Problem-Based Learning Supported by Arguments Scaffolding That Affect Critical Thinking Teacher Candidates

Autor/inn/en	Cahyono, Budi; Kartono, Kartono; Waluya, Budi; Mulyono, Mulyono; Setyawati, Rina Dwi
Titel	Problem-Based Learning Supported by Arguments Scaffolding That Affect Critical Thinking Teacher Candidates
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 6, S.2956-2969 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cahyono, Budi) ORCID (Kartono, Kartono) ORCID (Waluya, Budi) ORCID (Mulyono, Mulyono) ORCID (Setyawati, Rina Dwi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Problem Based Learning; Persuasive Discourse; Scaffolding (Teaching Technique); Critical Thinking; Thinking Skills; Skill Development; Instructional Effectiveness; Preservice Teachers; Mathematics Education; Personality Traits; Gender Differences; Problem Solving; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Persuasion; Persuasive Kommunikation; Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Mathematische Bildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterkonflikt; Problemlösen; Ausland; Indonesien
Abstract	This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates teachers in terms of personality type and gender. This research is a quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analyzed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: https://un-pub.eu/ojs/index.php/cjes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01