasi Buku Ajar Pendidikan Pancasila di Perguruan Tinggi

Application of Pancasila as the Ethical System of the Indonesian Nation

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