The Use of Critical Thinking Aspects on Module to Enhance Students’ Academic Achievement

Wicaksana, Yoga; Widoretno, Sri; Dwiastuti, Sri

doi:10.29333/iji.2020.13221a

Cited by 12 publications

(10 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hypothesis H4, reflective skepticism is positively related to emotional stability (β = 0.199, ƿ = 0.01). These findings find support in other similar studies (Wicaksana et al, 2020) that critical thinking activities not only have an impact on students' self-knowledge, further it also helps in enhancing other skill dimensional activities such as analysis, evaluation, and conclusion, which helps students to understand problems and develop reasoned solutions (Chan, 2019). Also concurrently it increases the student's well-being (Mertens et al, 2017).…”

Section: Background Theorysupporting

confidence: 82%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

View full text Add to dashboard Cite

Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

show abstract

Section: Background Theorysupporting

confidence: 82%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…Another issue associated with teaching critical thinking skills is the importance of developing students' critical thinking skills at an early age. In essence, critical thinking skills should be embedded in the science curriculum from beginning in the early grades of schooling and growing in complexity and sophistication throughout the grades (Bailin, 2002;Wicaksana, Widoretno, & Dwiastuti, 2020). In doing so, the current study can contribute to the development and assessment of the early grade students' science critical thinking skills in informing science educators and teachers about how to design an effective learning environment to teach science critical thinking skills in their classroom.…”

Section: The Significance and Purpose Of The Studymentioning

confidence: 96%

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

Gencer

Doğan

2020

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

Critical thinking has been one of the 21st-century skills consistently associated with students' future career advancement as a positive student outcome of STEM education. The aim of the study is to develop and validate science critical thinking skill instruments to assess the improvement in the subject of living organisms and force and friction through design-based STEM education. In this design-based research study, the student's modules were developed by the integrated STEM education principles involving the activities and worksheets in line with the frame of critical thinking approach. The kappa statistics for content validity, exploratory and confirmatory factor analysis for construct validity, and item and reliability analysis for the quality of items were used in the development stage of instruments. The results of these analyses endorsed the 15 two-tier item for each test of Living Things Critical Thinking (LTCT) and Measuring Force and Friction Critical Thinking (MFFCT) as unidimensional constructs to produce valid and reliable data to measure the fifth grade students' critical thinking skills in the related science content. Comparing the pre and post applications of instruments in the study group indicated that STEM modules improved the students' science critical thinking skills such as interpretation, analysis, and inference. In this respect, developing and validating instruments to assess the integrated critical thinking skills will contribute to the empirical examination of this construct within the context of school science learning. 1.1. The Theoretical Framework Critical thinking is the process of mentally acting on something by "making reasoned judgments" (Beyer, 1995, p.8). Facione (1990) defines critical thinking as "purposeful, selfregulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based" (p. 2). Thinking skills in education settings generally involve activities of comparing and contrasting, classifying, predicting, generating original ideas, cause and effect, decision making, uncovering assumptions, and determining the reliability of sources of information (Swartz, Costa, Beyer, Reagan, & Kallick, 2008). Critical thinking includes process skills of "analysing, evaluating, or synthesizing relevant information to form an argument or reach a conclusion supported with evidence" (Reynders, Lantz, Ruder, Stanford, & Cole, 2020, p.4). Critical thinking enables individuals to develop their way of thinking about any subject, content, or problem by skilfully handling thought-specific structures and assigning intellectual standards to them. Then, these individuals can use the principles that help them to improve their thinking while analysing and evaluating the problems or their thoughts (Gencer & Boran, 2017). In addition, critical thinking skills are required in the process of analysing possible solutions during the probl...

show abstract

“…Penelitian yang dilakukan menilai bahwa penerapan modul elektronik dinilai lebih praktis dan efisien jika harus menggunakan buku atau tema pembelajaran. Penggunaan modul elektronik sangat efektif dalam meningkatkan motivasi belajar siswa, selain itu juga efektif untuk meningkatkan hasil belajar siswa, serta kemampuan berpikir kritis (Asrial et al, 2022;Ginting & Hasan, 2022;Wicaksana et al, 2020). Oleh karena itu, penerapan modul elektronik dinilai lebih baik daripada modul cetak karena selain praktis, efektif, dan meningkatkan motivasi belajar siswa, modul elektronik juga dapat meningkatkan hasil belajar jauh lebih baik dibandingkan dengan menggunakan modul cetak karena dapat meningkatkan jumlah siswa.…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Penerapan Modul Berbasis Kearifan Lokal Terhadap Karakter Cinta Damai Siswa Sekolah Dasar

Aini

Fajari²,

Sa’diyah³

et al. 2023

Kalam Cendekia: J. Ilm. Kep.

View full text Add to dashboard Cite

<p>Penelitian ini bertujuan untuk membandingkan penerapan modul cetak dan modul elektronik berbasis kearifan lokal untuk melihat indikator karakter Cinta Damai. Jenis penelitian ini adalah penelitian kuantitatif. Penelitian ini menggunakan sampel sebanyak 44 siswa kelas VA dan kelas VB di SD Negeri 2 Kota Serang. Dari analisis data dengan menggunakan statistik deskriptif dan inferensial. Karakter cinta damai siswa dapat dilihat pada penerapan modul elektronik dan modul cetak. Dari kedua bahan ajar tersebut, karakter cinta damai siswa dengan penerapan E-Module dominan pada kategori sangat baik, sedangkan karakter cinta damai siswa dengan penerapan modul cetak dominan baik.</p>

show abstract

The Use of Critical Thinking Aspects on Module to Enhance Students’ Academic Achievement

Cited by 12 publications

References 27 publications

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

Pengaruh Penerapan Modul Berbasis Kearifan Lokal Terhadap Karakter Cinta Damai Siswa Sekolah Dasar

Contact Info

Product

Resources

About