Improving the Ability of Formulating High-Level Questions Through the Discussion-Comparison Method with Critical Analysis
Background: Prospective teachers are less able to formulate high-level questions, so that the skills of teachers to formulate high-level questions are still lacking, even though it really determines students' critical thinking abilities. This study aims to determine whether there is an increase...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN ID |
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Department of Biology Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/563b9df438b540e2b984731cc9718ce3 |
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| Sumario: | Background: Prospective teachers are less able to formulate high-level questions, so that the skills of teachers to formulate high-level questions are still lacking, even though it really determines students' critical thinking abilities. This study aims to determine whether there is an increase in students' ability to formulate high-level questions through the discussion-comparison method 1,2 with critical analysis of articles in the Biology Education Study Program, University of Muhammadiyah Bengkulu. Methods: This research used the Classroom Action Research (CAR) method with four cycles. Results: The results showed that there was an increase in the ability to formulate high-level questions of students through the discussion-comparison method 1,2 with critical analysis of articles in the Biology Education Study Program, University of Muhammadiyah Bengkulu. |
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