The development of students critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis

Barta, Andrea; Fodor, Liviu A.; Tamás, Borbála; Szamosközi, István

doi:10.1016/j.edurev.2022.100481

Cited by 25 publications

(24 citation statements)

References 92 publications

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“…Salah satu tuntutan pendidikan saat ini adalah adalah kemampuan berpikir kritis. Kemampuan berpikir kritis adalah kemampuan menganalisis fakta, menyampaiakn ide, mempertahankan pendapat, membuat perbandingan, menarik kesimpulan dan melakukan evaluasai terhapa argument yang diberikan serta kemampuan memecahkan masalah (Barta et al, 2022;Pramestika et al, 2020;Rati & Rediani, 2020). Berpikir kritis merupakan kemampuan kognitif seseorang untuk menyatakan sesuatu dengan penuh keyakinan karena bersumber pada alasan yang logis dan bukti yang kuat (Meilana et al, 2020).…”

Section: Pendahuluanunclassified

Pembelajaran Project-Based Learning Berbantuan Penilaian Teman Sebaya dalam Pembelajaran Daring Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Yudiana

Sari²

2022

j. penelit. dan pengemb. pendidik.

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Pembelajaran daring mempunyai kelehaman yaitu mahasiswa merasa bosan karena proses pembelajaran monoton dan kurang menarik. Sehingga mahasiswa tidak tertarik belajar dan menyelesaikan pembelajaran yang dilakukan di e-learning. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran project-based learning (PjBl) berbantuan penilaian teman sebaya dalam pembelajaran daring untuk meningatkan kemampuan berpikir Kritis mahasiswa. Rancangan penelitian ini menggunakan rancangan posttest only control group design. Populasi penelitian ini adalah seluruh mahasiswa semester II PGSD yang ada di Singaraja yang berjumlah 170 mahasiswa. Metode pengumpulan data menggunakan tes. Teknik analisis statistik deskriptif digunakan untuk mendeskripsikan data yang diperoleh. Pengujian hipotesis digunakan adalah uji-t untuk menguji tingkat signifikan dari pengaruh variabel independen secara parsial terhadap variabel dependen. Uji dilaksanakan dengan langkah membandingkan t hitung dengan t tabel. Hasil analisis menunjukkan bahwa nilai Sig. yang diperoleh kurang dari 0,05. Hal ini berarti terdapat perbedaan kemampuan berpikir kritis mahasiswa yang dibelajarakan project-based learning (PjBl) berbantuan teman sebaya dengan mahasiswa yang dibelajarkan tanpa pembalajaran project-based learning (PjBl) berbantuan teman sebaya. Implikasi penelitian ini diharapkan dengan adanya model pembelajan ini mahasiswa akan belajar lebih aktif dalam membangun pengetahunnya sendiri yang berdampak terhadap kemampuan berpikir kritis.

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Section: Pendahuluanunclassified

Pembelajaran Project-Based Learning Berbantuan Penilaian Teman Sebaya dalam Pembelajaran Daring Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Yudiana

Sari²

2022

j. penelit. dan pengemb. pendidik.

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“…Furthermore, the application of these participatory teaching techniques is associated with more effective learning (Courau, 2000) and is among the factors of successful teaching (Hackathorn et al, 2011;Michel et al, 2009;Serva & Fuller, 2004). At the same time, several studies show that active teaching techniques positively influence learning outcomes during teaching and learning in the classroom (Armbruster et al, 2009;Barta et al, 2022;Hyun et al, 2017;Linsenmeyer, 2021;Rissanen, 2014;Surakarn et al, 2020;Termos, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies (Barta et al, 2022;Freeman et al, 2014;Fykaris, 2014;Vosniadou et al, 2020;Yennita & Zukmadini, 2021) questioned the effectiveness of the teacher-centred, frontal teaching model and recommended that teachers use alternative teaching techniques to develop a learner-centred approach that facilitates the use of knowledge for everyday solutions, thus developing 21 st -century skills such as analytical thinking, metacognition, critical thinking, problem-solving, collaborative communication, etc. Such teaching techniques are brainstorming, concept maps, working groups, roleplaying, etc.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Techniques for Developing the Learner–centred Approach in the Classroom

Evangelou

2023

EJES

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This paper attempts to study basic teaching techniques that contribute to the development of the learner-centred approach in the classroom of modern schools. More specifically, the purpose of this paper is to develop seven teaching techniques - brainstorming, concept maps, working groups, role-playing, problem-solving, debate, De Bono's Six Thinking Hats - that contribute effectively to teaching and learning through the development of a learner-centred approach. The choice of this topic arose from the fact that the above teaching techniques are interesting and original educational tools since they place the learner at the centre of the educational process and in this way the intended learning outcomes are achieved after the end of the teaching. This paper is based on the literature review of about 180 researches and studies both in Greek and International level through the search of databases and search engines such as ERIC, Google Scholar, etc. Finally, it is worth noting that this paper aims to provide a useful guide for teachers to utilize these teaching techniques in the classroom since when these innovative teaching techniques are applied in the context of the learner-centred approach they have significant advantages such as focusing on students' needs, making the lesson more engaging, enhancing students' self-confidence and collaborative skills, etc. Article visualizations:<img src="/-counters-/soc/0095/a.php" alt="Hit counter" />

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“…Promoting college students' CT is an important way of improving their abilities of problem solving and decision making to further enhance their lifelong development (Feng et al, 2010). Although human beings are not born with CT abilities (Scriven and Paul, 2005), they can be acquired through learning and training, and are always sustainable (Barta et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Constructing a critical thinking evaluation framework for college students majoring in the humanities

Tang

Geng

et al. 2022

Front. Psychol.

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IntroductionEducation for sustainable development (ESD) has focused on the promotion of sustainable thinking skills, capacities, or abilities for learners of different educational stages. Critical thinking (CT) plays an important role in the lifelong development of college students, which is also one of the key competencies in ESD. The development of a valuable framework for assessing college students’ CT is important for understanding their level of CT. Therefore, this study aimed to construct a reliable self-evaluation CT framework for college students majoring in the humanities.MethodsExploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Item analysis were conducted to explore the reliability and validity of the CT evaluation framework. Six hundred and forty-two college students majoring in the humanities were collected. The sample was randomly divided into two subsamples (n1 = 321, n2 = 321).ResultsThe Cronbach’s alpha coefficient for the whole scale was 0.909, and the values of the Cronbach’s alpha coefficients for individual factors of the scale ranged from 0.724 to 0.878. Then CFA was conducted within the scope of the validity study of the scale. In this way, the structure of the 7-factor scale was confirmed. Results indicated that the constructed evaluation framework performed consistently with the collected data. CFA also confirmed a good model fitting of the relevant 22 factors of the college students’ CT framework (χ2/df = 3.110, RMSEA = 0.056, GFI = 0.927, AGFI = 0.902, NFI = 0.923, and CFI = 0.946).DiscussionThese findings revealed that the CT abilities self-evaluation scale was a valid and reliable instrument for measuring the CT abilities of college students in the humanities. Therefore, the college students’ CT self-evaluation framework included three dimensions: discipline cognition (DC), CT disposition, and CT skills. Among them, CT disposition consisted of motivation (MO), attention (AT), and open-mindedness (OM), while CT skills included clarification skills (CS), organization skills (OS), and reflection (RE). Therefore, this framework can be an effective instrument to support college students’ CT measurement. Consequently, some suggestions are also put forward regarding how to apply the instrument in future studies.

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The development of students critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis

Cited by 25 publications

References 92 publications

Pembelajaran Project-Based Learning Berbantuan Penilaian Teman Sebaya dalam Pembelajaran Daring Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Pembelajaran Project-Based Learning Berbantuan Penilaian Teman Sebaya dalam Pembelajaran Daring Meningkatkan Kemampuan Berpikir Kritis Mahasiswa

Teaching Techniques for Developing the Learner–centred Approach in the Classroom

Constructing a critical thinking evaluation framework for college students majoring in the humanities

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