Teachers’ Perceptions and Practices of Critical Thinking Instruction in Indonesian Senior High Schools: A Case Study

Anggraeny, Eka; Khongput, Somruedee

doi:10.15639/teflinjournal.v33i1/1-26

Cited by 4 publications

(4 citation statements)

References 38 publications

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“…However, the results of the research investigating the correlation between two predictor variables simultaneously, namely critical thinking skills and science process skills, towards learning results have not been revealed. The correlational study between critical thinking skills and learning results found a significant correlation between critical thinking skills and learning results based on levels of education [1], [2]. Another researches also reported a significant correlation between critical thinking skills and learning results based on different learning models [3]- [5].…”

Section: Introductionmentioning

confidence: 86%

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Supratman,

Zubaidah,

Tarigan

et al. 2023

IJERE

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<span lang="EN-US">The purpose of this study is to ascertain importance of scientific reasoning and process abilities to students’ learning outcomes based on gender differences. This type of research uses the kind of correlation research. This research was carried out for one semester a sample of 104 students studying biology in senior high schools in Sumbawa, Indonesia, with a total of 55 female and 49 male students. In this study, multiple-choice examinations were used to assess the students’ science process skills as well as their critical thinking abilities and learning outcomes. The findings the results of the multiple regression analysis demonstrate that the scientific method and critical thinking abilities are strongly correlated effectively children learn, depending on the gender difference. The importance of critical thinking abilities’ positive effects on learning outcomes of the female students was 81.60% and towards the learning results of the male students was 59.1. The usefulness of the science process skill in terms of practical contribution variable towards the learning results of the female students was 4.5%, and the male students were 20.6%. This means that the average simultaneous is classified as high. However, science process skills’ contribution to learning results is relatively low. The research finding shows that the science process skills have a low effective contribution towards students’ learning results based on gender differences, needs to be a serious concern. That is, implementing the appropriate learning models to enhance the development of science process abilities.</span>

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Section: Introductionmentioning

confidence: 86%

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Supratman,

Zubaidah,

Tarigan

et al. 2023

IJERE

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“…Teachers are required to be able to use technology and be smart in knowing the learning situation [22]. The application of learning with a learning model that can engage students actively in the learning process is one of many factors that must be taken into account in the learning process to increase the quality and quality of learning outcomes [23].…”

Section: Introductionmentioning

confidence: 99%

Model to increase motivation and learning outcomes in learning history

2023

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Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.

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“…A good education is one that is capable of producing output or achievement and quality and has abilities that can benefit others (Nurhasni et al, 2020). This ability will not be separated from the implementation of the ongoing learning process (Anggraeny & Khongput, 2022).…”

Section: Introductionmentioning

confidence: 99%

Comic Media Development Remaining World War II Historical Site in Ambon Island

Matitaputty,

Pattiasina,

Sopacua

2023

HISTORIA

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The purpose of this study was to develop appropriate comic learning media for Ambon Island historical heritage sites for students of the History Education Study Program at Pattimura University. To answer the existing problems, the researcher uses the Research and Development method using the ADDIE research model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The data analysis technique was carried out descriptively and the data questionnaire was calculated qualitatively for expert validation and quantitatively for testing student respondents in history education study programs. The results showed that the validation results from learning material experts obtained a score of 40 and the percentage was 90%. The validation results from learning media experts obtained a score of 92 with a percentage of 96.8%. The validation results from linguists obtained a score of 31 and the percentage was 88.6%. Meanwhile, for student responses to learning media, a pretest test was carried out on 25 students of the history education study program which was 38.4 while the posttest score was 95.12.

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Teachers’ Perceptions and Practices of Critical Thinking Instruction in Indonesian Senior High Schools: A Case Study

Cited by 4 publications

References 38 publications

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Model to increase motivation and learning outcomes in learning history

Comic Media Development Remaining World War II Historical Site in Ambon Island

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