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Group Investigative Learning Model to Improve Students' Critical Thinking Skills Through Learning Social Sciences Esty Setyo Utaminingsih; Sulasih Sulasih; Tri Mulyaningtiyas
Edueksos: Jurnal Pendidikan Sosial & Ekonomi Vol. 12 No. 01 (2023)
Publisher : Department of Tadris IPS FITK UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/edueksos.v12i01.12334

Abstract

ABSTRACT The fourth-grade elementary school students have not been able to construct the information they get well, so their critical thinking skills are still not good. This research aims to study the role of the learning models’ investigation group in elementary school through critical thinking skills in social science learning. The method used in a study is a literature review. Data collection techniques through collecting articles on the group investigation model, critical thinking, and learning Social Sciences in elementary schools. Databases used for journal searches include Google Scholar, Research Gate, Academia Edu, and Publish or Perish. The research results show that the group investigative learning model guides students to identify information or problems, explore information, make knowledge a provision, analyze data, and construct knowledge to find solutions to problems. Then conclude. These activities lead students to train and familiarize students with thinking critically. Critical thinking is one of the skills that students must have in 21st-century learning. The group investigation learning model is essential in improving students’ critical thinking skills in learning social studies in elementary schools in 21st-century education.Keywords: Critical Thinking, Group Investigation, Social Science
A Systematic Literature Review: The Role of Character-Based Digital Literacy in 21st Century Learning in Elementary Schools Esty Setyo Utaminingsih; Maria Ayu Puspita; Aldi Ihsandi; Belita Yoan Intania; Agung Tri Prasetya; Ellianawati Ellianawati
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4858

Abstract

Education in the 21st Century has experienced various changes in various lines of life, such as the rapid progress of science and technology that can be used to meet educational needs. 21st-century education directs students to improve different skills and shape the morale and character of students through the use of the role of digital literacy in education. This study aims to systematically examine the scope of research in digital literacy, character, and the 21st Century using the PRISMA (Preferred Items for Systematic Reviews and Meta-Analysis) design, which consists of three steps: identification, screening, and inclusion. The number of articles found was 472 from 2016 to 2022. This study reviewed 25 items based on three systematic literature review analysis steps. This research concludes that digital literacy is essential in strengthening students' character. The application of digital literacy is expected to support 21st-century skills, including critical thinking, communication, collaboration, and creativity.