Teachers’ Perceptions of Innovative Learning Model toward Critical Thinking Ability

Munawaroh, Hamdah; Sudiyanto,; Riyadi,

doi:10.12973/ijem.4.3.153

Cited by 17 publications

(17 citation statements)

References 4 publications

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“…As mathematics is one of the core and essential subjects of the Malaysian curriculum, the approach emphasized should help teachers and students in that the application of CTS practice does not interfere with existing curriculum requirements. One of the best steps is to apply the elements of HOTS in every teaching process to produce students who are highly creative and able to think critically (Munawaroh et al, 2018). Therefore, teachers need first to have a high level of perception and readiness in the application of CTS.…”

Section: Discussionmentioning

confidence: 99%

“…In mathematics, the application of CTS is usually more inclined to the skills of analyzing arguments, making inferential analysis either through inductive or deductive reasoning methods, performing assessments, and making accurate decisions from existing problems (Ismail et al, 2019;Munawaroh et al, 2018). Therefore, students who can think critically will have a high level of scientific thinking and can perform work very systematically.…”

Section: Theory and Concept Of Critical Thinking Skillsmentioning

confidence: 99%

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The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers’ Perception and Readiness

Ismail

Muhammad

Omar

et al. 2022

Malaysian Journal of Learning and Instruction

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Purpose - This study was conducted to identify the relationship and influence of mathematics teachers’ perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools. Methodology - Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers’ perception of CTS, while the teachers’ readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers’ practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012). Findings - Teachers’ perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers’ perception of CTS practice and teachers’ readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers’ perception and teachers’ readiness for CTS practice in mathematics teaching, and this contribution was very high. Significance - The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.

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Section: Discussionmentioning

confidence: 99%

Section: Theory and Concept Of Critical Thinking Skillsmentioning

confidence: 99%

The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers’ Perception and Readiness

Ismail

Muhammad

Omar

et al. 2022

Malaysian Journal of Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…As a matter of fact, application, analysis, and evaluation-oriented learning experiences all develop problem-solving, inferencing, estimation, generalization and creative thinking skills, which are considered higher-order thinking skills (Wilks, 1995). In Bloom"s taxonomy, critical thinking success in the learning process occurs when students can perform at the levels of analysis, synthesis and evaluation (Munawaroh, Sudiyanto & Riyadi, 2018). Especially in the face of changes and advances in the digital age, individuals need to be successful in choosing the appropriate information, analyzing, synthesizing and transferring it to new experiences by catching the latest developments (Akpur, 2020).…”

Section: High Level Thinking Skillmentioning

confidence: 99%

The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills

İŞÇİ¹,

Yazıcı

2023

International E-Journal of Educational Studies

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The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model.

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“…Literature in the context of mathematical intuition and logic showed that formal schooling has not provided students with structured opportunities to practice and develop creative and critical thinking in the subject of mathematics (Thibaut et al, 2018). Educators often believe that logical thinking is significant for learning math, while creativity is viewed to be less significant (Munawaroh, 2018). Nevertheless, mathematics is linked with science, and scholars apply creative thinking when confronted with new challenges (Pirrone et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

et al. 2022

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Mathematical learning in many developing nations is below average due to which students face difficulties in solving the equations and problems of mathematics as a result of limited understanding of the main concepts and reliance upon intuition as well as memorization. This study is focused on analyzing the effectiveness of senior graders’ education based on the development of mathematical intuition and logic in the context of Kazakhstan’s educational system. The quantitative research method and primary data sources were used for this research with a 147 sample size, which was selected by using a random strategy of sampling. With the use of IBM SPSS STATISTICS for data analysis, it was concluded that mathematical intuition and logic have a positive influence on the effectiveness of a student’s education. Effective strategies, such as rote learning instructions, problem-based learning, RME approach, mathematical reasoning, etc., are essential for enhancing the capabilities of studies in learning mathematics. It is found that there is a significant and positive association between student effectiveness and the logical reasoning abilities of students. Additionally, a positive and moderate relationship is noticed between the critical thinking of students, problem-solving abilities of students, and student effectiveness. Nevertheless, the main limitation of this study is that with small sample size, the findings of the study cannot be generalized; therefore, a large sample size would increase the reliability of the results in the future research. However, in the context of Kazakhstan, this study potentially contributes to the existing literature by presenting conclusive findings in the context of mathematical logic and intuition and student effectiveness.

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Teachers’ Perceptions of Innovative Learning Model toward Critical Thinking Ability

Cited by 17 publications

References 4 publications

The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers’ Perception and Readiness

The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers’ Perception and Readiness

The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills

Improving the effectiveness of senior graders’ education based on the development of mathematical intuition and logic: Kazakhstan’s experience

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