The Problem Based Learning in Enhancing Students’ Critical Thinking for Reading Skills in English Teaching at Vocational School

Iskandar, Nurul; Mustaji, .; Jannah, Miftakhul; Wicaksono, Soetam Rizky

doi:10.46245/ijorer.v2i2.93

Cited by 8 publications

(6 citation statements)

References 25 publications

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“…Based on the description above, it can be concluded that the Reciprocal Teaching model is an alternative that can be used in improving students' mathematical communication skills (Iskandar, Jannah, & Wicaksono, 2021), especially the material on relations and functions at the Milk Base National Development Junior High School (Kilelu, van der Lee, Koge, & Klerkx, 2021).…”

Section: Resultsmentioning

confidence: 99%

Efforts To Improve Students' Mathematical Communication Ability Through Reciprocal Teaching Learning Model For Class VIII SMPS Development National School Of Milk Base

Dahlan

Siregar

2022

devotion

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This study aimed to determine the improvement of students' mathematical communication skills in relation and function materials through the Reciprocal Teaching learning model in class VIII of SMPS National Development Pangkalan Susu. The researchers used classroom action research (CAR) which is carried out in 2 cycles, each cycle was carried out in 2 meetings. The subjects in this study were students of class VIII of SMPS National Development Pangkalan Susu, totaling 22 people. Data collection techniques used were teacher and student observation sheets, and tests of mathematical communication skills. The test was carried out 3 times, namely a diagnostic test, a test for mathematical communication skills I, and a test for mathematical communication skills II. The results of the research at the time of the diagnostic test showed that the students' mathematical communication skills in explaining/writing the elements were known, the elements were asked and concluded correctly and completely (33.4%), painting pictures, diagrams, graphs, or tables completely and correctly (38%), and express mathematical ideas using symbols or mathematical language in writing as a complete and correct representation of an idea or ideas (32%). After being given action in Cycle I and Cycle II, the students were able to explain/write known elements, ask questions and conclusions correctly and completely, describe pictures, diagrams, graphs, or tables completely and correctly, and state mathematical ideas using symbols or mathematical language in writing as a complete and correct representation of an idea or idea. The results of the mathematical communication ability test given in the classical cycle I obtained that students who completed were 10 students (45.45%) out of 22 students with an average of 58.09, in the second cycle who completed increased to 16 students from 22 students (81 ,81%) with an average of 74.18 and has achieved the classical completeness criteria because 80% of the number of students have mathematical communication skills in the sufficient category, namely 70. Based on the results of the study, it can be concluded that the Reciprocal Teaching model can improve students' mathematical communication skills in SMPS National Development of Pangkalan Susu.

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Section: Resultsmentioning

confidence: 99%

Efforts To Improve Students' Mathematical Communication Ability Through Reciprocal Teaching Learning Model For Class VIII SMPS Development National School Of Milk Base

Dahlan

Siregar

2022

devotion

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“…It can be said that a foreign language is a necessity and life essence that becomes a basic provision in living life (Purwono, 2021;Purwono & Asteria, 2021). Furthermore, learning and mastering foreign languages can also be a means to improve one's own abilities, understand other cultures, build an attitude of self-initiative, be able to adapt and interact in teams from different language and cultural backgrounds, and be able to be open-minded and broadminded (Bin & Mandal, 2019;Nurul Iskandar et al, 2021). English is an International language that is used by all countries in the world in all matters between countries.…”

Section: Introductionmentioning

confidence: 99%

“…Referring to this statement, in particular, learning English at the primary school level is basically a process of interaction between students and their environment, with their teachers, with their peers in the same goal, namely to master English, so mastering English will be a provision for a better life in the future. Furthermore, English language learning is often considered as a translation of the term "instructional", which is the process of interaction of learners with educators and learning resources in a learning environment (Nurul Iskandar et al, 2021;Rohqim, 2020). English language learning in primary schools is identified as an effort that aims to help learners at the primary school level understand English.…”

Section: Introductionmentioning

confidence: 99%

Total Physical Response with Communicative Approach (TPRCA) Method in Primary School English Learning

Purwono

2024

JPBI

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English as an International language is a necessity in this era. However, in its implementation in elementary school, it was very difficult to teach English to children. Thus, an innovation was needed. One of them was learning English integrated with Indonesian culture. However, on the other hand, there were competencies that must be achieved by students in elementary school, namely oral skills, while the existing methods focus more on vocabulary and grammar. Therefore, the Total Physical Response with Communicative Approach (TPRCA) method based on the introduction of Indonesian culture was proposed. The purpose of this research was to develop the TPRCA method based on the introduction of Indonesian culture for students in elementary schools and how it is implemented. The research method used was ADDIE with a literature study approach. Data was collected through literature study, then analyzed using qualitative methods such as reduction and results analysis. There are 5 methods such as giving orders, role playing, dialogue, storytelling, reading and writing. The competencies to be achieved were communicative, able to understand the text, able to write a simple summary, able to mention things related to Indonesian culture in English, and able to give reciprocity to the commands given in English. The conclusion was that the development stage starts from analysis, competency adjustment, formulation of skills and indicators, validity testing, to the application and evaluation stages. The application started from the teacher explaining the method used, the implementation of learning, till the test stage.

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“…The 4C skills and innovations of 21st-century learning are applied to prepare Indonesia's young generation to survive and compete in the 21st century. That is, teachers must be innovative in preparing students for the demands of 21st-century skills (Iskandar et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Improving Problem-Solving Skills With Problem-Based Learning Models in Optical Wave Courses

Apsari

Supardi

Puspitawati

et al. 2023

Int. J. Curr. Educ. Res.

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Objective: Problem-solving skills are one of the skills one has to live in the 21st century. Therefore, this research aims to explain the improvement in problem-solving skills using a problem-based learning model in optical wave courses. This research was carried out on 3rd-semester students majoring in undergraduate program Science Education at the State University of Surabaya in two classes. Method: The research design used the one-group pretest-posttest design with one repetition—data collection techniques using observation and test techniques. Observations were made to review practical aspects and tests for reviewing the effectiveness aspects. Results: The observation results indicate that the learning process is classified as practical. The average result of problem-solving skills in class U students is better than in class B. Based on their problem-solving skills, students can solve problems to completion. The knowledge test results are in the moderate range. A paired T-test in each class shows a significant difference between the results before and after learning. The achievement of knowledge and skills shows that the problem-based learning model effectively improves their problem-solving skills in the waves and optics courses. Novelty: The novelty of this research is the use of four indicators adapted to optical wave material under learning conditions after the COVID-19 pandemic.

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The Problem Based Learning in Enhancing Students’ Critical Thinking for Reading Skills in English Teaching at Vocational School

Cited by 8 publications

References 25 publications

Efforts To Improve Students' Mathematical Communication Ability Through Reciprocal Teaching Learning Model For Class VIII SMPS Development National School Of Milk Base

Efforts To Improve Students' Mathematical Communication Ability Through Reciprocal Teaching Learning Model For Class VIII SMPS Development National School Of Milk Base

Total Physical Response with Communicative Approach (TPRCA) Method in Primary School English Learning

Improving Problem-Solving Skills With Problem-Based Learning Models in Optical Wave Courses

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