Profile of Junior High School Students' Critical Thinking Skills in Answering Questions Related to Biological Concepts

Fauzi, Ahmad

doi:10.24235/sc.educatia.v8i1.4081

Cited by 14 publications

(11 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One of these factors is the lack of ability to face higher order thinking skills questions by most students. As a result, students are less accustomed to using their thinking skills (Fauzi et al, 2019). Teachers can improve students' argument analysis skills by asking questions that stimulate students to argue, compare their arguments with other arguments, and provide opportunities for students to express opinions about the discussion being studied (Fuadi et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Profile Students Critical Thinking Skill on Reproductive System Materials

2021

View full text Add to dashboard Cite

This study aims to analyze and determine students' critical thinking skills on the material of the reproductive system. The method of this research is descriptive quantitative. The sample of this research is 98 students. The data is an analyzed test question. Instruments use critical thinking skills, according to Ennis. Data analysis technique using descriptive analysis. The data analysis results showed that students' critical thinking skills were the highest category (72.12%). The dominant is based on the data analysis, a high category in making strategies and tactics (82.36%) and providing further explanations (79.34%). Providing an elementary clarification of 66.42% and inference 71.05% is enough. The lowest was found in basic support skills (60.03%). Overall, students' CTS was high. But that is needed to be improved. Therefore, the teachers must provide test questions with more varied learning models.

show abstract

Section: Resultsmentioning

confidence: 99%

Profile Students Critical Thinking Skill on Reproductive System Materials

2021

View full text Add to dashboard Cite

show abstract

“…It was found that the rubric was able to accommodate the assessment of FRISCO critical thinking indicators (focus, reason, inference, situation, clarity, and overview). Other researchers from different institutions have also put an interest in the implementation of this rubric due to its high practicality value, for example, researchers from Universitas Muhammadiyah Malang whose studies involved either university students [42]or junior high school students [43].…”

Section: Results and Discustionmentioning

confidence: 99%

Critical Thinking Embedded Essay Test

Zubaidah¹,

Mahanal²,

Mistianah³

2020

Proceedings of the International Conference on Biology, Sciences and Education (ICoBioSE 2019)

Self Cite

View full text Add to dashboard Cite

Critical thinking (CT) is one of the essential twenty-first-century competencies that need to be empowered. The development of students" critical thinking (CT) can be assessed using the Illinois Critical Thinking Essay Test (ICTE Test). However, due to the constant use of multiple evaluation items at one time, Indonesian teachers consider ICTE Test less applicable. Therefore, by adding some modifications to the ICTE Test, a more practical rubric for assessing students" critical thinking, namely critical thinking embedded essay test (CTEETest), was developed. The difference between the ICTE and CTEE Tests results was also investigated in this study. The participants of this study consisted of 300 students who were enrolled in the natural science program at senior high schools in Malang, Indonesia. A 5-item essay test was administered to the students. Their answers were assessed using both the ICTE Test and CTEE Test rubrics. The results of the paired sample t-test showed that there was no significant difference between the ICTE Test and CTEE Test rubrics in evaluating the participants' critical thinking. Therefore, the use of the CTEE Test rubric is highly recommended.

show abstract

“…(3) Mengajar dan mempelajari konten abad ke-21; pendidik perlu mengintegrasikan pengetahuan dan keterampilan di abad ke-21 (Swandi, Amin, & Muin, 2018). Guru adalah faktor utama yang berkontribusi pada pembelajaran abad ke-21 yang memiliki empat aspek, yaitu 1) kreativitas, 2) berpikir kritis, 3) komunikasi, 4) kolaborasi (Fauzi, 2019;Janetos, 2020;Muhlisin, 2017;Suganda & Purwianiangsih, 2020).…”

Section: Pendahuluanunclassified

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

Ismiati¹

2020

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

View full text Add to dashboard Cite

Pembelajaran biologi perlu mendayagunakan potensi dan ruang lingkup lokal karena biologi haruslah relevan dengan kehidupan dan kebutuhan peserta didik. Salah satu daerah yang perlu diarusutamakan adalah Kabupaten Nunukan, Provinsi Kalimantan Utara. Artikel ini bertujuan mendeskripsikan kontek pembelajaran biologi di jenjang SMA pada abad ke-21 berbasis potensi daerah Kepulauan Nunukan. Kajian ini menggunakan metode studi literatur dan analisis isi. Studi literatur dilakukan dengan mensurvei buku, artikel ilmiah, dan sumber lain yang relevan dengan masalah tertentu, bidang kajian, atau teori, dan dengan demikian, memberikan deskripsi, ringkasan, dan evaluasi kritis dari karya-karya ini sehubungan dengan masalah yang sedang diselidiki. Berdasarkan telusur literatur diketahui bahwa dari aspek flora dan fauna ada 15 potensi yang dapat dijadikan dasar atau pengembangan sumber belajar/bahan ajar biologi. Dari aspek ekologi dan sosial ada 6 potensi. Dengan demikian, sejauh ini minimal ada 21 potensi yang dapat dijadikan bahan oleh guru biologi SMA di Kabupaten Nunukan ketika mengajar. Tentu saja, setiap potensi disesuaikan dengan Kompetensi Inti, Kompetensi Dasar, dan Indikator yang telah ditetapkan. Angka tersebut tentu akan terus berkembangan seiring dengan gencarnya penelitian yang dilakukan oleh para peneliti lokal maupun internasional.The 21st Century High School Biology Learning Based on Local Potency: Review of Potency in Nunukan Regency, North KalimantanAbstractBiology learning needs to utilize local potential and scope because biology must be relevant to the lives and needs of students. One area that needs to be mainstreamed is Nunukan Regency, North Kalimantan Province. This article aims to describe the context of learning biology in the 21st century high school based on the potential of the Nunukan Islands region. This study uses literature study and content analysis methods. Literature studies are conducted by surveying books, scientific articles, and other sources that are relevant to a particular problem, field of study, or theory, and as such, provide a description, summary, and critical evaluation of these works in connection with the problem being investigated. Based on the literature search, it is known that from the aspect of flora and fauna there are 15 potentials that can be used as a basis or development of learning resources / teaching materials in biology. From the ecological and social aspects there are 6 potentials. Thus, so far there are at least 21 potentials that can be used as materials by high school biology teachers in Nunukan Regency when teaching. Of course, each potential is adjusted to the Core Competencies, Basic Competencies and Indicators that have been set. This figure will certainly continue to develop along with the incessant research conducted by local and international researchers.

show abstract

Profile of Junior High School Students' Critical Thinking Skills in Answering Questions Related to Biological Concepts

Cited by 14 publications

References 21 publications

Profile Students Critical Thinking Skill on Reproductive System Materials

Profile Students Critical Thinking Skill on Reproductive System Materials

Critical Thinking Embedded Essay Test

Pembelajaran Biologi SMA Abad ke-21 Berbasis Potensi Lokal: Review Potensi di Kabupaten Nunukan-Kalimantan Utara

Contact Info

Product

Resources

About