The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students

Rodzalan, Shazaitul Azreen; Saat, Maisarah Mohamed

doi:10.1016/j.sbspro.2015.01.425

Cited by 122 publications

(101 citation statements)

References 10 publications

(6 reference statements)

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“…In addition to that, [20] have proven that students' low critical thinking skills are caused by traditional learning strategies that are still applied in the classroom. Similarly, [21] found out that learning in the university was still dominated by lecturers' presentation and students' note-taking activities. This learning pattern, therefore, has led to low students' effectiveness and negatively impacted some aspects of learning including (1) students' analysis skill, (2) students' problem solving skill, and (3) students' ability in evaluating learning holistically.…”

Section: Discussionmentioning

confidence: 99%

The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology

Amin¹,

Corebima²,

Zubaidah³

et al. 2017

Proceedings of the 3rd International Conference on Education and Training (ICET 2017)

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Abstract:In facing challenges in the 21 st century, the university students need to empower their critical thinking skills. Critical thinking skills can improve students' verbal and analytic skills through helping them express useful ideas to increase their knowledge. This study, therefore, attempted to outline the profile of pre-service biology teachers' critical thinking skills in Animal Physiology. The design of this study was descriptive quantitative. Data was collected using a questionnaire and a test to examine the students' critical thinking skills. The sample of this research consisted of 139 university students from UIN Alauddin Makassar, STKIP PI Makassar, UPRI Makassar, and STKIP Yapim Maros. Research findings suggest that (1) the students' topic understanding and critical thinking skills were still low; and (2) the students' average test score was 2.11 (which means that the students' critical thinking skills were not well developed). These results, therefore, serve as a preliminary analysis result of problems faced in biology learning. Furthermore, they also provide an insight for teachers to improve the quality of their biology instruction.

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Section: Discussionmentioning

confidence: 99%

The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology

Amin¹,

Corebima²,

Zubaidah³

et al. 2017

Proceedings of the 3rd International Conference on Education and Training (ICET 2017)

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“…A study in secondary school shows that female students are better in verbal flexibility, figural fluency, figural flexibility, figural uniqueness, and figural unusualness. In addition, Rodzalan & Saat [22] state that in terms of gender differences, male students are more competent thinkers and problem solvers than female students.…”

Section: Resultsmentioning

confidence: 99%

Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

Gunawan¹,

Suranti²,

Nisrina³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Creativity is one of important goals of education. Students' creativity can be enhanced in information technology-assisted classroom. This study investigated the increase of students' creativity as they follow virtual laboratory-aided physics classroom sessions. The research was conducted towards three classes in three different high schools. The subjects had studied about virtual laboratory-aided physics learning. Samples were selected using purposive sampling technique suggesting 34 male and 36 female students. The results showed an increase exhibited by all students in terms of verbal and figural creativity. Overall, the average increases on creativity were of 55.6% for female students and 52.2% for male students. Verbal creativity was higher than the figural one, which was indicated of 59.02 and 41.97 for each group. The level of verbal creativity achievement were of 55.5 f or male students and 62.4 for female students, while in terms of figural creativity, the score was 44.4 for male students and 39.6 for female students. It was also revealed that female students performed higher verbal creativity than male students. On the other hand, male students had shown higher figural creativity than female students.

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“…Hypothesis testing meliputi kegiatan pembuktian jawaban sementara yang memerlukan berpikir tingkat tinggi untuk menganalisis, menyintesis, menyatakan ide yang dimiliki, dan mengembangkan pengetahuan yang diperoleh dengan mencari informasi dan ide melalui pertanyaan (Rodzalana & Saat, 2015;Chin & Osborne, 2010). …”

Section: Hasil Dan Pembahasanunclassified

“…Hasil pengamatan berbagai fenomena atau informasi sebagai awal pembuktian jawaban sementara. Pembuktian jawaban sementara memerlukan berpikir tingkat tinggi untuk menganalisis, menyintesis, menyatakan ide yang dimiliki, dan mengembangkan pengetahuan yang diperoleh (Rodzalana & Saat, 2015), dengan mencari informasi dan ide melalui pertanyaan dan pernyataan (Chin & Osborne, 2010).…”

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Discovery Learning untuk Meningkatan Kuantitas dan Kualitas Pertanyaan dan Pernyataan Siswa SMA pada Pembelajaran Biologi

2017

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ABSTRAKPenelitian bertujuan meningkatkan kuantitas dan kualitas pertanyaan dan pernyataan siswa melalui penerapan discovery learning pada pembelajaran biologi SMA. Penggunaan discovery learning karena pembelajaran discovery merupakan salah satu model yang dapat memenuhi kebutuhan pembelajaran kurikulum 2013. Penelitian dilakukan selama 3 siklus, dengan subjek penelitian adalah 28 siswa kelas XI IPS 1 SMA Negeri 5 Surakarta. Data diperoleh dari observasi, wawancara, dan dokumentasi sebagai metode penelitian kualitatif. Validasi data menggunakan teknik triangulasi. Teknik analisis data menggunakan analisis kualitatif. Analisa pertanyaan dan pernyataan menggunakan rubrik Taksonomi Bloom terevisi. Hasil penelitian menunjukkan terjadi peningkatan kuantitas dan kualitas pertanyaan dan pernyataan siswa pada pembelajaran biologi dengan penerapan discovery learning. Peningkatan kuantitas merupakan pertambahan jumlah pertanyaan dan pernyataan dari baseline sebanyak 65 pertanyaan dan 157 pernyataan. Masing-masing siklus ditunjukkan dengan pertambahan pertanyaan dan pernyataan dari baseline yang diperoleh dari hasil observasi sebanyak 29 pertanyaan dan 56 pernyataan menjadi 84 pertanyaan dan 213 pernyataan di siklus 1, 88 pertanyaan dan 157 pernyataan di siklus 2, serta 94 pertanyaan dan 208 pernyataan di siklus 3. Peningkatan kualitas merupakan pertambahan tingkat kognitif yang ditunjukkan dengan pergeseran proses berpikir dari C2 menjadi C5, serta pergeseran dimensi faktual menjadi dimensi pengetahuan di siklus 1, siklus 2, dan siklus 3.Kesimpulan dari penelitian adalah penerapan model discovery learning mampu meningkatkan kuantitas dan kualitas pertanyaan dan pernyataan siswa SMA pada pembelajaran biologi.Kata kunci: discovery learning, pembelajaran biologi ABSTRACT Title: Discovery Learning Improving the Quality and Quantity of Question and Statements Senior High School Students' on Biology Learning. The research aim to improve the quantity and quality of the students' questions and statements through the implementation of discovery learning in high school biology teaching. The research was conduct in 3 cycles. the research subjects were 28 students of class XI IPS 1 SMA Negeri 5 Surakarta. The data was obtained from learning observation, interview, and documentation.Data validation used triangulation technique. Data analysis used qualitative analysis. Question and statement analysis used revised Bloom Taxonomy rubric. The results showed an increase in the quantity and quality of questions and statements of students on biology learning with the implementation of discovery learning. The enhancement in quantity is an increase in the number of questions and statements from the baseline of 65 questions and 157 statements. Each cycle is shown by the addition of questions and statements from the baseline obtained from the observation of 29 questions and 56 statements to 84 questions and 213 statements in cycle 1, 88 questions and 157 statements in cycle 2, and 94 questions and 208 statements in cycle 3. Quality enhancement wa...

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The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students

Cited by 122 publications

References 10 publications

The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology

The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology

Investigating Students Creativity Based on Gender by Applying Virtual Laboratory to Physics Instruction

Discovery Learning untuk Meningkatan Kuantitas dan Kualitas Pertanyaan dan Pernyataan Siswa SMA pada Pembelajaran Biologi

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