Procedia of Social Sciences and Humanities
Vol. 1 (2021): Proceedings of the 2nd International Conference On Intelectuals Global Responsibility (ICIGR 2020)
Articles

Analysis of Students' Critical Thinking Abilities Using The PDEODE Strategy in Terms of Cognitive Style Through Online Learning

PDF
  • Tabitha Sri Harteti Wulandari
Tabitha Sri Harteti Wulandari
Universitas PGRI Ronggolawe Tuban
DOI: https://doi.org/10.21070/pssh.v1i.3
Published January 30, 2021
Keywords
  • Critical Thinking,
  • PDEODE,
  • Cognitive Style
How to Cite
Wulandari, T. S. H. (2021). Analysis of Students’ Critical Thinking Abilities Using The PDEODE Strategy in Terms of Cognitive Style Through Online Learning . Procedia of Social Sciences and Humanities, 1, 19-26. https://doi.org/10.21070/pssh.v1i.3

Copyright (c) 2021 Tabitha Sri Harteti Wulandari

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC

Abstract

The  existence  of the  Covid-19   pandemic  in  2020  resulted  in  learning  being carried  out on-line.  However, critical  thinking  skills are still  honed in  the learning process. The  purpose  of this  study  was  to  obtain  a description of the  critical  thinking  skills  of students  of Mathematics  Education   2019,  PGRI  Ronggolawe   Tuban  University  in  the Environmental Knowledge  course  using the PDEODE  strategy on the Reflective cognitive style  and   Impulsive  cognitive   style.  This  type   of  research   is  descriptive  exploratory research, Data collection  techniques  used MFFf (Matching  Familiar  Figures  Test  (MFFT) and  critical  thinking   ability  tests.  The  research  subjects  were  12  students.  The  results showed  that:  1)  There were 5  students  with  a reflective cognitive style and 7 students  with an 9pulsive cognitive  style.  2) The average results of critical thinking  skills for all aspects of critical thinking  components  in the reflective cognitive  style group are:  40%  for high category    20%  for  moderate  category    40%  for  low  category   while  in  the  impulsive cognitive  style group: 28.6%  for high fJ.tegory   28.6%  for  medium  category,  and 42.8% for  low  category.  The conclusion   is  that the PDEODE  strategy can  be applied  in online learning  to empower  critical  thinking  ski! ls  in  terms of reflective  and impulsive cognitive styles.

PDF

References

  1. ] Z. I lossoubah, "Develoving creative and critical thinking skills (terjernahan),"
  2. Ba11du11g: Yayasa11 Nuansa Cendia, 2007.
  3. Maknun, "Menumbuhkan kemampuan berpikir kritis maremaris siswa melalui strategi pernbelajaran PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explaine).," in Presiding Seminar Nasional Cakrawala Pembelajaran Berkuatitas di Indonesia (him.
  4. -268). Jakarta: Direktorat Pendidikan dan Tenaga Kependidikan Direktorat
  5. Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan., 2012, pp.
  6. -268.
  7. S. Nurohman, "Penerapan Pendelcatan Sains-teknologi-rnasyarakat (Stm) Dalarn Pembelajaran Ip a Seba Gai Upa Ya Peningkatan Life Skills Peserta Didik," Maj. /Im. Pembelajaran, vol. 2, no. I, 2006.
  8. B. Costu, "Learning Science through the PDEODE Teaching Strategy: Helping
  9. Students Make Sense of Everyday Situations.," Eurasia J. Math. Sci. Tec/1110/. Educ.,
  10. vol.4,no.1,2008.
  11. [SJ C. Savander-Ranne and S. Kolari, "Promoting the conceptual understanding of engineering students through visualisation," Glob. J. Eng. Educ., vol. 7, no. 2, pp.
  12. -200, 2003.
  13. S. Kolari and C. Savander-Ranne, "Visualisation promotes apprehension and comprehension," Mem. (see Fig. I). vol. I, p. 4, 2004.
  14. 1 T. S. H. Wulandari, M. Amin, S. Zubaidah, and M. H. IAM, "Students' Critical Thinking Improvement through' PDEODE" and" STAD" Combination in the Nutrition and Health Lecrure.," /111. J. Eval. Res. Educ., vol. 6, no. 2, pp. 110-117,
  16. S. Soemantri, "Pengaruh Gaya Kognitif Konseptual Tempo Terhadap Tingkat
  17. Kesalahan Siswa," Didakt. J. Pendidik. dan Ilmu Pengetali., vol. 18, no. I, pp. 74-85,
  19. M. Fadiana, "Perbedaan kernarnpuan menyelesaikan soal cerita antara siswa bergaya
  20. kognitifreflektif dan impulsif," J. Res. Adv. Math. Educ., vol. I, no. I, pp. 79-89,
  22. [ 10) Warli, "Proses Berpikir Anak Reflektif dan Anak lmpulsif dalam Memecahkan
  23. Masalah Geometri. Paedagogi.," J. Pendidik. dan Ilmu Pengetahuan., vol. 5, no. 2, pp.
  24. -56, 2009.
  25. [ 11] I. Cintamulya, "Analysis of students' critical thinking skills with reflective and impulsive cognitive styles on conservation and environmental knowledge learning," in Asia-Pacific Forum 011 Science Leaming and Teaching, 2019, vol. 20, no. I, pp. 1-14.
  26. [ 12] Warli, "Strategi Metakognisi Anak lmpulsif dan Rellektif dalam Memecahkan Masalah Matematika.," in Prosiding Seminar Nasional Matematika dan Pendidikan Matematika di UNESA, 2015, pp. 1184-1195.
  27. [ 131 M. Fadiana, "Math Learning Model That Accommodates Cognitive Style to Build
  28. Problem-Solving Skills," High. Educ. S111d., vol. 5, no. 4, p. 86, 2015.
  29. [ 14] Warli, "Pembelajaran Kooperatif Berbasis Gaya Kognitif Reflcktif-lmpulsif (Studi Pendahuluan Pengembangan Model KBR-I)," Pros. Semin. Nas, Penelitian, Pendidik, dan Penerapan MIPA, no. M-567, pp. 567-574, 2010.
  30. [ JS] R. Ii. Ennis, Critical Thinking. Upper Saddler River, New jersey: Primice-Hall Incle.
  32. [ 16] A. Zohar, Y. Weinberger, and P. Tamir, "The effect of 01e biology critical thinking project on the development of critical thinking," J. Res. Sci. Teach., vol. 31, no. 2. pp.
  33. -196, 1994.
  34. [ 17] K. Alston, "Begging the question: Is critical thinking biased"," Ed11c. Theory, vol. 45, no.2,pp.225-233, 1995.
  35. [ 18] T. S. H. Wulandari, M. Amin, S. Zubaidah, and M. H. JAM, "The effect of pdeode
  36. (predict-discuss-explain-observe-discuss-explain) strategy on the concept and retention mastery in nutrition and health course on students with different ability," in Proceeding of International Conference 011 Teacher Training and Education. 2016. Vol 1. No 1