RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities

Mahanal, Susriyati; Zubaidah, Siti; Sumiati, Ika Dewi; Sari, Tri Maniarta; Ismirawati, Nur

doi:10.29333/iji.2019.12227a

Cited by 97 publications

(91 citation statements)

References 32 publications

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“…Both of these learning models were selected because they prioritize the importance of self-preperation with the adequate prior knowledge before joining a class. This is in line with Kusaeri & Aditomo (2019) as well as Mahanal et al, (2019) saying that critical thinking skills require sufficient initial knowledge to develop. A more detailed explanation of the RQA and QASEE learning models is described as follows).…”

Section: Introductionsupporting

confidence: 83%

“…Academic ability is believed to be associated with critical thinking skills (Alkharusi, 2019;Permana et al, 2019;Tanujaya et al, 2017). Upper academic ability pre-service teachers generally have sufficient prior knowledge, so that they tend to have better critical thinking skills than the lower academic ability (Mahanal et al, 2019;Zubaidah et al, 2018). Academic ability is even reported to have a bigger contribution toward the improvement of pre-service teachers' critical thinking skills than does the mere mastery of the concepts (Permana et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The problems with critical thinking skills and the difference in pre-service teachers' academic ability can be overcome by applying constructivism-based learning (Kusaeri & Aditomo, 2019;Mahanal et al, 2019;Prayogi et al, 2019;Vong & Kaewurai, 2017;Zubaidah et al, 2018). Two constructivism-based learning models believed having potential to improve pre-service teachers' critical thinking skills are the RQA and QASEE learning models.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Saputri¹,

Aloysius²,

Susilo³

et al. 2020

EUROPEAN J ED RES

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Research on critical thinking skills has been frequently carried out, but it has not shown maximum results. This problem is exacerbated by the differences in pre-service teachers' academic abilities. A new learning model that can improve pre-service teachers' critical thinking skills and reduce the gap in critical thinking skills among the upper, middle, and lower academic ability pre-service teachers is needed. This research aims at exploring the potential of the QASEE learning model on the critical thinking skills of different academic ability. This quasi-experimental research involved 107 pre-service teachers of Universitas Islam Negeri Raden Fatah, Indonesia. The research classes were divided into three classes, namely the QASEE class (experimental class), the RQA class (positive control class), and the conventional class (negative control class). Each class was further divided into upper, middle, and lower academic categories. The data were collected using an essay test supported by a critical thinking skill rubric. The data were analyzed by using ANCOVA and followed by LSD test. The research results show that the QASEE (Questioning, Answering, Sharing, Extending, and Evaluating) learning model can improve and equalize the critical thinking skills of pre-service teachers with various academic levels. Thus, the QASEE learning model can be used as a new reference to improve pre-service teachers' critical thinking skills, especially the lower academic ability.

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Section: Introductionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Saputri¹,

Aloysius²,

Susilo³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…During this time, the learning still uses conventional methods. Conventional methods are identical to traditional knowledge which makes lecturers as the center of learning activities (Glaze, 2018, Mahanal, et al, 2019. Although many innovative learning methods have been developed and proven to increase students' motivation and learning outcomes in scientific writing (Arahmat, Suratno & Wahono, 2017), in fact, lecturers are reluctant to implement them for fear of not able to complete the material burden that must be taught.…”

Section: Introductionmentioning

confidence: 99%

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

Darmawan

Alamsyah

Permadani

et al. 2019

Biosfer

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This research aims to improve the motivation and student scientific writing skill (SCWS) by applying the integration of Simas eric and Blended learning models. This study is a classroom action research method conducted in one of the classes in the biology education program for the National student scientific week (PIMNAS) project of biology education Program, Universitas Tidar. The results of the study were analyzed descriptively. The results showed an increase in students’ motivation and learning outcomes. Students’ learning motivation on average increased by 10.59% and SCWS on average increased by 33.28%. The results of this study can be an alternative reference for lecturers or educators as an effort to improve student learning motivation so that the learning outcomes obtained can increase. Therefore, the integration of Simas eric with google classroom can enhance students’ motivation and SCWS Subjects at the biology students.

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“…The research report provides information that students' critical thinking skills are still very low. As evidenced by the results of research in several cities in Indonesia, including in Ambon (Leasa, Talakua, & Batlolona, 2016), Malang (Mahanal, Zubaidah, Sumiati, Sari, & Ismirawati, 2019), Semarang (Muhlisin, Susilo, Amin, & & Rohman, 2016) and Karas City (Irwan, Maridi, & Dwiastuti, 2019). Also, in several countries in the world, among others, Turkey, which has entered the category of developed country (El Soufi & See, 2019) and several developing countries such as Vietnam (Das, Nguyen, Nguyen, Nomikoudis, & Van, 2019) and Thailand (Ruchiwit, Patchotasingh, & Phanphairoj, 2019).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Scaffolding Learning Model: Its Effect on Critical Thinking Skills and Conceptual Understanding

Wartono

Alfroni

Batlolona³

et al. 2019

JIPFAlBiruni

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This study aimed to examine the effect of inquiry-scaffolding on critical thinking skills and conceptual understanding. The research design used was a mixed-method embedded experimental model. The samples were 64 students. Two-way ANOVA test results for critical thinking skills and conceptual understanding are the same, where the significance value of the learning model = 0.00 (smaller than the alpha value of 0.05). It means that there are differences in critical thinking skills and conceptual understanding of students who learn by inquiry-scaffolding models ( IS) with conventional models. The interaction value between the learning model and the initial ability to critical thinking skills (CTS) is 0.502, while the conceptual understanding is 0.788. It means that there is no interaction between the learning model and the initial ability to CTS, or conceptual understanding. The results of advanced tests with the Tukey test prove that CTS and the conceptual understanding of students with high ability who experience learning with IS are higher than students with high ability in conventional learning. The same thing also applies to students with low initial ability. Thus, it was concluded that the learning model with an inquiry-based scaffolding technique was superior in improving CTS and conceptual understanding, on students with high and low initial abilities. Therefore, this technique can be used in other learning by using different moderator variables.

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RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities

Cited by 97 publications

References 32 publications

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

Inquiry-Scaffolding Learning Model: Its Effect on Critical Thinking Skills and Conceptual Understanding

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