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dc.contributor.authorSulaeman, Asep Agus
dc.date.accessioned2021-01-05T04:37:16Z
dc.date.available2021-01-05T04:37:16Z
dc.date.issued2020-07
dc.identifier.citationAkgun, A. & Duruk, U. (2016). The Investigation of Preservice Science Teachers’ Critical Thinking Dispositions in the Context of Personal and Social Factors. Science Education International, 27; Page 3-15 Batdi, V. (2015). The Effect Pedagogical Training on Prosfective Teachers’ Critical Thinking. Educational Research and Reviews, 10 (8); Page 1243-1248 Birgili, B. (2015). Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2(2); Page 71-80 Byrne, M. S. & Johnstone, A. H. (1987). Critical Thinking and Science Education. Studies in Higher Education, 12 (3); Page 325-340 Chiras, D. D. (1992). Teaching Critical Thinking Skills in The Biology & Environmental Science Classrooms. The american Biology Teacher, 54 (8); Page 464-468. Demir, S. (2015). Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher. Journal of Education and Practice, 6 (8); Page 17-21 Hager, P., & Kaye, M. (1992). Critical Thinking in Teacher Education: A Process-Oriented Research Agenda. Australian Journal of Teacher Education, 17 Madiha Zahid, M., & Khana, A. (2019). Effect of Reflective Teaching Practices on the Performance of Prospective Teachers. The Turkish Online Journal of Educational Technology, 18; page 32-43 OECD. (2019). PISA 2018 Results Combined Executive Summaries Volume I, II & III. OECD Osborne, J. (2014). Teaching critical thinking? New directions in science education. Perspectives on Science Curriculum Journal, 95 (352); page 53-61. Santos, L. (2017) The Role of Critical Thinking in Science Education. Journal of Education and Practice, 8 (20); page 159-173 Schmaltz, R. M., Jansen, E. & Wenckowski, N. (2017) Redefining Critical Thinking: Teaching Students to Think like Scientists. Prontiers in Psychology, 8; Page 1-4 Schulz, H. & FitzPatrick, B. (2016). Teachers’ Understandings of Critical and Higher Order Thinking and What This Means for Their Teaching and Assessments. Alberta Journal of Educational Research, 62 (1); Page 61-86 Thaiposria, P. & Wannapiroonb. P. (2015). Enhancing Students’ Critical Thinking Skills through Teaching and Learning by Inquiry-based Learning Activities Using Social Network and Cloud Computing. Procedia - Social and Behavioral Sciences, 174: Page 2137 – 2144 Thompson, C. (2011). Critical Thinking Across The Curriculum: Process over Output. International Journal of Humanities and Social Science, 1 (9); page1-7 Torff, B. & Sessions, D. (2006). Issues Influencing Teachers’ Beliefs about Use of Critical-Thinking Activities with Low-Advantage Learners. Teacher Education Quarterly; Page 77-91 Torff, B. (2006). Expert Teachers’ Beliefs about Use of Critical-Thinking Activities with Highand Low-Advantage Learners. Teacher Education Quarterly; Page 37-52 Vieira, R. M., Tenreiro-Vieira, C, & Martins, I. P., (2011). Critical Thinking: Conceptual Clarification and Its Importance in Science Education. Science Education International, 22 (1); page 43-54 Wass, R. & Golding, C. (2014). Sharpening A Tool for Teaching: The Zone of Proximal Development. Teaching in Higher Education, 19 (6); page 671–684 Whiley D., Witt, B., Colvin, R. M., Arrue, R. S., &. Kotir, J. (2017). Enhancing Critical Thinking Skills in First Year Environmental Management Students: A Tale of Curriculum Design, Application and Reflection. Journal of Geography in Higher Education; Page 1-17.id_ID
dc.identifier.issn2685-8770
dc.identifier.urihttp://hdl.handle.net/11617/12316
dc.description.abstractGuru IPA perlu terampil mengajarkan IPA yang membekalkan keterampilan berpikir kritis kepada siswa karena mereka akan menghadapi tantangan dan masalah kehidupan yang lebih kompleks. Salah satu kendala rendahnya keterampilan berpikir kritis siswa Indonesia adalah fasilitasi yang dilakukan guru IPA yang belum berorientasi pada keterampilan tersebut. Berdasarkan kebutuhan tersebut, saat ini perlu dikembangkan desain konten dan aktivitas diklat untuk melatihkan kemampuan guru dalam mengembangkan pembelajaran IPA yang berpikir kritis, terutama untuk topik pembelajaran nonpraktikum di laboratorium. Kajian ini dilakukan melalui telaah literatur dari artikel-artikel hasil penelitian yang termuat di jurnal. Berdasarkan hasil kajian dapat dirumuskan konten diklat terdiri atas konten yang bertujuan untuk: 1) memahamkan konsep berpikir kritis dan pentingnya untuk dilatihkan kepada siswa; 2) mengidentifikasi karakteristik pembelajaran yang efektif dalam melatihkan berpikir kepada siswa; 3) mengembangkan pembelajaran dan penilaiannya; 4) mengimplementasikan pembelajaran; 5) melaporkan dan merefleksikan proses dan hasil belajar. Adapun strategi diklat yang digunakan adalah pemodelan agar guru dapat lebih mudah dalam mempelajari dan mempraktikannya di kelas. Setelah mengikuti proses diklat diharapkan guru dapat mengimplementasikan pembelajaran IPA yang membekalkan keterampilan berpikir kritis bagi siswanya.id_ID
dc.language.isootherid_ID
dc.publisherProsiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Ke-5id_ID
dc.titleKonten dan Aktivitas Diklat untuk Guru Ilmu Pengetahuan Alam dalam Mengembangkan Pembelajaran Berpikir Kritisid_ID
dc.typeArticleid_ID


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