Main Article Content
Abstract
Pelatihan manajamen pembelajaran dengan critical thinking queston dimaksudkan
untuk meningkatkan kemampuan para guru SD Muhammadiyah 3 Depok, Jawa
Barat agar mampu malaksananakan praktik pembelajaran yang dapat membangun
kemampuan berpikir kritis siswa. Metode yang dilakukan dalam pelatihan ini
dibagi empat tahap, yaitu pengondisian, eksplorasi, elaborasi, dan konfirmasi.
pemodelan tahap. Dalam kegiatan pelatihan ini para guru diberikan pemahaman
secara teoretis tentang critical thinking queston, diberikan model pembelajaran
yang menerapkan critical thinking queston, dan kemuadian secara bergantian
mempraktikkan pembelajaran teknik critical thinking queston. Setelah megikuti
pelatihan terdapat banyak perubahan positif dalam praktik pembelajaran yang
dilakukan oleh para guru di SD Muhammadiyah 3 Depok, Jawa Barat.
Pembelajaran tidak lagi berpusat kepada guru, melainkan berpusat kepada siswa
yang lebih banyak memberikan kesempatan kepada siswa untuk mengajukan
pertannyaan serta berpikir kritis ketika dihadapkan pada suatu fenomena.
Pertanyaan-pertanyaan evaluasi yang dikembangkan guru pun lebih bervariasi,
tidak hanya mengukur aspek kognitif tingkat rendah saja, tetapi juga mengukur
berbagai ranah kognitif yang lebih tinggi lagi serta berbagai aspek kompetensi
yang lebih komprehensif.
Article Details
Copyright (c) 2018 Imam Syafi'i, Hery Muljono
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References
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References
Acat, B., & Dönmez, I. (2009). To compare student centred education and teacher centred education in primary science and technology lesson in terms of learning environments. Procedia - Social and Behavioral Sciences, 1 (1), 1805–1809. https://doi.org/10.1016/j.sbspro.2009.01.320
Bensley, D. A., Rainey, C., Murtagh, M. P., Flinn, J. A., Maschiocchi, C., Bernhardt, P. C., & Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low testtaking motivation. Thinking Skills and Creativity, 21, 158–168. https://doi.org/10.1016/j.tsc.2016.06.006
Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y.
(2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68 (December 2017), 177–194. https://doi.org/10.1016/j.jsp.2018.03.006
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24–37.
https://doi.org/10.1016/j.tsc.2017.05.005
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017a). Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). Midwifery,54 (May), 73–80. https://doi.org/10.1016/j.midw.2017.08.003
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017b). Critical thinking skills in midwifery practice: Development of a self-assessment tool for students. Midwifery, 50 (April), 184–192. https://doi.org/10.1016/j.midw.2017.04.010
Chen, L. (2017). Understanding critical thinking in Chinese sociocultural contexts: A case study in a Chinese college. Thinking Skills and Creativity, 24, 140–151. https://doi.org/10.1016/j.tsc.2017.02.015
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004
Fun, C. S., & Maskat, N. (2010). Teacher-Centered Mind Mapping vs Student-Centered Mind Mapping in the teaching of accounting at Pre-U level- An action research. Procedia - Social and Behavioral Sciences, 7 (C), 240–246. https://doi.org/10.1016/j.sbspro.2010.10.034
Heijltjes, A., van Gog, T., Leppink, J., & Paas, F.(2014). Improving critical thinking: Effects of dispositions and instructions oneconomics students reasoning skills. Learning and Instruction, 29, 31–42. https://doi.org/10.1016/j.learninstruc.2013.07.003
Kim, A. K., & Davies, J. (2014). A teacher’s perspective on student centred learning: Towards the development of best practice in an undergraduate tourism course. Journal of Hospitality, Leisure, Sport and Tourism Education, 14 (1), 6–14. https://doi.org/10.1016/j.jhlste.2013.12.001
Nielsen, T., & Kreiner, S. (2017). Course evaluation for the purpose of development: What can learning styles contribute? Studies in Educational Evaluation, 54, 58–70. https://doi.org/10.1016/j.stueduc.2016.10.004
Potter, T. C. S., Bryce, N. V., & Hartley, C. A. (2017). Cognitive components underpinning the development of model-based learning. Developmental Cognitive Neuroscience, 25, 272–280.
https://doi.org/10.1016/j.dcn.2016.10.005
Sojitra, R. B., Lerner, I., Petok, J. R., & Gluck, M. A. (2018). Age affects reinforcement learning through dopamine-based learning imbalance and high decision noise—not through Parkinsonian mechanisms. Neurobiology of Aging, 68, 102–113. https://doi.org/10.1016/j.neurobiolaging.2018.04.006
Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100.
https://doi.org/10.1016/j.tsc.2016.11.007
Sukhai, M. A., & Mohler, C. E. (2017). Simulation learning. Creating a Culture of Accessibility in the Sciences, 249–255. https://doi.org/10.1016/B978-0-12804037-9.00022-X