The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

Warsah, Idi; Morganna, Ruly; Uyun, M. Dra. Zahrotul; Hamengkubuwono, Hamengkubuwono; Afandi, Muslim

doi:10.29333/iji.2021.14225a

Cited by 93 publications

(95 citation statements)

References 52 publications

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“…If there were no more students who wanted to ask questions and the teachers had finished answering, the teachers would continue by assigning homework to students. The picture of the preceding data depicted what Warsah et al (2021) emphasized in their study as the power of teacher-student interactions. Rosset (2020) elucidated that questioning and answering activities designed by teachers during learning will enhance students' critical thinking alongside providing students with a chance to dig in further information related to the materials learned.…”

Section: The Process Of Conducting Online Classes During the Covid-19 Pandemic At Ma Muhammadiyah Kampung Delimamentioning

confidence: 70%

Online Learning Problems and the Principal’s Efforts to Overcome the Problems

Asha

2021

AIJP

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The spread of the Coronavirus (Covid-19) has brought various drastic changes to human life, one of which is the mode of learning that should be transformed into an online mode. However, the complexities of online learning leave some problems. Thus, this qualitative study aimed to investigate the online learning processes, problems, and the principal’s solutions at MA Muhammmadiyah Kampung Delima, Rejang Lebong, Bengkulu Province. The principal and five selected teachers were involved as the participants. The data were garnered from interviews and observations, and the data were further analyzed using an interactive model. The findings demonstrated that the school, in general, had implemented online learning processes based on the school and teachers’ existing and general competencies. However, there were some problems therein, including ineffective delivery of materials, inadequate technological facilities of students, students’ lack of discipline, and unstable internet networks. To overcome such problems, the principal arranged assistance from the government to benefit from online learning and actively encouraged teachers to establish communication with parents. As an implication, the curricular contents of teacher education in the Indonesian context should be more sensitive to the discourse of TPACK. Further studies are expected to work on the principal’s managerial role in online learning by involving the principles from various schools.

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Section: The Process Of Conducting Online Classes During the Covid-19 Pandemic At Ma Muhammadiyah Kampung Delimamentioning

confidence: 70%

Online Learning Problems and the Principal’s Efforts to Overcome the Problems

Asha

2021

AIJP

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“…Strengthening the importance of VTS in vocational training in the Free Economic Zone, increasing its volume in the structure of curricula and programs involves increase of the responsibility of all participants in the educational process. The responsibility of both students and teachers is noted in the study Warsah et al (2021). The authors note the need for a responsible attitude to the organization of the process of independent work of both students and teachers.…”

Section: Discussionmentioning

confidence: 98%

Influence of Critical Thinking Technologies on Improvement of Students Performance During Self-Study

Морозова¹,

Гула²,

Dymar³

et al. 2022

JCT

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Applicability of the article is preconditioned by the requirements of information-oriented society that dictate modern youth the necessity of work with information ability, to see, to envisage and to correct logic errors. In modern world it is important to conduct reflection of own activity that maintain the necessity of critical thinking development, especially during individual acquisition of knowledge by students of higher educational establishments. Though critical thinking is introduced at school, it should be developed actively also on the next levels of education, including the level of higher education. Aims. To check complex of methods of critical thinking methods directed to the development of intellectual educational skills of students during unsupervised work. Methods: general scientific methods of information analysis were used in the research. Questionnaire method was introduced with the help of methods of the level of competency certification of Yu. Tatur, “critical analysis” of Barret, finding of logical errors of Cheifits. Qualimetric approach of the research of level of competency certification. Semantic differential tear of J. Dease. Statistic analysis was performed with the help of Spearman's rank correlation coefficient. Results. During the research it was revealed that the average rate of rational thinking of all groups of respondents is on the average level and is equal to about 50%. Propensity for sweeping generalizations of students of 1-2 years of study is 10% higher, students of 2-3 years of study is for 10 % more empiric one. Empiric objectness of students of 3-4 years of study is 14,5%, and students of 1-2 years of study is from 11,4% to 12,1%. Conclusions. According to all criteria of diagnostics of efficiency of critical thinking effect on self-guided work if students positive dynamics was revealed. Students of 1-2 years of study showed higher potential for self-guided work than students of 3-4 years of study. Perspectives. Further researches can be organized in direction of development and introduction of critical thinking development for improvement of acquirement of competences with regard of future professional activity.

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“…(Wawancara, Februari, 2021) Berdasarkan wawancara, untuk belajar secara sungguh-sungguh kadang siswa menemui banyak hambatan. Jadi, jelaslah belajar bagi seseorang bukanlah proses yang mudah dilakukan bila tidak dilakukan dengan sungguh-sungguh dan didukung dengan situasi yang baik pula, yaitu ekonomi menyebabkan penghambat siswa dalam belajar (Uyun et al, 2021;Warsah, 2020b;Warsah et al, 2021). Hasil belajar merupakan peningkatan pada diri siswa sebagai akibat dari keterlibatan mereka dalam proses belajar mengajar.…”

Section: Bidang Kurikulumunclassified

Hambatan Implementasi Manajemen Berbasis Sekolah di SMAN 8 Rejang Lebong

Hamengkubuwono¹,

Susanti²

2021

Evaluasi: Jurnal Manajemen Pendidikan Islam

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School-based management emerged as a solution to achieve equal distribution of educational needs in accordance with the context of each school. This study conducted a case study to reveal the obstacles faced by SMAN 8 Rejang Lebong in implementing the school-based management. All parts of SMAN 8 Rejang Lebong from leadership components, teachers, staffs, to students were involved as the informants who were selected purposively to provide the required data. Data were collected using interviews and observations which were then triangulated and analyzed using an interactive model. The findings revealed several obstacles in the application of school-based management, namely: first, curriculum management had been implemented properly, but student learning achievements were still not optimal. Second, the management of Educators and Education ahd been carried out, but the implementation was not optimal. Third, student management had been carried out, but funding for student activities was still lacking. Fourth, financial management had been carried out, but finances were too limited. Fifth, improvement in the management of facilities and infrastructure had been carried out, but it had not been able to support learning achievement. Sixth, the school had carried out the management of school and community relations, but the communication had not been established as expected.

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The Impact of Collaborative Learning on Learners’ Critical Thinking Skills

Cited by 93 publications

References 52 publications

Online Learning Problems and the Principal’s Efforts to Overcome the Problems

Online Learning Problems and the Principal’s Efforts to Overcome the Problems

Influence of Critical Thinking Technologies on Improvement of Students Performance During Self-Study

Hambatan Implementasi Manajemen Berbasis Sekolah di SMAN 8 Rejang Lebong

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