Reasoning Critical Thinking: Is It Born or Made?

Wang, Xiaoli; Zheng, Huibin

doi:10.17507/tpls.0606.25

Cited by 34 publications

(24 citation statements)

References 20 publications

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“…The habit of thinking critically is not a blessing, but it can be developed through the educational process (Heijltjes, 2010). This was confirmed by Wang & Zheng (2016) which also states that CTS are skills that can be taught. Therefore, if the design of learning and assessment of learning in junior high schools can be designed based on CTS, the students' CTS will be more and more along with the length of their education.…”

Section: Resultsmentioning

confidence: 85%

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

Fauzi

2019

sceducatia

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There are indication that the implementation of education in various places in Indonesia is still not optimally empowering students' critical thinking skills (CTS). The aimed of this quantitative study was about 1) to survey the CTS of junior high school students in the Malang, and 2) to know whether or not there were differences in CTS between students in different grades. The measurement of CTS in this study used an integrated critical thinking assessment of the essay test. Mean score and one-way ANOVA were used as data analysis techniques. The results concluded that 1) students' CTS in Malang were still low; and 2) there was no significant difference in the level of CTS between students of class VII, VIII, and IX.

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Section: Resultsmentioning

confidence: 85%

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

Fauzi

2019

sceducatia

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“…Possessing the skills of critical thinking allows an individual to adopt a position of flexibility, employ the skills of reasoning, and engage in dialogue with oneself (Wang & Zheng, 2016). Further, thinking critically entails the ability to evaluate the accuracy of information and the comprehensive exploration of issues, ideas, artifacts, and events before accepting a conclusion or formulating an opinion or conclusion (AACU, 2016;Tan 2017).…”

Section: Creativity and Critical Thinkingmentioning

confidence: 99%

“…The cluster of critical thinking dispositions also includes doubting simplistic answers or solutions and moving from ""how"" questions to ""what"" and ""why"" questions. These and other dispositions are characterized as "habits of mind" that include a willingness to entertain ideas without necessarily accepting them (Wang & Zheng, 2016).…”

Section: Creativity and Critical Thinkingmentioning

confidence: 99%

A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

Badger¹

2019

HES

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The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.

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“…Rendahnya kemampuan berpikir kritis, penyelesaian masalah, dan pengambilan keputusan juga menghambat proses pembelajaran (Fischer et al, 2012;Murawski, 2014;Wang & Zheng, 2016). Untuk menjawab atau menanyakan pertanyaan tingkat tinggi, siswa harus memiliki kemampuan untuk melakukan analisis, mengevaluasi, menyintesis, dan mengaplikasikan apa yang telah diketahui.…”

Section: Metodeunclassified

Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Haq

Murdiono

2019

civ.

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Tujuan penelitian adalah untuk mengetahui masalah yang dialami guru dan upaya yang dapat dilakukan untuk mengatasi hambatan dalam penerapan pendekatan saintifik pada pembelajaran PPKn. Penelitian ini merupakan penelitian deskriptif kualitatif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa masalah guru dalam penerapan pendekatan saintifik, antara lain:(1) keterbatasan kompetensi guru; (2) ketimpangan sarana dan prasarana;(3) keterbatasan waktu dan biaya; (4) minimnya kreativitas dan inovasi; (5) kurangnya antusiasme, motivasi, dan rasa ingin tahu peserta didik; (6) rendahnya kemampuan berpikir kritis, menyelesaikan masalah, dan mengambil keputusan; (7) kurangnya kemampuan komunikasi dan kolaborasi; (8) rendahnya minat baca; (9) kurangnya literasi informasi; (10) rendahnya literasi teknologi informasi dan komunikasi (TIK); (11) keterbatasan pelatihan dan sosialisasi mengenai perencanaan, proses, maupun evaluasi pembelajaran. Solusi yang dilakukan antara lain: (1) mengikuti seminar, pelatihan, dan kegiatan MGMP; (2) menjalin kerja sama dengan kepala sekolah, waka kurikulum, dan rekan sejawat; serta (3) membangun hubungan kemitraan antara guru dengan wali murid. Kata kunci:Problematika guru Pendekatan saintifik Saintifik inkuiri Proses pembelajaran PPkn ABSTRACT Keywords: teachers' problems scientific approach scientific inquiry learning process civics and citizenship educationThis study aimed to reveal the problems experienced by teachers and the efforts that can made to overcome obstacles in implementing the scientific approach toward civics and citizenship education. This study used qualitative descriptive method. Data collected through interviews, observation, and documentation. The results of the study showed that the teachers' problems in applying the scientific approach included: (1) the limitations of the teachers competency; (2) inequality of facilities and infrastructure; (3) time and cost limitations; (4) lack of creativity and innovation, (5) lack of enthusiasm, motivation and curiosity of the students; (6) lack of critical thinking, problem-solving, and decisionmaking skills; (7) lack of communication and collaboration skills; (8) low interest in reading; (9) lack of information literacy; (10) little information and communication technology literacy (ICT); (11) limited training and socialization regarding learning planning, process and evaluation. The solutions included: (1) attending seminars, training programs, and MGMP activities; (2) collaborating with the principal, the vice-principal, and colleagues, (3) and fostering collaboration between teachers and parents. PendahuluanKurikulum dalam sistem pendidikan bersifat dinamis serta harus dilakukan perubahan dan pengembangan, agar dapat memenuhi tantangan zaman. Memasuki abad ke-21, ada tiga tantangan utama yang dihadapi warga negara, yakni globalisasi ekonomi, perkembangan teknologi dan komunikasi,

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Reasoning Critical Thinking: Is It Born or Made?

Cited by 34 publications

References 20 publications

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

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

A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course

Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

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