Artículos de revistas: "Thinking skills"

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Smith, William J. "Thinking Skills." NASSP Bulletin 69, no. 480 (April 1985): 108. http://dx.doi.org/10.1177/019263658506948024.

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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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Burke, Lynsey A., and Joanne M. Williams. "Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”." Thinking Skills and Creativity 7, no. 1 (April 2012): 62–68. http://dx.doi.org/10.1016/j.tsc.2011.11.002.

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QUICKE, JOHN. "Clear thinking about thinking skills." Support for Learning 7, no. 4 (November 1992): 171–76. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00235.x.

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Zaiyar, M., and Irfan Rusmar. "Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS) Problems." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (June 24, 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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Nicoteri, Jo Ann. "Critical Thinking Skills." American Journal of Nursing 98, no. 10 (October 1998): 62. http://dx.doi.org/10.2307/3471579.

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Mays, Wolfe. "Thinking Skills Programs." Thinking: The Journal of Philosophy for Children 7, no. 4 (1988): 2–11. http://dx.doi.org/10.5840/thinking1988742.

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Schlichter, Carol L. "Thinking Skills Instruction." Gifted Child Today Magazine 11, no. 2 (March 1988): 24–29. http://dx.doi.org/10.1177/107621758801100210.

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Stein, Barry S. "Improving Thinking Skills." Contemporary Psychology: A Journal of Reviews 35, no. 2 (February 1990): 136–37. http://dx.doi.org/10.1037/028256.

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Hernstein, Richard J., Raymond S. Nickerson, Margarita de Sánchez, and John A. Swets. "Teaching thinking skills." American Psychologist 41, no. 11 (1986): 1279–89. http://dx.doi.org/10.1037/0003-066x.41.11.1279.

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Wallace, Belle. "Teaching thinking skills." Practical Pre-School 2003, no. 39 (May 2003): 3–7. http://dx.doi.org/10.12968/prps.2003.1.39.40304.

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Nicoteri, Jo Ann. "Critical Thinking Skills." American Journal of Nursing 98, no. 10 (October 1998): 62. http://dx.doi.org/10.1097/00000446-199810000-00043.

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Jaffar, Kalsoom. "Critical thinking skills." Journal of Interdisciplinary Studies in Education 14, no. 2 (December 30, 2024): 176–96. https://doi.org/10.32674/edk71x45.

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The gap between academic standards and expectations of British academics and those of international students has a direct impact on student success. And where this expectation gap is identified, the institutions have a responsibility to look to close it. Researchers identified more extensive areas of conflict such as learning styles, participation, collaboration, independence and deficiencies in critical thinking. This study aims to identify the specific challenges international students encounter in developing the critical thinking skills required at British universities. This research conducts interviews and questionnaires with international students in UK universities to highlight the challenges faced in gaining CT skills. The data collected is analysed using thematic and factor analysis. The findings reveal that previous educational experience, cultural differences and lack of support from academics are a few prominent among many challenges that international student face in acquiring critical thinking skills.

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Valett, Robert E. "Developing Thinking Skills." Academic Therapy 22, no. 2 (November 1986): 187–93. http://dx.doi.org/10.1177/105345128602200210.

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Thompson, Elizabeth M. "Critical thinking skills." OR Nurse 4, no. 6 (November 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, no. 1 (January 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, no. 8 (December 2006): 16–18. http://dx.doi.org/10.12968/eyed.2006.8.8.22204.

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Skinner, Paul. "Developing Thinking Skills." British Journal of Special Education 14, no. 2 (May 31, 2007): 77. http://dx.doi.org/10.1111/j.1467-8578.1987.tb00287.x.

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Temirov, Sirojiddin Shoymardon o'g'li. "CREATIVE THINKING SKILLS." GOLDEN BRAIN 1, no. 22 (August 15, 2023): 21–28. https://doi.org/10.5281/zenodo.8252167.

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<em>The main goal of this research article was to provide more information about creativity skills, which are among the most in-demand life and career skills in the twenty-first century, similar to creative thinking, problem-solving, or critical thinking ability, which is that the critically preliminary ability of global citizens in diverse societies.</em>

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Tikhonova, Elena, and Natalia Kudinova. "Sophisticated Thinking: Higher Order Thinking Skills." Journal of Language and Education 1, no. 3 (September 1, 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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Khenner, E. K. "Computational thinking in the context of higher education: Analytical review." Education and science journal 26, no. 2 (February 13, 2024): 35–59. http://dx.doi.org/10.17853/1994-5639-2024-2-35-59.

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Introduction. Computational thinking is one of the categories that currently assess the quality of people’s preparedness for life, educational and professional activities in the modern world, saturated with information technologies and digital tools. Many issues related to university students’ computational thinking remain insufficiently studied as applied to general education.Aim. The present research aims to discuss the essence of the concept of “computational thinking” and, mainly, the composition of its structural elements, methods of their formation and assessment at the level of higher education; and to compare the requirements for university students’ computational thinking and digital competencies, which have similarities and differences.Methodology and research methods. The present review article has theoretical and applied aspects. Except for several fundamentally important works of general studies, which reveal the concept of “computational thinking”, the author analysed mainly review articles published in the past five years in order to identify and systematise modern solutions related to the purpose of the work.Results and scientific novelty. An analysis of the basic concepts associated with computational thinking showed that at the level of definitions, due to their certain abstractness, the computational thinking of university students does not have much specificity compared to the computational thinking of schoolchildren. This specificity is manifested at the level of the list of cognitive and non-cognitive skills associated with computational thinking, requirements for the level of their development and assessment methods. In computational thinking, cognitive skills include abstraction, decomposition, pattern recognition, algorithmisation, visualisation, logical thinking, communicative competence, the ability to present, structure and analyse data, and some others skills. Non-cognitive skills include self-confidence, communication skills, flexibility, and others.Methods for assessing the maturity of students’ computational thinking include the results of solving problems in block programming environments such as Scrath; knowledge/skill tests, self-assessment scales/surveys; tests on knowledge of the basics of computational thinking, interviews and observations; interviews, grades for assignments/courses, surveys/questionnaires, solving problems external to the class; the use of a special software environment, the use of criteria for assessing computational thinking and/or psychometric tools; assessments based on solving robotic problems or evaluating artifacts created during the game, and others.A comparison of computational thinking with digital competencies at the skill level leads to the conclusion that in computational thinking, skills represent a certain fixed set of meta-skills needed by a student regardless of solving specific problems (for example, abstraction skills). In digital competencies, skills are specified according to numerous types and are more specific.Practical significance. The results of this study can be used in the design of programmes for developing computational thinking and digital competencies of university students.

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Oikonomidis, Ioannis, and Chryssa Sofianopoulou. "Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook." Pedagogical Research 8, no. 4 (October 1, 2023): em0167. http://dx.doi.org/10.29333/pr/13387.

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To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.

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Fikriani, Tiara, and 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, no. 2 (December 18, 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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HUTASUHUT, MAHMUD LAYAN, and 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, no. 3 (November 1, 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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Nila, Herawati1 Dafik 2. 3. &. I. Made Tirta4. "ANALYSIS OF STUDENT CREATIVE THINKING SKILLS IN SOLVING PROBLEM PATTERN NUMBERS WITH PARTITION TECHNIQUES BASED ON METACOGNITION SKILLS." INTERNATIONAL JOURNAL OF RESEARCH SCIENCE & MANAGEMENT 5, no. 4 (April 10, 2018): 7–17. https://doi.org/10.5281/zenodo.1215950.

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High-order thinking or Higher Order Thinking Skill (HOTS) is one of the most needed thinking skills in a person's life. Creative thinking is the highest level of thinking skills. Creative thinking skills in students have the characteristics of fluency (fluency), flexibility (flexibility), elaboration and originality (originality). Metacognition is the ability of one's thinking in using strategies to produce problem solving in their learning. This ability helps students get personal feedback about their learning progress. From the research result, the students with high metacognition ability are at the level of creative thinking skill 4 (very creative), the student has been able to find the different pattern in the number pattern with the partition technique. Students with metacognition skills are at the creative skill level 3 (creative). While students with low metacognition abilities are at the level of creative thinking skills 2 (simply creative). Her creative thinking skill to 15 students can show his skill on fluency aspect, on flexibility aspect 11 students, while 5 students' originality aspect and elaboration aspects of 14 students. So the percentage of students with creative skill is on 100% fluency aspect, 73.3% flexibility aspect, 33,3% originality aspect and elaboration aspect 93,3%.

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Farrukh, Aminov. "Critical thinking in higher education." International conference on multidisciplinary science 1, no. 2 (September 11, 2023): 13–15. https://doi.org/10.5281/zenodo.8335088.

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Critical thinking skills are considered to be a paramount importance in tertiary education. Some private universities in Uzbekistan have been using this skill effectively.  Many teachers argue that students tend to assess the arguments of others as well as their own, tackle arguments with the help of critical thinking. Implementation of critical thinking skill into every university in our country is believed to be first and foremost step. Thinking critically, students can gain social empowerment, improve communication, employability and networking. According to Tsui (2002), education of cognitive skill along with critical thinking can allow people to ameliorate their functioning in many situations. Some researchers and educators   put a great emphasis on the importance of critical thinking pedagogy in higher education. However, they also claimed that how such skills could be encouraged through instruction. It is argued that if critical thinking is articulated in teaching subject specific knowledge and skills, critical thinking instruction tends to show students productivity in education while others feel that they ought to be taught separately because critical thinking skills are a generalized subset of skills. (Ennis,1989)

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Aisyah Ainun, Nur, and Arsad Bahri. "Integrated Assessment Instruments of Critical Thinking Skill and Creative Thinking Skill on Biology Course: An Innovative Assessment for 21st Century Skills." International Journal of Science and Research (IJSR) 11, no. 9 (September 5, 2022): 1209–14. http://dx.doi.org/10.21275/sr22923131248.

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Kelly, Patricia P., and Gary R. Gruber. "SAT Critical Thinking Skills." English Journal 76, no. 1 (January 1987): 82. http://dx.doi.org/10.2307/818314.

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Im, Hyunjoo, Brad Hokanson, and Kim K. P. Johnson. "Teaching Creative Thinking Skills." Clothing and Textiles Research Journal 33, no. 2 (January 27, 2015): 129–42. http://dx.doi.org/10.1177/0887302x15569010.

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Abu-khalaf, Aziz M. "Safety and thinking skills." Chemical Health and Safety 8, no. 6 (November 2001): 19–21. http://dx.doi.org/10.1016/s1074-9098(01)00265-9.

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Craft, Anna, and Rupert Wegerif. "Thinking Skills and Creativity." Thinking Skills and Creativity 1, no. 1 (April 2006): 1–2. http://dx.doi.org/10.1016/j.tsc.2005.12.001.

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WHITE, NANCY E., NANCY Q. BEARDSLE, DIANE PETERS, and JOANNE M. SUPPLE. "PROMOTING CRITICAL THINKING SKILLS." Nurse Educator 15, no. 5 (September 1990): 16–19. http://dx.doi.org/10.1097/00006223-199009000-00004.

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Cascio, Rita S., Doris Campbell, M. Kay Sandor, Anna P. Rains, and Michele C. Clark. "Enhancing Critical-Thinking Skills." Nurse Educator 20, no. 2 (March 1995): 38–43. http://dx.doi.org/10.1097/00006223-199503000-00014.

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Stevens, Courtney, and Melissa R. Witkow. "Training Scientific Thinking Skills." Teaching of Psychology 41, no. 2 (April 2014): 115–21. http://dx.doi.org/10.1177/0098628314530341.

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Taylor, Emmeline. "Enhanced Thinking Skills evaluated." Probation Journal 58, no. 1 (March 2011): 75–76. http://dx.doi.org/10.1177/02645505110580010902.

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Shirey, Maria R. "Cultivating Strategic Thinking Skills." JONA: The Journal of Nursing Administration 42, no. 6 (June 2012): 311–14. http://dx.doi.org/10.1097/nt.0b013e31825744e7.

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Winne, Philip H. "Intelligence and thinking skills." Interchange 20, no. 3 (September 1989): 39–52. http://dx.doi.org/10.1007/bf01807168.

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Muhibbuddin, Muhibbuddin, Wiwit Artika, and Cut Nurmaliah. "Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science." International Journal of Instruction 16, no. 4 (October 1, 2023): 283–96. http://dx.doi.org/10.29333/iji.2023.16417a.

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Harianto, Rony. "Concept Analysis of Logical Think of High School Students in Environmental Pollution Lessons." Technical and Vocational Education International Journal (TAVEIJ) 2, no. 01 (August 26, 2022): 5–13. https://doi.org/10.55642/taveij.v2i01.155.

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This study aims to determine, 1) The logical thinking ability of students in the science subject of environmental pollution class VII SMA Negeri 3 Pemek a san. 2) Factors that affect the logical thinking ability of class VII students are the polluting materials environment of SMA Negeri 3 Pemek a san. The method used in this research is qualitative. The analytical technique used is the Miles and Haberman analysis technique. The subjects in this study were six students, with the criteria of two high skills, two medium skills, and two low skills. The tool used is an environmental pollution test with three levels of logical thinking: impaired thinking, ability to reason, and drawing conclusions. Based on logical thinking analysis shown that 1) Subjects with high skill criteria show good logical thinking skills. Thus, subjects with moderate ability criteria show adequate logical thinking skills. Meanwhile, subjects with low skill criteria showed poor logical thinking skills. 2) Factors that can affect the logical thinking ability of SMA Negeri 3 Pemekasan students are motivation, skills start, strategy learning, and condition physical.

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Hidayah, Ratna, Moh Salimi, and Tri Saptuti Susiani. "CRITICAL THINKING SKILL: KONSEP DAN INIDIKATOR PENILAIAN." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 1, no. 2 (December 20, 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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Susandi, Ardi Dwi. "IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS DALAM MEMECAHKAN MASALAH MATEMATIKA." SIGMA 6, no. 1 (September 3, 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, and Neni Hermita. "IMPLEMENTATION OF CRITICAL THINKING TEST BY TWO-TIER TEST FORMAT ON HEAT TRANSFER." Science Education and Application Journal 1, no. 1 (April 9, 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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Setiani, Dila Elpin, Budi Purwoko, Tutut Indah Sulistiyowati, Poppy Rahmatika Primandiri, and Agus Muji Santoso. "Application of the asicc learning model in human physiological system to improve students' critical thinking and creative thinking skills." Biosfer 17, no. 2 (October 31, 2024): 485–92. http://dx.doi.org/10.21009/biosferjpb.44325.

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Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

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Nematova, Nigina Nabiyevna, and G.V.Izbullayeva. "FACTORS OF FORMATION OF CRITICAL THINKING IN FUTURE MODERN TEACHERS." Multidisciplinary Journal of Science and Technology 4, no. 5 (May 13, 2024): 181–84. https://doi.org/10.5281/zenodo.11186813.

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In this article, the views of foreign and local scientists about the content and essence of the skill of critical thinking are detailed. Factors of formation of critical thinking skills in future teachers, aspects of knowledge and learning activities related to critical thinking skills are explained.

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Mohd Abeden, Nur Aliffah, and Nyet Moi Siew. "Assessing Students’ Critical Thinking and Physics Problem-Solving Skills in Secondary Schools." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 6 (June 20, 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., and Eva Nopiyanti. "Critical and analytical thinking skill in ecology learning: A correlational study." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (March 31, 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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Mubarok, Husni, and Dian Mustika Anggraini. "Literation Skill To Improve Higher-Order Thinking Skills In Elementary School Students." Al-Bidayah: Jurnal Pendidikan Dasar Islam 12, no. 1 (June 30, 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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Amaliyah, Fitri, Supeno Supeno, and Sri Wahyuni. "The Profile of Junior High School Students’ Creative Thinking Skills about Alternative Energy in Science Learning." Unnes Science Education Journal 12, no. 1 (April 1, 2023): 18–23. http://dx.doi.org/10.15294/usej.v12i1.65085.

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The most crucial role of creative thinking skills for students is encouraged by way of thinking to prove the truth of an assessment formulation. Teachers need to know students’ creative thinking skill profile and fulfill each indicator level to generate focused ideal learning to improve creative thinking skills. This research was conducted to explore junior high school students’ creative thinking skill profile in science learning about alternative energy. This research is a quantitative descriptive essay test method. Respondents are 110 7th-grade junior high school students in Jember, East Java, Indonesia. The results showed that the creative thinking skills of junior high school students is low (44,98%). Students’ creative thinking skill still need to be developed. Some students find it challenging to design a unique creative work on alternative energy. We suggest that creative thinking skills need to improve by developing learning methods, models, strategies, approaches, media, context, and interaction in the discussion process.

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Purwati, Puji, Sumardi Sumardi, Minsih Minsih, Yeny Prastiwi, and Laili Etika Rahmawati. "Analysis of Students Critical Thinking Skills of 5th Grade in Mathematics Learning." JTAM (Jurnal Teori dan Aplikasi Matematika) 6, no. 3 (July 16, 2022): 799. http://dx.doi.org/10.31764/jtam.v6i3.8710.

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Critical thinking skills are skills that are needed in the face of rapid technological development. The level of critical thinking skills in mathematics learning needs to be researched to analyze the extent to which the culture of critical thinking skills has been carried out. This study aims to describe the level of critical thinking skills of 5th graders in mathematics learning. The type of research used is descriptive research with a qualitative approach. The subjects of this study were grade 5 students at SD Negeri 1 Miricinde, as many as 15 students. This study uses a written test in the form of a description question. The data obtained are then analyzed by correcting students' answers. Critical thinking skill instruments contain aspects of critical thinking skills developed by including aspects: providing explanations simply, determining the basis of decision making, concluding, providing further explanations, estimating and combining. The results of the data analysis obtained, 26.7% of students have low critical thinking skills, 46.7% of students have sufficient critical thinking skills, 20% of students have high critical thinking skills, and 6.7% of students have very high critical thinking skills. So it can be concluded that the 5th grade students of Miricinde State Elementary School 1 have a sufficient level of category critical thinking 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, № 42 (27 листопада 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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