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Summary of ancova test score total Concept Map
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The effectiveness of 21 st century learning emphasizes higher order thinking skills, one of which is analytical thinking. The analytical thinking–based module used includes indicators based on the integration of analytical-thinking aspects and Concept Map components. This study aimed to measure improvement in student learning outcomes using Concept...
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... test was conducted to determine the difference in Concept Map posttest scores of the control and experimental classes which had previously met the parametric prerequisite tests and verification test. The summary of the Ancova test can be seen in Table 3. Table 3 shows that the total posttest score of the Concept Map of students who use the analytical thinking-based module is 81.39% > 47.89%, which is higher than the score of those using the conventional one. ...Context 2
... test was conducted to determine the difference in Concept Map posttest scores of the control and experimental classes which had previously met the parametric prerequisite tests and verification test. The summary of the Ancova test can be seen in Table 3. Table 3 shows that the total posttest score of the Concept Map of students who use the analytical thinking-based module is 81.39% > 47.89%, which is higher than the score of those using the conventional one. Significant differences in posttest results between the control class and the experimental class are indicated by sig. ...Similar publications
Penelitian ini bertujuan untuk menganalisis perbedaan peningkatan kemampuan komunikasi matematis siswa dan kemandirian belajar melalui model pembelajaran berbasis masalah dan penemuan terbimbing serta interaksi antara model pembelajaran dan kemampuan awal matematika terhadap kemampuan komunikasi matematis siswa dan kemandirian belajar. Dimana popul...
Citations
... II. PROPOSED METHOD The present study is based on descriptive research, including the pre-test and post-test survey to analyze the analytical skills of the student's pre and post-exposure and hands-on experience with stock market simulators (Yakub et al., 2021) This experiment was conducted on 50 students pursuing professional education and opted for finance subjects to learn analytical skills in finance (Hardiana et al., 2020). The researcher has selected a census sampling method to select the study's (Patterson, n.d.) of observations of building investment portfolios with the help of analytical skills developed by the students through the handson experience of stock market simulators. ...
... Additionally, hands-on training with simulators during the teaching-learning process is crucial. This practical exposure helps students develop confidence in dealing with market investment avenues, enabling them to effectively assess and predict risk-return trade-offs (Hardiana et al., 2020). ...
This research explores the impact of stock marketsimulators on students pursuing technical education, specifically focusing on developing analytical skills in finance. Fifty students enrolled in technical courses with finance components participated in an experimental study. Pre and post-test surveys were conducted to assess their financial analytical skills before and after exposure to a stock market simulator, specifically Money Control. The students were given 60 days to build and operate investment portfolios using acquired analytical skills. Results from the study reveal a significant positive impact on students' analytical skills, demonstrating increased interest and motivation in utilizing stock market simulators for learning subjects like security analysis and portfolio management. The findings suggest that stock market simulators serve as valuable tools for teaching, practising, and enhancing analytical skills in finance, particularly for students pursuing technical courses. Keywords: Analytical skills, stock market simulator, teachinglearning.
... Analytical thinking skills play a crucial role in the learning process of students in tertiary institutions, particularly in comprehending complex concepts and enhancing their problem-solving abilities (Fitriani et al., 2021;Nurdiana et al., 2023). These skills are especially important in 21st-century education, where students are required to develop higher-order cognitive abilities (Hunaepi et al., 2020;Nurcahyani et al., 2020;Sundari et al., 2020), particularly in disciplines like basic biology. Basic biology courses offer an excellent platform for nurturing analytical thinking skills as they involve understanding and interpreting various biological phenomena (Dafrita, 2017;Kitchen et al., 2003). ...
The study aimed to describe the analytical thinking skills of science teacher candidates based on the study program and gender. This research is a descriptive quantitative study with a sample of 80 students, 20 boys and 60 girls from the Biology Education Study Program (38 students), Physics Education (13 students), and Chemistry Education (29 students). The instrument used is descriptive subjective test questions adapted to three indicators of analytical thinking skills, namely differentiating, organizing, and attributing. Analyzed descriptively and statistically. The instrument used has been declared valid with Cronbach's Alpha reliability of 0.77. The results of the study show that overall, students' analytical thinking skills are quite analytical. However, there are differences in the ability to think analytically based on the study program. In addition, there is also a difference in the ability to think analytically between female and male students, although the difference is not too significant, namely only 4.63%. Based on these findings, it is necessary to make efforts to improve the analytical thinking skills of prospective science teacher students through the development of learning programs that focus more on developing analytical thinking skills.
... Teachers also neither applied some criteria, included in in-class observation form, for developing analytical thinking, nor did they let students in the study performed. While the third grade-teacher mostly used the teacher-student interactive analytical thinking steps such as defining/explaining the concept/situation/problem and explaining/defining the features of units of analysis of concept/situation/problem, the fourth grade teacher mostly used explaining the relationship between the units of analysis and explaining/defining the features of units of analysis and a concept/situation/problem. Problem-solving (Çelik et al., 2015;Karenina et al., 2020;Ramdiah et al., 2018) and relating (Güneş, 2012;Montaku, 2011;Sundari, Widoretno, & Ashadi, 2020) steps, which were stated as important for students' gaining analytical thinking skill, were used either very few or none. This will prevent the development of analytical thinking skill. ...
This research reports the publication trend of analytical thinking skills (ATS) in physical education (PE) from the Scopus database for 1983-2023 (the last 40 years). On October 4, 2023, the data was inspected using the title, abstract, and keyword "Analytical AND Thinking AND Skills AND Physical AND Education," which succeeded in finding 30 published documents, and 1 article was eliminated because it was duplicated. The 29 bibliographies represent four types of documents, namely articles (55%), conference papers (35%), book chapters (7%), and reviews (3%). In the last 40 years, only in 2023 were up to 6 documents successfully published, whereas in other years 1 article. The results of the VOSviewer analysis prove that network, overlay, and density do not have a high item load, so they do not give rise to large-term patterns in the visualization. Finally, research on ATS in PE is, in fact, still very limited, thus providing potential opportunities for future researchers to develop ATS research themes in various aspects to support the implementation of quality PE to support students surviving in the 21st century.
The quality of the cognitive learning outcomes instrument is one of the prerequisites that must be considered by the teacher before evaluating student learning outcomes. However, the reality in the field is that some of the learning outcomes instruments used do not seem to have applied the appropriate rules. This study aims to develop a test instrument for analytical thinking skills in Akidah Akhlak subjects, commendable morals in adolescent association. This research was carried out at MTs Miftahul Huda in Bandung, involving 31 students. The method used in this study is Research and Development (R&D) with the ADDIE model. The instruments developed are oriented to analytical thinking skills. Based on the test results obtained (1) All test items (12 items) are valid both content and construct, while based on the empirical validity test 3 items are declared invalid; (2) the reliability coefficient is 0.786 at a significance of 0.05 has a high level of reliability; (3) the difficulty index of the items in the easy category with a percentage of 60% and the medium category 40%; (4) the discrepancy index of 13 items is categorized as good with the calculation results showing a positive value; and (5) the effectiveness of the distractor is stated that the 13 item questions or as much as 75% of the distractors function well, while 2 items or 25% must be corrected. Thus, the developed instrument is suitable to be used as an analytical thinking ability test instrument.
