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  • Note-Taking Pairs Strategy Towards Students’ Critical Thinking Ability In Reading Comprehension

    Dira Permana; Taufik Suadiyatno; Siti Harmawati (LPPM Universitas Pendidikan Mandalika, 2019-09-01)
    This study aimed to seek the effect of the Note-Taking Pairs strategy on the students' critical thinking skill in reading comprehension. This study used an experimental method with pre-test and post-test design. The research sample covered class XI-IPA2 which was used as an experimental group and consisted of 26 students and class XI-IPA1 was used as a control group consisting of 26 students. The instruments used in collecting data were reading test in the form of multiple-choice and observation sheets of critical thinking skills. The finding data were subsequently analyzed by using SPSS 18. The t-test results showed that the t-test value (1.754) was higher than the t-table (1.671) at the significance level 0.05. Therefore, based on these results, it can be concluded that there is a positive effect from the use of the Note-Taking Pairs strategy on the students' critical thinking skill in reading comprehension at the eleventh-grade students of SMAN 2 Narmada.
  • Critical thinking and use of film in Norwegian lower secondary history classrooms

    Wagner, D. (2019-10-16)
    This article examines how Norwegian social studies teachers from lower secondary schools enhance critical thinking when using film in the history classroom. We
 utilized empirical data from semi-structured interviews with 20 teachers from the same regional area in Norway. The article addresses several questions: What are
 the teachers’ impressions of their students’ and their own abilities to be critical towards films? Do they use film to meet competence aims in the curriculum for
 eighth to tenth grade? Do they use film to enhance students’ critical thinking abilities? If so, how? The teachers’ answers seem paradoxical. Although they mostly
 consider critical thinking abilities towards film to be crucial for eighth- to tenthgrade students, who usually lack them, most of the teachers did not clearly link
 their frequent use of film in the classroom to the development of critical historical thinking skills and dispositions, neither in their alleged goals nor in their actual practices. Although they partly recognized the empathetic value of history films and their worth for debate, the teachers generally overlooked a whole part of their potential. These results are consistent with those of other international studies. They probably bear witness to the predominance of a scientific conception of the use of history in school, rooted in epistemological beliefs that would need to be studied more closely in order to sustain perennial practice changes in the future.
  • Penerapan motivasi dan kemahiran belajar di kalangan pelajar diploma pentadbiran awam di UiTM kampus Kota Kinabalu / Julia Andrew

    Andrew, Julia (Perpustakaan Tun Abdul Razak UiTM Caw Sabah, 2000-10)
    Kertas kerja ini adalah suatu kajian yang dijalankan mengenai penerapan Motivasi dan Kemahiran Belajar di kalangan pelajar-pelajar yang menuntut di UiTM kampus Kota Kinabalu. Tumpuan kajian ini adalah bagi pelajar-pelajar dari Kursus Diploma Pentadbiran Awam yang telah mengambil subjek MKB 050. Faktor-faktor utama yang membantu dalam melaksanakan motivasi ke atas pelajar adalah seperti kecenderungan untuk membaca, minat yang sedia ada, dorongan dan galakan dari pihak-pihak tertentu. Di dalam kajian ini, beberapa kaedah telah digunakan dalam mendapatkan data-data yang diperlukan. Ia terdiri dari sumber data primer ataupun sekunder. Kaedah-kaedah tersebut termasuklah soal selidik, pemerhatian sendiri serta bahan rujukan lain seperti keratan akhbar, majalah, journal, dan buku-buku yang berkaitan. Isu yang utama dalam kajian ini adalah mengenai tabap pencapaian motivasi dikalangan para pelajar serta bagaimana hendak mencapai sesuatu kejayaan yang lebib memuaskan.
  • Analysing the Relationship between Critical Thinking Skills and Problem Behaviours of Children at Social Risk through Visual Arts Education

    Buyurgan, Serap; Demirel, Irfan Nihan (2017)
    In this study, it is aimed to analyze the relationship between critical thinking skills and problem behaviours of children at social risk through visual arts education. In this context, Mixed method including both quantitative and qualitative dimension was used. Convergent parallel design was used to structure the study. In dimension quantitative of research, one group pre-test-post-test model as one of the pre-experimental models was used by applying the retention test. In the scope of the qualitative dimension, holistic single case design was used as a design of case study. The study was carried out on a group of 54 people (27 females, 27 males) who are identified to be at risk. Quantitative data were collected using the Art Criticism Target Behaviour Scale (ACTBS) that consisted of twenty questions and developed by the researchers. Qualitative data were collected by in-class activities, self-assessment form and performance task developed in two phases including both children's drawing and critical dimension. According to the results; as critical thinking skills develop, the students follow a more sensitive and inquisitive development of behaviours, their prejudices decrease, they gain a positive point of view to establish cause-effect relationship, they develop the ability to control negative behaviours, so their consciousness and awareness increase regarding family, environmental and social fact. As a result, it is recommended that visual arts education should be used effectively in relation to other disciplines in the teaching-learning process.
  • Learning 2.0: A Tool for Staff Training at the University of Alaska Fairbanks Rasmuson Library

    Kingsley, Ilana; Jensen, Karen (DigitalCommons@University of Nebraska - Lincoln, 2009-04-01)
    Abstract This paper describes a Learning 2.0 library staff training project completed in September 2007 at the University of Alaska Fairbanks Rasmuson Library. The project planning process, curriculum creation, implementation, incentives, and outcomes are included, along with a summary of survey results from program participants. Recommendations for implementing this free and useful staff training tool by other academic libraries are included, as well as a link to the Library’s Learning 2.0 blog.

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