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Artículos de revistas sobre el tema "Thinking skills"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Singh, Dr N. K. "Skills of Critical Thinking". International journal of Emerging Trends in Science and Technology 04, n.º 05 (16 de mayo de 2017): 5180–82. http://dx.doi.org/10.18535/ijetst/v4i5.09.

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2

Smith, William J. "Thinking Skills". NASSP Bulletin 69, n.º 480 (abril de 1985): 108. http://dx.doi.org/10.1177/019263658506948024.

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3

Burke, Lynsey A. y Joanne M. Williams. "Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”". Thinking Skills and Creativity 7, n.º 1 (abril de 2012): 62–68. http://dx.doi.org/10.1016/j.tsc.2011.11.002.

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4

QUICKE, JOHN. "Clear thinking about thinking skills". Support for Learning 7, n.º 4 (noviembre de 1992): 171–76. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00235.x.

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5

Nicoteri, Jo Ann. "Critical Thinking Skills". American Journal of Nursing 98, n.º 10 (octubre de 1998): 62. http://dx.doi.org/10.2307/3471579.

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6

Mays, Wolfe. "Thinking Skills Programs". Thinking: The Journal of Philosophy for Children 7, n.º 4 (1988): 2–11. http://dx.doi.org/10.5840/thinking1988742.

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7

Schlichter, Carol L. "Thinking Skills Instruction". Gifted Child Today Magazine 11, n.º 2 (marzo de 1988): 24–29. http://dx.doi.org/10.1177/107621758801100210.

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8

Stein, Barry S. "Improving Thinking Skills". Contemporary Psychology: A Journal of Reviews 35, n.º 2 (febrero de 1990): 136–37. http://dx.doi.org/10.1037/028256.

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9

Hernstein, Richard J., Raymond S. Nickerson, Margarita de Sánchez y John A. Swets. "Teaching thinking skills." American Psychologist 41, n.º 11 (1986): 1279–89. http://dx.doi.org/10.1037/0003-066x.41.11.1279.

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10

Wallace, Belle. "Teaching thinking skills". Practical Pre-School 2003, n.º 39 (mayo de 2003): 3–7. http://dx.doi.org/10.12968/prps.2003.1.39.40304.

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11

Nicoteri, Jo Ann. "Critical Thinking Skills". American Journal of Nursing 98, n.º 10 (octubre de 1998): 62. http://dx.doi.org/10.1097/00000446-199810000-00043.

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12

Valett, Robert E. "Developing Thinking Skills". Academic Therapy 22, n.º 2 (noviembre de 1986): 187–93. http://dx.doi.org/10.1177/105345128602200210.

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13

Thompson, Elizabeth M. "Critical thinking skills". OR Nurse 4, n.º 6 (noviembre de 2010): 3. http://dx.doi.org/10.1097/01.orn.0000388946.42297.8b.

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Shamim, Thorakkal. "Critical-thinking skills". Journal of the American Dental Association 148, n.º 1 (enero de 2017): 4–5. http://dx.doi.org/10.1016/j.adaj.2016.11.006.

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Wallace, Belle. "Develop thinking skills". Early Years Educator 8, n.º 8 (diciembre de 2006): 16–18. http://dx.doi.org/10.12968/eyed.2006.8.8.22204.

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16

Skinner, Paul. "Developing Thinking Skills". British Journal of Special Education 14, n.º 2 (31 de mayo de 2007): 77. http://dx.doi.org/10.1111/j.1467-8578.1987.tb00287.x.

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17

Tikhonova, Elena y Natalia Kudinova. "Sophisticated Thinking: Higher Order Thinking Skills". Journal of Language and Education 1, n.º 3 (1 de septiembre de 2015): 12–23. http://dx.doi.org/10.17323/2411-7390-2015-1-3-12-23.

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The information-based society determines that the key factor to achieve success is the development of sophisticated thinking. That said, the thinking process cannot be just a mere imitation of cognitive work, since the digital age requires the authentic skills of working with a flow of information that is being constantly updated. This paper deals with the last stage of the study devoted to the development of sophisticated thinking. It focuses on the enhancement of higher order thinking skills. We claim that the cognitive processes should be based on three phases: development of disposition towards both thinking process and processed information; development of lower order thinking skills which serves as an indispensable basis for developing higher order thinking skills; and development of higher order thinking skills. The omission or reordering of any of these phases may result in significant deterioration of the obtained results. The special emphasis is put on the idea that higher order thinking skills are more effectively developed when lower order thinking skills have already been interiorized. Furthermore, the development of disposition is regarded as the cornerstone of the development of sophisticated thinking in general. Also, due to its defining feature of polysemy, a literary text is considered to be the most appropriate basis for enhancing students’ thinking skills. For the purpose of verifying the theoretical ideas, a qualitative study has been conducted. The two groups of students, who participated in the first and second stages (three-month cycle each) of our project, continue to be involved in this one. They are second-year bachelor students of the Higher School of Economics who are studying English as a second language. On the basis of the ideas expressed by B. Bloom about the division between lower and higher order thinking skills and by J. Mezirow about transformative learning we designed tasks to enhance higher order thinking skills. These tasks were related to the short stories written by D. Barthelme and printed as a collection, Sixty Stories. To teach the students of both groups (control and experimental), the text-based approach with special techniques to measure the students’ level of understanding and the ability to apply the given information was used. The results of the experiment indicated that the students of both groups made headway in their application of thinking skills. However, the students of the experimental group demonstrated a more significant shift due to the fact that the development of their disposition towards cognitive processes and processed information had been specifically targeted over the course of the first and second stages of the project. Another important outcome of the study was that the participants’ frame of reference was extended which allows us to speculate that the development of sophisticated thinking may result in the change of a person’s interpretation of socio-cultural situation. Hence, a further in-depth study of the issue should be conducted.

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18

Zaiyar, M. y Irfan Rusmar. "Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS) Problems". Al-Jabar : Jurnal Pendidikan Matematika 11, n.º 1 (24 de junio de 2020): 111–20. http://dx.doi.org/10.24042/ajpm.v11i1.5935.

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Creative thinking skills one of the important aspects that must be possessed by students' mathematical thinking skills to connect mathematical concepts as well as the development of thinking processes in solving mathematical problems. The purposes of this research are to determine the level of students' creative thinking skills in solving Higher-Order Thinking questions and to investigate the students' creative thinking skills in solving Higher Order Thinking Questions. This research employed the descriptive qualitative method with 28 students who have passed the Calculus subjects the samples of the research determined through nonprobability sampling. The data were collected through tests and interviews. The research discovered that the average score obtained was 38.43%, specifically35.71%of the students were at the very creative level, 50% of the students were at the creative level, and 14, 29% of the students were at the fairly creative level. Students' creative thinking skills were lacking in creativeness and detail indicators. They were not able to solve problems properly and correctly. The fluency and flexibility indicators were in a good category. So, it can be concluded that the level of students’ creative-thinking skills in solving the Higher-Order Thinking Skills problems was at the creative level.

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HUTASUHUT, MAHMUD LAYAN y RATNA SARI SILALAHI. "ANALYSIS OF READING EXERCISE QUESTIONS IN AN ENGLISH TEXTBOOK FOR YEAR X SENIOR HIGH SCHOOL STUDENTS BASED ON BLOOM’S". LINGUISTICA 11, n.º 3 (1 de noviembre de 2022): 760. http://dx.doi.org/10.24114/jalu.v11i3.39601.

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This research identifies the distribution of reading exercise questions based on the cognitive domains in the Revised Bloom's Taxonomy. It also attempts to change the reading exercise questions from the Lower-order Thinking Skills (LOTS) items into Higher-order Thinking Skills (HOTS) items. Content analysis was used as the research methodology. The subject of the study was the English textbook ‘Bahasa Inggris SMA/MA/SMK/MAK’ for year X high school students published by the Ministry of Education and Culture. Documentation was employed to collect data. The data were analyzed by using an interactive mood technique. Results of the study revealed that the lower-order thinking skills were distributed within 183 items, while that of the higher-order thinking skills were within 63 items. Specifically, the lower order thinking skills items were distributed as follows: Remembering skill with 100 questions, or 41%, understanding skill with 31 items, or 13%, and applying skill with 52 reading questions, or 21%. Meanwhile, the higher order thinking skills comprised analyzing skill with 38 questions or 15%, evaluating skill with 13 questions or 15%, and creating skills with 12 questions, or 5%. To sum up, the data showed the distribution of the higher order thinking skill (25%) was significantly lower than that of lower order thinking skill (75%).

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20

Fikriani, Tiara y Mirda Swetherly Nurva. "Analisis kemampuan pemecahan masalah siswa smp kelas IX dalam menyelesaikan soal matematika tipe Higher Order Thinking Skill (HOTS)". AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 11, n.º 2 (18 de diciembre de 2020): 252–66. http://dx.doi.org/10.26877/aks.v11i2.6132.

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High Order Thinking Skill or HOTS should be had by the students to improve students thinking skills at a higher level are continued in curriculum 2013. The purpose of this study to determine the ability to solve student problems in working on the problem type Higher Order Thinkimg Skills (HOTS). By working on the Higher Order Thinking Skills questions, students will reach the levels of mathematical ability from the lowest level to the highest level. The type of this research is qualitative research with natural setting. Data collection using observation, test, and interview methods. The results of this study obtained the conclusion that students in solving problems using Polya step, can meet the indicators analyze, create, and evaluate.

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21

Kelly, Patricia P. y Gary R. Gruber. "SAT Critical Thinking Skills". English Journal 76, n.º 1 (enero de 1987): 82. http://dx.doi.org/10.2307/818314.

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Im, Hyunjoo, Brad Hokanson y Kim K. P. Johnson. "Teaching Creative Thinking Skills". Clothing and Textiles Research Journal 33, n.º 2 (27 de enero de 2015): 129–42. http://dx.doi.org/10.1177/0887302x15569010.

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23

Abu-khalaf, Aziz M. "Safety and thinking skills". Chemical Health and Safety 8, n.º 6 (noviembre de 2001): 19–21. http://dx.doi.org/10.1016/s1074-9098(01)00265-9.

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24

Craft, Anna y Rupert Wegerif. "Thinking Skills and Creativity". Thinking Skills and Creativity 1, n.º 1 (abril de 2006): 1–2. http://dx.doi.org/10.1016/j.tsc.2005.12.001.

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25

WHITE, NANCY E., NANCY Q. BEARDSLE, DIANE PETERS y JOANNE M. SUPPLE. "PROMOTING CRITICAL THINKING SKILLS". Nurse Educator 15, n.º 5 (septiembre de 1990): 16–19. http://dx.doi.org/10.1097/00006223-199009000-00004.

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26

Cascio, Rita S., Doris Campbell, M. Kay Sandor, Anna P. Rains y Michele C. Clark. "Enhancing Critical-Thinking Skills". Nurse Educator 20, n.º 2 (marzo de 1995): 38–43. http://dx.doi.org/10.1097/00006223-199503000-00014.

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27

Stevens, Courtney y Melissa R. Witkow. "Training Scientific Thinking Skills". Teaching of Psychology 41, n.º 2 (abril de 2014): 115–21. http://dx.doi.org/10.1177/0098628314530341.

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28

Taylor, Emmeline. "Enhanced Thinking Skills evaluated". Probation Journal 58, n.º 1 (marzo de 2011): 75–76. http://dx.doi.org/10.1177/02645505110580010902.

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29

Shirey, Maria R. "Cultivating Strategic Thinking Skills". JONA: The Journal of Nursing Administration 42, n.º 6 (junio de 2012): 311–14. http://dx.doi.org/10.1097/nt.0b013e31825744e7.

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30

Winne, Philip H. "Intelligence and thinking skills". Interchange 20, n.º 3 (septiembre de 1989): 39–52. http://dx.doi.org/10.1007/bf01807168.

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31

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

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32

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

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33

Baysal, Z. Nurdan, Seda Çarıkçı y Elif Burcu Yaşar. "Classroom Teachers’ Awareness of Teaching Thinking Skills". Journal of Qualitative Research in Education 5, n.º 1 (20 de marzo de 2017): 7–28. http://dx.doi.org/10.14689/issn.2148-2624.1.5c1s1m.

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34

Komiljanovna, Durdona Toshpulatova y Turdali Sultonov Muhtarovich. "Shaping Mathematical Thinking Skills In Primary Schools". American Journal of Social Science and Education Innovations 02, n.º 10 (28 de octubre de 2020): 157–60. http://dx.doi.org/10.37547/tajssei/volume02issue10-25.

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The arithmetic material forms the main content of the course. The core of the elementary course consists of arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are combined in this course.

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35

Susandi, Ardi Dwi. "IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS DALAM MEMECAHKAN MASALAH MATEMATIKA". SIGMA 6, n.º 1 (3 de septiembre de 2020): 26. http://dx.doi.org/10.36513/sigma.v6i2.864.

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This Mathematics critical thinking skill is one of the components a student must possess. This skill will assist them to be able to make the right decision. In fact, however, not many of them having a high of critical thinking skill. It causes them to be lack of skills in completing the mathematics cases. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the focus, reason, inference, situation, clarity, dan overview. This was descriptive research with a qualitative approach. This research involved 32 subjects comprising 15 male students and 17 female students. The method used in this research is test, interview, and triangulation. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The findings showed that: (1) the critical thinking skills of junior high school students were in a low category; (2) overview became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills

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Mahbubah, Khoiro y Neni Hermita. "IMPLEMENTATION OF CRITICAL THINKING TEST BY TWO-TIER TEST FORMAT ON HEAT TRANSFER". Science Education and Application Journal 1, n.º 1 (9 de abril de 2019): 34. http://dx.doi.org/10.30736/seaj.v1i1.95.

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Critical thinking skills is one of 21st century skill. This requires students to solve the problems they face. Therefore, it need a test instrument that can assess students' critical thinking skills. This study aims to develop instrument test of critical thinking skills of high school students by two tiers test format related to temperature and heat concept. The research method used was the ADDIE development model (Analyze, Design, Development, Implementation and Evaluation) conducted by 11th grade high school students who have studied temperature and heat concept. The number of respondents of research as many as 30 students in 11 grade senior high school in Bandung. Data collection using the Halpern framework critical thinking skill instrument test adapted by Tiruneh by two tiers test format. The results obtained that the test instrument of critical thinking skills related to temperature and heat concept by two tier test format can assess students' critical thinking skills. Thus, the development of critical thinking skill test by two tier test format has the potential to be one of the test instrument for assessing and trained students' thinking skill.

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37

Hidayah, Ratna, Moh Salimi y Tri Saptuti Susiani. "CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN". Taman Cendekia: Jurnal Pendidikan Ke-SD-an 1, n.º 2 (20 de diciembre de 2017): 127. http://dx.doi.org/10.30738/tc.v1i2.1945.

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The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills are beneficial in improving the analysis skill, creativity, ability to make use of ideas or information, and looking for information skill as well as self-reflection. Learning can do the development of learners’ critical thinking skills. An important indicator in the critical thinking skills is interpreting which about an ability dealing with studying or analyzing, identifying the relevant or irrelevant sources, identifying and evaluating the assumptions, implementing various strategies to make the appropriate decisions, summarizing and regulating themselves.

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Mohd Abeden, Nur Aliffah y Nyet Moi Siew. "Assessing Students’ Critical Thinking and Physics Problem-Solving Skills in Secondary Schools". Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, n.º 6 (20 de junio de 2022): e001584. http://dx.doi.org/10.47405/mjssh.v7i6.1584.

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Critical thinking and problem-solving skills are some of the most crucial elements of 21st Century Skills. Very few studies have been conducted to specifically assess critical thinking and physics problem-solving skills among secondary school students. Therefore, a survey research was conducted on 66 Form Four science stream students from secondary schools in the Federal Territory of Labuan, Malaysia. Critical Thinking Assessment and Physics Problem Solving Ability Test instruments were used to measure critical thinking and problem-solving skill in Physics respectively. Overall, the level of critical thinking and physics problem-solving skills were moderate. The finding also indicated that there was a significant difference in critical thinking and Physics problem-solving skill based on achievement of the students. Meanwhile, the relationship between critical thinking and problem-solving skill in Physics was found to be positive and strongly significant. The findings from this study implied that more actions need to be taken to improve students' critical thinking and problem-solving skill in Physics.

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Mayarni, M. y Eva Nopiyanti. "Critical and analytical thinking skill in ecology learning: A correlational study". JPBI (Jurnal Pendidikan Biologi Indonesia) 7, n.º 1 (31 de marzo de 2021): 63–70. http://dx.doi.org/10.22219/jpbi.v7i1.13926.

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Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.

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Nugroho, Anwari Adi. "The implementation of collaborative-based guided discovery reviewed from students’ analytical thinking skills and social skills". Jurnal Inovasi Pendidikan IPA 3, n.º 2 (8 de octubre de 2017): 128. http://dx.doi.org/10.21831/jipi.v3i2.14508.

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This study aimed to determine the effectiveness of collaborative based Guided Discovery in empowering critical thinking skills and social skills of students in High Plant Systematics Course. It was a quasi-experimental study with One Group Pretest-Posttest Design using one class as an experiment (pretest and posttest). The subjects of the study were 26 students of the fourth semester of Department of Biology Education, Universitas Bangun Nusantara Sukoharjo Academic Year 2015/2016. Data collection techniques were done with tests to measure analytical thinking skills and observation to measure social skills. Data analysis of the result of analytical thinking skills was quantitative descriptive using paired sample t-test, while the result of social skill observation was qualitative descriptive. Paired sample t-test resulted in a significant difference of pretest and posttest value of analytical thinking skill. The result of social skill score was nine students with very good category and seventeen students with a good category. The conclusion of the study was that collaborative based Guided Discovery effectively empowers the student’s analytical thinking and social skills.

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Abeer Ayman Al-Khaddour, Walid Abdel Karim Hamada, Abeer Ayman Al-Khaddour, Walid Abdel Karim Hamada. "Evaluating science curriculum content standards according to the visual thinking skills of basic education stage pupils: تقييم معايير محتوى منهاج العلوم وفق مهارات التفكير البصري لدى تلاميذ مرحلة التعليم الأساسي". مجلة العلوم التربوية و النفسية 5, n.º 42 (27 de noviembre de 2021): 75–56. http://dx.doi.org/10.26389/ajsrp.b110521.

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The aim of the research is to define the degree to which visual thinking skills are achieved in the science curriculum among students of the basic education stage (grades two and six). To achieve the goal, the researcher used a list of visual thinking skills especially for the sixth grade textbook consisting of 30 criteria distributed on 7 axes (skills) A list of visual thinking skills for the second grade book, consisting of 34 criteria distributed into 7 axes (skills) for the sixth grade book, consisting of 30 criteria distributed into 7 axes (skills). The results of the research concluded that the skills are available in the second and sixth grades as follows: The visual discernment skill was of medium rank 1, visual proficiency 2 was also moderate, visual translation skill 3 moderate, visual contemplation 4 moderate, visual observation skill 5 weak, visual imagination 6 poor, and visual closure 7 poor. In light of the search results, we recommend the following: 1- Attention by the curriculum authors to the skills of visual thinking by conducting full-fledged teaching courses for these skills. 2- Educating science teachers about visual thinking skills, and holding training courses in employing visual thinking skills in science classes, in a way that serves the achievement of national standards for education in Syria.

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Mubarok, Husni y Dian Mustika Anggraini. "Literation Skill To Improve Higher-Order Thinking Skills In Elementary School Students". Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, n.º 1 (30 de junio de 2020): 31–42. http://dx.doi.org/10.14421/al-bidayah.v12i1.234.

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Higher-order thinking skill is closely related to literacy skills. However, data from PIRLS 2011 states that the reading ability of elementary school students in Indonesia is relatively low because it is ranked 42 out of 45 countries. Data from PISA 2018, Indonesia ranked 74 out of 76 countries. Though literacy skill influences mindset. The purpose of this study is to explain: a) the basic concepts of literacy, b) the basic concepts of High Order Thinking Skills, and c) the literacy skill to improve high order thinking skills in elementary school students. The approach used in this study is qualitative. The research method used is content analysis. The data sources are journals and books related to literacy and high order thinking skills. The results of this study are: first, literacy is the ability to interpret information critically and can convey knowledge to others accurately. Second, higher-order thinking skills is the process of thinking students at a higher level of knowledge from various cognitive concepts such as analysis, synthesis, evaluation, and creation. Third, literacy skills improve higher-order thinking. The strategies used by schools include conditioning literacy-friendly physical environments, seeking social and affective situations as literate models of communication and interaction, and striving schools as a literate academic environments.

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Hidayah, Laely Faizati Al y Tutut Nurita. "The effect of the structured inquiry learning model on students' critical and collaborative thinking skills". Jurnal Pijar Mipa 17, n.º 3 (31 de mayo de 2022): 369–74. http://dx.doi.org/10.29303/jpm.v17i3.3502.

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The study aims to describe the effect of the inquiry learning model on student critical thinking skills and collaborative skills. The one-group pretest-posttest design was used in the study. The samples were 31 students in grade eight of junior high school in Surabaya, Indonesia. Learning performance data is obtained through observation methods, students' critical thinking skills data through writing test methods, and collaborative skills with observation methods. Learning implementation data is then analyzed with mode formulas. Critical thinking skill data is analyzed using the paired-sample t-test. Collaboration skill data is analyzed with the mode formula. Critical thinking skills indicators are providing simple explanations, building basic skills, concluding, providing advanced explanations, and organizing strategies and tactics. Collaborative skill indicators are working productively with a group of friends, being jointly responsible for getting work done, participating respectfully in discussions, debates, and disagreements, committing to putting group goals first, showing flexibility, and compromising. The study showed that tcount=12.961 and ttable=30. It means that a structured inquiry learning model can improve students' critical and collaborative thinking skills.

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Kocaman, Berrak. "The Effect of Coding Education on Analytical Thinking of Gifted Students". International Journal of Educational Methodology 9, n.º 1 (15 de febrero de 2023): 95–106. http://dx.doi.org/10.12973/ijem.9.1.95.

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<p style="text-align: justify;">This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.</p>

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Adhani, Aidil, Fadhlan Muchlas Abrori y Linta Annisa. "Correlation of creative thinking skill with STEAM readiness of biology pre-service teacher". JPBIO (Jurnal Pendidikan Biologi) 7, n.º 2 (29 de noviembre de 2022): 242–52. http://dx.doi.org/10.31932/jpbio.v7i2.1896.

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Creative thinking skills are one of the 21st century skills that must be possessed by biology pre-service teachers. Someone with good creative thinking skills can more easily convey ideas, solve problems, and always think differently than usual. The aim of this study is to know how the relationship between creative thinking skills to STEAM rediness. This research is correlational quantitative research. The sampling technique used in this research is the quota sampling technique. The number of students used as a sample is 90 people with each batch consist of 30 samples. The instrument used in this study is a questionnaire, both to measure creative thinking skills and STEAM readiness. Data analysis techniques using Spearman rank correlation. The data shows the strong correlation between creative thinking skill and STEAM readiness with correlation coefficient value 0,622. The aspects of creative thinking skill are potential to make pre-service teacher more prepared to STEAM implementation at school. The better the creative thinking skills of biology pre-service teacher, the more prepared they will be in implementing STEAM later.

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Muntholib, Muntholib, Eli Khusmawardani, Yahmin Yahmin y Mohd Shafie Rosli. "Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate". Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, n.º 2 (29 de diciembre de 2022): 275–88. http://dx.doi.org/10.24042/tadris.v7i2.12016.

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Critical thinking skills are high-order thinking skills in which students are required to solve complex problems. The topic of reaction rate has conceptual knowledge, cognitive skills, and psychomotor skills that can be used to assess and develop students' critical thinking skills. This study aims to analyze the critical thinking skills of science eleventh graders on reaction rate. This research applies the survey research method. As the research instrument, it uses a critical thinking skills test on the reaction rate consisting of 27 multiple choice questions with a reliability of 0.756 by involving 153 public senior high school students. The authors develop this test. The results show that the average score of respondents’ critical thinking skills was 33.66 (low category). At the sub-skill level, the average score of respondents' skills in interpreting was 32.73 (low), analyzing was 29.04 (low), inferencing was 36.77 (low), evaluating was 24.61 (low), and explaining was 33.88 (low). This shows that the learning experiences of the students have not been able to develop their critical thinking skills. Therefore, this research suggests the need for a learning strategy that can be used to improve students' critical thinking skills.

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Agusta, Firsty Rizqia, Kartono Kartono y Ida Zulaeha. "Creative Thinking Skill in Solving Mathematics Story Questions for Eight Graders". Journal of Educational Research and Evaluation 11, n.º 1 (30 de marzo de 2022): 9–14. http://dx.doi.org/10.15294/jere.v11i1.55422.

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Mathematics creative thinking skills of learners are still low Mathematics learners could not solve mathematics story questions in non-routine manner The success of mathematics learning is based on the capability of learners to remember and apply the given steps, rules, and examples from the teachers These low performances make learners less creative to solve mathematics story questions This research aims to (1) analyze the mathematics creative thinking skill in solving mathematics story questions for learners taught by CPS and learners taught by discovery learning, and (2) describe the mathematics creative thinking skills in solving the questions The researchers used a test to collect the data The results showed that (1) the mathematics creative thinking skills of learners in solving story questions for learners with CPS were better than those taught by discovery learning Secondly, the learners with mathematics creative thinking skills could solve high-level mathematics story questions based on creative thinking indicators and four-stage solution On the other hand, learners with moderate mathematics creative thinking skills could solve questions with an indicator of creative thinking However, they could not solve the questions with four-stage solution Learners with low-level mathematics creative thinking skills could not solve the questions with the indicator of creative thinking skills The research results are useful to enrich knowledge about mathematics creative thinking skill development in solving mathematics story questions with the CPS model.

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Zhou, Fenglin y Yuewu Lin. "A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University". English Language Teaching 12, n.º 12 (12 de noviembre de 2019): 30. http://dx.doi.org/10.5539/elt.v12n12p30.

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Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.

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Romy Faisal Mustofa, Romyx, Aloysius Duran Corebima, Endangx Endang Suarsini y Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model". Journal of Social Sciences Research, n.º 54 (6 de abril de 2019): 951–56. http://dx.doi.org/10.32861/jssr.54.951.956.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

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Faisal Mustofa, Romy, Aloysius Duran Corebima, Endang Suarsini y Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, Special Issue 5 (15 de diciembre de 2018): 662–67. http://dx.doi.org/10.32861/jssr.spi5.662.667.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

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