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Journal articles on the topic 'Critial thinking'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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1

Mahmudah, Afifah Akhlaqul, Sukamti Sukamti, and M. Anas Thohir. "Kemampuan Guru dalam Pembuatan Soal Higher Order Thinking Skills (HOTS) pada Pembelajaran Tematik Muatan IPA SD Kelas Tinggi." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 3, no. 2 (February 4, 2023): 159–72. http://dx.doi.org/10.17977/um065v3i22023p159-172.

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Abstract: The Industrial Revolution 4.0 has an impact in all aspects including the world of education. Students are required to master various skills, including critical thinking. So, it is necessary to hold regular exercises in order to continue to train students' critical thinking skills. The teacher's role in providing facilities must be supported by adequate abilities, including in preparing HOTS questions to train students' critical thinking skills. This study aims to describe the ability of teachers in making questions, teachers' perceptions ofquestions HOTS, the obstacles encountered, and the solutions applied by teachers to overcome obstacles in the preparation of HOTS questions in thematic learning, especially in science content. The method used is Mix Methods. The results showed that the ability of high-grade teachers in preparing HOTS Science questions was included in the good category. This is indicated by the percentage of the results of the analysis of the suitability of the questions with the guidelines for the preparation of the HOTS questions, showing the percentage is above 50 percent, which means that the teacher's ability in preparing HOTS questions is included in the good category. Abstrak: Revolusi Industri 4.0 berdampak dalam semua aspek termasuk dunia pendidikan. Peserta didik dituntut menguasai berbagai macam keterampilan termasuk critial thinking. Maka, perlu diadakan latihan secara teratur guna terus melatih kemampuan berpikir kritis peserta didik. Peran guru dalam penyediaan fasilitas harus didukung dengan kemampuan yang memadai, termasuk dalam menyusun soal HOTS guna melatih kemampuan berpikir kritis peserta didik. Penelitian ini bertujuan untuk mendeskripsikan kemampuan guru dalam pembuatan soal, persepsi guru tentang soal HOTS, hambatan yang ditemui, dan solusi yang diterapkan oleh guru untuk mengatasi hambatan dalam penyusunan soal HOTS pada pembelajaran tematik khususnya pada muatan IPA. Metode yang digunakan ialah Mix Methods. Hasil penelitian menunjukkan bahwa kemampuan guru kelas tinggi dalam menyusun soal HOTS IPA sudah termasuk dalam kategori baik. Hal ini ditunjukkan dengan persentase hasil analisis kesesuaian soal dengan pedoman penyusunan soal HOTS menunjukkan persentase diatas 50 persen yang artinya kemampuan guru dalam menyusun soal HOTS termasuk dalam kategori baik.

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2

Singh, Dr N. K. "Skills of Critical Thinking." International journal of Emerging Trends in Science and Technology 04, no. 05 (May 16, 2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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3

Saiz, Carlos, Leandro S. Almeida, and Silvia F. Rivas. "¿Puede ser evaluado el pensamiento crítico de forma breve?" Psico-USF 26, spe (2021): 139–48. http://dx.doi.org/10.1590/1413-8271202126nesp13.

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Resumen El objetivo de la investigación ha sido validar una versión breve de la prueba completa de pensamiento crítico (PC) PENCRISAL, en español y portugués. Aquí se presenta la primera. Esta versión breve consta de 2 factores, con 3 ítems cada uno. Un factor evalúa argumentación general, y el otro las formas de razonamiento más empleadas a diario. Además, ambos factores evalúan indirectamente la toma de decisiones y la solución de problemas, gracias a la naturaleza de los ítems, en los que se plantean problemas cotidianos que se deben resolver y, en ocasiones, hay que tomar decisiones. El análisis factorial confirmatorio nos ofrece índices de ajuste adecuados que avalan la estructura de la versión breve del test presentado. Los coeficientes de fiabilidad y validez son razonablemente robustos, lo que hace que esta prueba sirva a los objetivos de investigación establecidos.

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4

Kilic, Ilgim, Tarkan Yazici, and Sefika Izgi Topalak. "Critical Thinking Disposition of Music Teacher." Eurasian Journal of Educational Research 17, no. 72 (November 30, 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.10.

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5

Can, Şendil, and Güliz Kaymakçı. "ÖĞRETMEN ADAYLARININ ELEŞTİREL DÜŞÜNME EĞİLİMLERİ." e-Journal of New World Sciences Academy 10, no. 2 (April 17, 2015): 65–83. http://dx.doi.org/10.12739/nwsa.2015.10.2.1c0633.

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6

Abdullaeva, Barno, Dilsora Abduvaliyeva, Nigora Ruzikulova, Nargiza Yusupova, and Nazira Ishbaeva. "Developing Critical Thinking and Problem- Solving Skills." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 937–41. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201237.

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7

Kertaeva, Zaure Saparali qizi. "CRITICAL THINKING ORIENTED TEACHING IN ENGLISH CLASSES." Frontline Social Sciences and History Journal 02, no. 04 (April 1, 2022): 71–76. http://dx.doi.org/10.37547/social-fsshj-02-04-07.

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Today, critical thinking oriented teaching in English classes is highly promoted as it provides the ability to recognize and defend personal views on certain issues, the ability to find new ideas and critically analyze problems, participate in debates, the ability to rethink actions and arguments, to foresee the possible consequences of further actions. In order to develop the critical thinking of students, the teacher should activate students’ learning, choose interesting topics to develop internal motivation, use strategies and techniques to enable students to comprehend, compare and evaluate the issues during class. This article presents the use of technology of developing critical thinking through reading and writing during English classes.

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8

Rasulova, Z. D. "TECHNOLOGIES FOR TEACHING STUDENTS TO CRITICAL THINKING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (April 1, 2022): 40–43. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-09.

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The article addresses issues such as creating new insights in students through critical thinking, helping them to rebuild their previous knowledge and imaginations, and creating a broad basis for longterm understanding of new information.

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9

Roman, Alina Felicia. "THEORETICAL APROCH OF CRITICAL THINKING IN EDUCATION." Journal Plus Education 30, no. 1/2022 (May 1, 2022): 10–16. http://dx.doi.org/10.24250/jpe/1/2022/afr/cn.

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We have chosen this research topic because we believe that critical thinking has a key role in the formation and development of self-assessment capacity. Critical thinking takes information, evaluates it and processes it so that it can be understood and form its own point of view. In order to develop this type of thinking for young school-age students, it is necessary to approach the activities specific to this age, activities that are understandable to students, that will arouse their interest. The student who forms his critical thinking will more easily understand mathematical problems, understand a text and analyze it without having to resort to mechanical memory. Because through critical thinking new information and knowledge is accumulated, voluntarily, thus, an own opinion will be formed. If the student comes to have his own opinion which he supports through valid arguments, he will become able to decide for himself.

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10

Antonio-García, Heriberto, and J. Martín Castro-Manzano. "Un modelo para estudiar la apropiación de pensamiento crítico." ENSAYOS. Revista de la Facultad de Educación de Albacete 2, no. 36 (December 18, 2021): 17–32. http://dx.doi.org/10.18239/ensayos.v36i2.2865.

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El pensamiento crítico, como asignatura y como desiderátum, es importante en nuestros sistemas educativos actuales, por lo que sus objetivos y métodos alcanzan a cubrir diferentes estratos institucionales, políticos y filosóficos, prácticamente a nivel global. En el caso de México, la Universidad Veracruzana ha implementado un plan de estudios de pensamiento crítico desde 1999; sin embargo, en 2016 una investigación mostró que solo el 3.9% de las y los estudiantes que realizaron una prueba de pensamiento crítico obtuvieron una calificación aprobatoria. Como esta es una situación problemática que necesita explicación, una pregunta que se ha sugerido es en qué medida la falta de un perfil natural dentro del profesorado podría estar impactando en tan bajas tasas de aprobación. Así pues, con este problema en mente, el objetivo de esta contribución consiste en presentar un modelo para analizar algunas relaciones relevantes entre el perfil docente y la apropiación de pensamiento crítico.

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11

Singh, Mr Govind. "Critical thinking skills and its development strategies." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 712–17. http://dx.doi.org/10.31142/ijtsrd11091.

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12

Tanner, Christine A. "Thinking About Critical Thinking." Journal of Nursing Education 32, no. 3 (March 1993): 99. http://dx.doi.org/10.3928/0148-4834-19930301-03.

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13

Greenberg, Katherine H. "Thinking about Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 25, no. 1 (2010): 39–46. http://dx.doi.org/10.5840/inquiryctnews201025113.

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14

Demir, Metin, Hasan Bacanlı, Sinem Tarhan, and Mehmet Ali Dombaycı. "Quadruple Thinking: Critical Thinking." Procedia - Social and Behavioral Sciences 12 (2011): 545–51. http://dx.doi.org/10.1016/j.sbspro.2011.02.066.

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15

Maynes, Jeffrey. "Thinking about Critical Thinking." Teaching Philosophy 36, no. 4 (2013): 337–51. http://dx.doi.org/10.5840/teachphil2013931.

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16

Riddell, Thelma. "Critical Assumptions: Thinking Critically About Critical Thinking." Journal of Nursing Education 46, no. 3 (March 1, 2007): 121–26. http://dx.doi.org/10.3928/01484834-20070301-06.

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17

ERDOGAN, Fatma. "Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–24. http://dx.doi.org/10.14689/ejer.2019.80.5.

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18

Ruiz Sánchez, José Carlos. "El pensamiento crítico en la hipermodernidad: turbotemporalidad y pantallas." Ámbitos. Revista Internacional de Comunicación, no. 41 (2018): 77–87. http://dx.doi.org/10.12795/ambitos.2018.i41.05.

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19

Ibáñez Bernal, Carlos. "Las imágenes en el pensamiento: algunas observaciones y comentarios críticos." Revista Mexicana de Investigación en Psicología 9, no. 2 (December 21, 2017): 124–28. http://dx.doi.org/10.32870/rmip.v9i2.442.

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El propósito de estos comentarios al artículo-objetivo de Pardos (2017) es hacer algunas observaciones críticas sobre sus consideraciones sobre el papel que cumplen las imágenes como base estructural del pensamiento. Aunque en el artículo se presenta una tesis que bien pudiera iniciar una línea de investigación novedosa e importante, se juzga al mismo tiempo necesario precisar la naturaleza de las llamadas imágenes mentales, el tipo de evidencia necesaria para sostener su existencia, así como la necesidad teórica para construir entidades metafísicas para dar cuenta de los fenómenos tradicionalmente considerados como “imaginación”.

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20

Purohit, Vishal, and Jayasurya K. "INTEGRATING CRITICAL THINKING IN ENGLISH LANGUAGE TEACHING PLANS." International Journal of Economics Finance & Management Science 10, no. 11 (November 11, 2022): 01–03. http://dx.doi.org/10.55640/ijefms-9111.

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This article examines the integration of critical thinking in English language teaching plans. The study reviews the literature on critical thinking and its importance in language learning, as well as the challenges of integrating critical thinking in language teaching. The findings suggest that critical thinking is essential for language learners to develop their language proficiency and to become independent and effective communicators. The article also proposes recommendations for incorporating critical thinking in language teaching plans to enhance language learning outcomes.

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21

dela Cruz, Noelle Leslie. "CRITICAL THINKING ABOUT CRITICAL THINKING: RECENT BOOKS ON THINKING AND REASONING." Philosophia: International Journal of Philosophy 20, no. 1 (January 2019): 132–36. http://dx.doi.org/10.46992/pijp.20.1.c.1.

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22

dela Cruz, Noelle Leslie. "CRITICAL THINKING ABOUT CRITICAL THINKING: RECENT BOOKS ON THINKING AND REASONING." Philosophia: International Journal of Philosophy 20, no. 1 (January 20, 2019): 132–36. http://dx.doi.org/10.46992/pijp.20.1.r.1.

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23

Musametov, B. "Critical Thinking." History and Philosophy of Logic 42, no. 1 (January 2, 2021): 97–99. http://dx.doi.org/10.1080/01445340.2021.1882784.

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24

Hillman, Bruce J. "Critical Thinking." American Journal of Roentgenology 174, no. 4 (April 2000): 943–46. http://dx.doi.org/10.2214/ajr.174.4.1740943.

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25

Németh, Viktor. "Critical Thinking." Belügyi Szemle 70, no. 2. ksz. (August 24, 2022): 97–101. http://dx.doi.org/10.38146/bsz.spec.2022.2.6.

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Aim: The MIT Press Essential Knowledge series provides the reader with accessible, concise, yet interesting and completely up-to-date information. Till now, we have reviewed the following members of the series: Neuroplasticity, Anticorruption, Collaborative Society.Methodology: Each part was written by excellent experts on the subject, in a language understood by non-experts, too. In this way, the current research data and results in the field of each topic can be really used. Nowadays, it is not easy to find in the endless set of information obtainable on the World Wide Web those that essentially provide the fundamental knowledge on a particular topic.Findings: Critical thinking is a new trend in the fields of learning and comprehending methods. The author’s book embraces a complex mindset in front of the reader.Value: In this book of the series, Jonathan Haber provides a complex view to readers about the phenomena of critical thinking.

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26

Kender, Margaret G., and Joseph P. Kender. "Critical Thinking." NASPA Journal 28, no. 4 (July 1, 1991): 298–304. http://dx.doi.org/10.1080/00220973.1991.11072223.

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27

Wasser, Audrey. "Critical Thinking." New Literary History 52, no. 2 (2021): 191–209. http://dx.doi.org/10.1353/nlh.2021.0009.

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28

Nash, Kate, and Debra Sloam. "Critical thinking." British Journal of Midwifery 30, no. 3 (March 2, 2022): 126–27. http://dx.doi.org/10.12968/bjom.2022.30.3.126.

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29

Collins, David J. "Critical Thinking." Music Educators Journal 83, no. 4 (January 1997): 6. http://dx.doi.org/10.2307/3399033.

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30

Woodford, Paul. "Critical Thinking." Music Educators Journal 84, no. 2 (September 1997): 8. http://dx.doi.org/10.2307/3399062.

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31

Rowe, Helga. "Critical Thinking." Set: Research Information for Teachers, no. 1 (June 1, 1994): 1–6. http://dx.doi.org/10.18296/set.0975.

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32

Haluza, Herman. "Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 13, no. 3 (1994): 37–40. http://dx.doi.org/10.5840/inquiryctnews1994133/434.

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33

Weinstein, Mark. "Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 15, no. 1 (1995): 23–39. http://dx.doi.org/10.5840/inquiryctnews199515135.

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34

Flage, Daniel E. "Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 20, no. 4 (2001): 13–18. http://dx.doi.org/10.5840/inquiryctnews200120416.

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35

Nieto, Ana M., and Carlos Saiz. "Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 25, no. 2 (2010): 19–26. http://dx.doi.org/10.5840/inquiryctnews20102524.

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36

Ennis, Robert. "Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 26, no. 1 (2011): 4–18. http://dx.doi.org/10.5840/inquiryctnews20112613.

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37

Ennis, Robert. "Critical Thinking." Inquiry: Critical Thinking Across the Disciplines 26, no. 2 (2011): 5–19. http://dx.doi.org/10.5840/inquiryctnews201126215.

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38

Stickel, George, and Janna Kappers. "Critical Thinking." Newsletter of the Society for the Advancement of American Philosophy 19, no. 59 (1991): 13–15. http://dx.doi.org/10.5840/saap199119597.

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39

Hansson, Sven Ove. "Critical Thinking." Theoria 85, no. 1 (February 2019): 3–7. http://dx.doi.org/10.1111/theo.12179.

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40

Braun, Debra, and Kim Barnhardt. "Critical Thinking." Critical Care Nursing Quarterly 37, no. 1 (2014): 33–40. http://dx.doi.org/10.1097/cnq.0000000000000003.

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41

Raterink, Ginger. "Critical Thinking." Journal For Nurses in Staff Development (JNSD) 27, no. 3 (May 2011): 136–42. http://dx.doi.org/10.1097/nnd.0b013e318217b3f3.

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42

Dyrud, Marilyn A., and Rebecca B. Worley. "Critical Thinking." Business Communication Quarterly 61, no. 3 (September 1998): 62–63. http://dx.doi.org/10.1177/108056999806100306.

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43

Summers, Jean Ann, Oneta Templeton McMann, and Kathryn L. Fuger. "Critical Thinking." Topics in Early Childhood Special Education 17, no. 1 (January 1997): 27–52. http://dx.doi.org/10.1177/027112149701700106.

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44

Burman, Sondra. "Critical Thinking." Journal of Teaching in Social Work 20, no. 3-4 (October 30, 2000): 155–72. http://dx.doi.org/10.1300/j067v20n03_11.

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45

Godlee, F. "Critical thinking." BMJ 338, apr23 1 (April 23, 2009): b1662. http://dx.doi.org/10.1136/bmj.b1662.

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46

Case, Bette. "Critical Thinking." Dimensions of Critical Care Nursing 14, no. 5 (September 1995): 274. http://dx.doi.org/10.1097/00003465-199509000-00013.

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47

Nurius, Paula S. "Critical Thinking." Computers in Human Services 12, no. 1-2 (April 16, 1996): 109–26. http://dx.doi.org/10.1300/j407v12n01_11.

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48

Macdonald, Stephen C. "Critical Thinking." College Teaching 36, no. 3 (August 1988): 91–93. http://dx.doi.org/10.1080/87567555.1988.10532411.

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49

Berlet, Gregory C. "Critical Thinking." Foot & Ankle Specialist 7, no. 2 (March 19, 2014): 94. http://dx.doi.org/10.1177/1938640014525338.

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50

Stark, June. "CRITICAL THINKING." Nursing 25, no. 11 (November 1995): 52–56. http://dx.doi.org/10.1097/00152193-199511000-00021.

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