The Effect of Jumping Task and Collaborative Activity on Enhancement of Student Critical Thinking Ability
Sri Hastuti Noer, Neni Hasnunidah, Abdurrahman Abdurrahman
Sri Hastuti Noer
Available Online April 2019.
- https://doi.org/10.2991/icetep-18.2019.71How to use a DOI?
- jumping task; collaborative activity; critical thinking abillity
- The development of critical thinking ability needs attention in learning. To achieve this goal, collaborative activities must create in learning. The teacher can giving students a jumping task as a stimulated to collaborative activities. This study aims to examine in depth the results of learning observations for subjects in Social Sciences, Natural Sciences, and English in two partner schools of the Teacher Training and Education Faculty - University of Lampung, Indonesia. The study was conduct on 33 Senior high school students and 62 junior high school students from 2 partner schools. The focus of the research is observing collaborative activities, and improving students' critical thinking ability. Data analysis was carried out descriptively to an overview of the jumping tasks provided by educators, collaborative activities that occur to be able to create a learning community, and increase of students' critical thinking skills. The results of the study show that giving jumping tasks in learning activities (Social Sciences, Natural Sciences, and English) enables collaborative activities in the learning community to trigger students' critical thinking ability in solving problem.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Sri Hastuti Noer AU - Neni Hasnunidah AU - Abdurrahman Abdurrahman PY - 2019/04 DA - 2019/04 TI - The Effect of Jumping Task and Collaborative Activity on Enhancement of Student Critical Thinking Ability BT - International Conference on Educational Sciences and Teacher Profession (ICETeP 2018) PB - Atlantis Press SP - 295 EP - 301 SN - 2352-5398 UR - https://doi.org/10.2991/icetep-18.2019.71 DO - https://doi.org/10.2991/icetep-18.2019.71 ID - Noer2019/04 ER -