The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Lestari, Hana; Sopandi, Wahyu; Sa’ud, Udin Syaefudin; Musthafa, Bachrudin; Budimansyah, Dasim; Sukardi, RR

doi:10.15294/jpii.v10i3.28655

Cited by 17 publications

(26 citation statements)

References 43 publications

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“…The limited learning experience that does not emphasize critical thinking was a factor in pre-service teachers' low performance in critical thinking (Ma & Luo, 2021). In Indonesia, elementary and secondary students' critical thinking performance was also low (Lestari et al, 2021), attributed to teachers' low training skills using effective pedagogical strategies (Kristiyanto et al, 2020). Teachers have vital roles in training students' critical thinking in real classrooms.…”

Section: Introductionmentioning

confidence: 99%

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati

Hikmawati

Prayogi³

et al. 2021

JPII

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This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the "critical" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as "critical," and the increase of critical thinking scores in the two groups was categorized as a "moderate" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.

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Section: Introductionmentioning

confidence: 99%

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati

Hikmawati

Prayogi³

et al. 2021

JPII

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“…The COVID-19 pandemic caused the need to implement mentoring in an online form. As research by Lestari et al [2021] showed, online mentoring brings the desired results and allows achievement of the assumed goals.…”

Section: Empirical Papermentioning

confidence: 99%

Experience of academic staff in mentoring programs

Żuchowski

Casalino

Murat

2022

International Journal of Management and Economics

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Mentoring programs developed at universities are an effective method of supporting student development. The participation in these programs brings them many benefits. These benefits include increased prestige in the community, gaining new experiences and achieving defined goals in the case of universities. It is essential to improve the mentoring programs implemented at universities. This article presents the results of research carried out within the framework of the BEGIN project implemented and funded under the Erasmusplus program. The aim of the research was to identify academic staff's experiences of participating in formal and informal mentoring programs. Ten in-depth interviews were conducted with respondents from Italy, Poland and Germany. A purposive selection method was used. The research provided clues with a practical dimension on how to implement mentoring programs, usefulness from the student's point of view, effectiveness and efficiency, and how to measure the impact of the program on students.

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“…However, in fact, students do a re-assessment before writing down these ideas. Students will think selectively in processing and writing answers (Lestari et al, 2021;Sukardi, Sopandi, Riandi, Rahmawati, et al, 2022).…”

Section: Initial Ideas or Projects Of Students In The Radec Learning ...mentioning

confidence: 99%

What Creative Ideas Came Up about Global Warming in RADEC Online Class?

Sukardi¹,

Sopandi²,

Riandi³

et al. 2022

APJEE

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The study aims to investigate the effects of an online learning model, Read-Answer-Discuss-Explain-Create (RADEC), on the emergence of creative ideas and projects for 7th-grade students when designing local solutions to global warming problems. Case studies were used in this research by implementing learning in environmental science concepts. This one-shot case study research was conducted on 30 7th-grade students (16 boys and 14 girls) selected through the purposive sampling technique. The research was conducted in Bandung, Indonesia. Five stages are carried out in the RADEC learning model, including the Read-Answer stage, where students answered pre-learning questions outside the classroom; the DiscussExplain stage, where students responded to their pre-learning questions in small and large groups; and the Create stage, where students agreed on solutions to a problem and realised the product of a creative project. Qualitative data were collected through worksheets, posters, and guided interviews. Although students have not been able to demonstrate originality thinking skills, the implementation of the online RADEC model stimulated students’ fluency and flexibility thinking skills. This was evident from the many creative ideas or projects of students. Besides, students could decide on ideas or group projects to solve global warming problem with rational considerations. Although the online RADEC model has not been able to produce original creative products, its implementation has stimulated students to think creatively about solving global warming problems. In addition, the implications, limitations, advantages and potential of further research are discussed in this paper.

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The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Cited by 17 publications

References 43 publications

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Experience of academic staff in mentoring programs

What Creative Ideas Came Up about Global Warming in RADEC Online Class?

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