Combine QuestionsJOURNAL :Enhancing Creative thinking through Designing electronic slides

1. Apakah yang dimaksudkan mereka slaid elektronik dalam kajian ini?A. Mereka perisian komputer yang meningkatkan kemahiran berfikirB. Mereka video dengan menggunakan gambar yang dibekalkanC. Mereka dengan penggunaan Microsoft Paint untuk menghasilkan gambar yang bercantumD. Mereka dengan penggunaan Microsoft Powerpoint dengan gambar, video, teks dan sebagainya

2. Adakah keputusan kajian ini menunjukkan peningkatan kemahiran berfikir kreatif melalui mereka slaid elektronik ?A. Tiada sebarang peningkatan dengan mereka slaid elektronikB. Ya, terdapat peningkatan yang positif yang ketaraC. Keputusan menunjukkan kesan peningkatan adalah kurang

3. Mengapakah Torrance Test for creative Thinking (TTCT) digunakan dalam kajian ini?A. Instrument ini dapat mengukur tahap kemahiran berfikir B. Instrument ini dapat mengukur cara kemahiran berfikir C. Instrument ini dapat mengukur tahap kreativiti seseorang D. Instrument ini dapat mengukur cara pemikiran kreativiti seseorang

4. Pada pendapat anda, apakah sebab utama pengkaji-pengkaji tersebut menjalankan kajian tersebut?A. Untuk mengetahui kesan peningkatan pemikiran kreatif sedangkan kajian yang melibatkan penggunaan teknologi sebelum ini lebih menekankan peningkatan pengetahuan B. Untuk mengukur kemahiran berfikir secara kreatif di kalangan pelajar sedangkan kajian yang melibatkan penggunaan teknologi sebelum ini lebih menekankan peningkatan pengetahuanC. Untuk membuktikan proses yang dijalankan adalah sesuai di kalangan pelajar undergraduate sedangkan kajian sebelum ini menyatakan proses tersebut Cuma sesuai untuk pelajar sekolah menengah sahaja

5. Pada pendapat anda, mengapakah peningkatan kemahiran berfikir kreatif melalui mereka slaid elektronik dapat dilihatkan dalam kajian tersebut?Dalam proses mereka slaid, suasana mereka yang interaktif, mereka akan menjanakan idea dalam penghasilan slaid elekronik mereka selain mengadaptasikan semua kemahiran yang sedia ada untuk menghasilkan slaid elektronk.1) How many students were involved in this research?A 25 studentsC 60 studentsB 50 studentsD 100 students2) When the students took the post test?A 6 weeks after pre-testB 5 weeks after pre-testC 6 months after pre-test3) Why analysis of covariance, ANCOVA was carried out?A to calculate the meanB to calculate the standard deviation C to know how many electronic slides was producedD to investigate the differences of two groups4) Arrange the sequence of procedures.IExperimental undergo computer programmed while control group not

IIExperimental group designed slides

IIIBoth group take the TTCT Figural Form A again

IVControl and experimental were given TTCT Figural Form A

A I, II, III and IVB II, IV, III, and IC IV, I, II, and III5) Would you think that creating electronic slides or powerpoint show the creative thinking of students? Explain. Yes, students use their mentality to create a creative slide by adding animation, sound, graphic, colors and so on. During the process of designing, students edit, redo the slide, this trigger their creative thinking.

CONCEPT MAPPING IN CHEMISTRY LESSONS :TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING

1. Where is this study has been conducted? A. IndonesiaB. MalaysiaC. SingaporeD. Thailand2. What type of research design has been used in this study? A. True-experimentB. Quasi ExperimentC. Causal Comparative

3. How can making hypothesis in science process skill integrated with the thinking skill?A. By drawing a statement based on the outcome.B. By analysing the data and graph.C. By making connections between variables.

4. The less suitable subject that can be taught using the concept mapping isA. HistoryB. MathematicsC. English

5. In the study, the authors have mentioned that there is a strong association between integrated science process skills and thinking skills. Explain it.

In science process skills, making hypothesis is one of the crucial procedures. Before that, students are needed to identify the variables in an event by characterizing and analysing the information of an event. Then, students should make connection between those variables and making the hypothesis. These science process skills, which are identify variables and making hypothesis show that the students are able to improve and develop their thinking skills when they were guided by teachers in the right way.

CONCEPT MAPPING IN CHEMISTRY LESSONS :TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING

1. What is the instrument has been used in this study?A. Test of Integrated Process Skills (TIPS)B. Strait-Trait-Cheerfulness InventoryC. Creative Output Cast

2. What are the three teaching strategies have been used to conduct this study?I Concept MappingII ConventionalIII Electronic SlideIV Vee Diagram

A. I , II and IIIB. I, II and IVC. I, III and IVD. II, III and IV

3. Which of the thinking skills can describe the science process skill in interpret data and graph?

I. SynthesisII. Make relationshipIII. AnalyzeIV. Make connection

A. I , II and IIIB. I, II and IVC. I, III and IV

4. Based on the table below, we can make a conclusion that..

A. As overall students thinking skills have been decreased.B. Thinking skill of the students used teaching strategy (E2) has been improved drastically according to standard deviation.C. Only students in group E1 have changes in their thinking skills.D. Students in high level category show the highest improvement in their thinking skills followed by students in moderate and low level.

SOALAN TERBUKA

5. This study shows the significant positive increments of students thinking skills in high ability students are due to ..

Answer : the level of students readiness, willingness and motivation to the learning process.

THE EFFECT OF CONCEPT MAPPING ON PRESERVICE TEACHERS REFLECTIVE PRACTICES WHEN MAKING PEDAGOGICAL DECISIONS

1. Reliability testing is referring to the degrees of freedom of the test scores from the error. How a test is said to have high reliability?

a) The range of scores on the tests produced different in different times and places. b) Produced the same range of scores in the test, at different times and places. c) The range of scores produced the same at the same time and place. d) The range of scores produced different at the same time and place.

2.The researcher were interested in determining if there was a correlation between the use of concept mapping to help preservice teacher to improve their scores on the Teacher Work Sample (TWS) and Student Teacher Assessment Instrument (STAI).Based on the statement, what is the Independent Variable for the study?a) The score on TWSb) Concept mappingc) Preservice teacher

3.Finding from the ANCOVA on hypothesis 1, the result were unexpected since the researchers had anticipated that higher scores on the concept maps would result in higher scores in lesson plan, what is the possible explanation for the result?a) Different learning styles and multiple intelligences among students.b) Some students indicated difficulty in constructing the concept maps.c) Experimenter bias result in the researcher unintentionally that affecting the behavior.d) The concept mapping must be build up piece by piece with small units of interacting concept.

4. The statements below explain the theoretical basis for reflective practices that it is important for preservice teachers to be aware of the process of learning, EXCEPT

1. Pedagogical reasoning defines the process of identification and selection of strategies for representing key ideas in the lesson.1. Reflection requires preservice students to think about what theyknow as well as how students learn and to understand that this impacts their effectiveness as teachers.1. social learning states behavior is learned from the environment through the process of observational learning.

5. What are the possible reasons of the concept mapping can improve the reflective practice among junior level preservice teachers?Concept mapping is a way of providing a more comprehensive understanding of what teachers preparing to teach, eliminating sequencing errors and enabling them to develop lessons that are truly interdisciplinary. It is also a tool to help learners understand the concept of similarities and differences, cause and effect, part as opposed to whole analogical sets.THE EFFECT OF CONCEPT MAPPING ON PRESERVICE TEACHERS REFLECTIVE PRACTICES WHEN MAKING PEDAGOGICAL DECISIONS

1. Since the research participants were not randomly assigned to the experimental and comparison group. What is the design should be used to conduct the study?a) Surveyb) Ratioc) True experimentd) Quasi experiment

2. What is the deductive strategy?a) Also called discovery teaching or inquiring teaching.b) The teacher gives the students a new concept, explaining it then has the students practice it.c) The teacher presents students with many examples showing how the concept is used.

3. Choose three theoretical foundations that are used for a holistic scoring rubric for assessing students conceptual growth of idea using concept maps:a) Clarifying, expanding and assimilatingb) Expanding, assimilating and reflectingc) Expanding, assimilating and analyzedd) Clarifying, expanding and analyzed

4. The statements below explain the pedagogical strategies, exclude:a) Planning and evaluationb) Teaching method and feedbackc) Reinforcement and high achievement d) Questioning and individual instruction

5. In your opinion, how the use of mind maps can help a student in understanding lesson?Help student understand the concept of similarities and differences, cause and effect, part as opposed to whole and analogical sets.

Facilitating Students Geogmetric Thinking Through Van Hieles Phase-Based Learning Using Tangram

1. Alatyang digunakandalampembelajarangeometri Van Hiele di kalanganmuridadalah A. Jangkasudut C. Tangraf B. Tangram D. Tangolok

2. Berikutadalahkesanpembelajarangeometri Van Hiele di kalanganmuridkecuali A. meningkat B. MencabarC. tiadaperubahan

3. Van Hielemenggunakan 2 tahapuntukmelaksanakanpengajarangeometriini.Nyatakanlangkahtersebut:-A. Kaedahsoalselidikdan main perananB. Kaedahpengelihatandan mainperananC. Kaedahpengelihatandan brainstormingD. KaedahPenglihatandanAnalisis

4. Bagaimanakahpembelajaran Tangram dapatmenstimulasikanpembelajaranmanipulasidanbahanpengajaran?A. membolehkanpelajarberpemikirangeometridan proses mencarisebab.B. membolehkanpelajardapatmaklumatbalasdanmencarimakna.C. membolehkanpelajardapatrangsangandanmemahamitindakantersebut.

5. Dalamhasildapatan,kajianinimemberikanperbezaansignifikantdalam Pre-test dan Post-test? Berikanpendapatkamu. A. Kajianiniamatberkesanpadamuridsekolahkeranaiameningkatkemahiranberfikirpadaperingkatawaldanmemberipendedahanawalmengenaipenguasaangeometri. B. Kajian ini meletakkan menjuruskan kepada latihan tubi. C. Kajian ini merupakan langkah pertama bagi kemahiran menulis, membaca dan megira. D. Kajian ini menghalatujukan perkembangan pembelajaran fizikalogi .

Facilitating students, geometric thinking through van Hieles phase based learning using tangram

Q1) Which of the following teaching strategy was applied in this research?(A) Contructivism (B) Vygotsky (C) van Hieles phases of learning(D) Cooperate learning

Q2) What was the subject this research was based upon?(A) Biology(B) Chemistry (C) Mathematics

Q3)A Tangram is the oldest Chinese puzzle that consists of seven geometric pieces of shapes, called tans. Why the Tangram is considered suitable to teach geometry?(A) Helps to develop students manipulative and reasoning skills (B) Helps students to develop lateral thinking (C) Learning will be fun and students can absorb the lesson easier

Q4) The van Hieles model is divided into 5 phases of learning. The first phase is the Visualisation phase. How does visualisation increases students understanding in geometry thinking?(A) Learners visually recognize shapes and figures by their global appearance. (B) Learners are able explicitly identify the properties of the figures. (C) Helps learners to develop their skills of geometry vocabulary (D) Discover relationships between and among the 2-dimensional geometric shapes

Q5) A single group pre test-post test experimental research design was employed in this study. This is considered a weak experimental design. What are the limitations or weakness in using this type of research design?Weakness: No Control group No way of knowing whether traditional method of teaching could produce better result Uncontrolled-for threats to internal validity that might explain the results of the post test Example: maturation and data collector characteristics

Tajuk jurnal: Critical Thinking Disposition: A Neglected Loop of Humanities Curriculum in Higher Education ( Kecenderungan Pemikiran Kritis: Pengabaian Kurikulum Kemanusiaan dalam Pendidikan Tinggi)

1. Apakah bentuk kajian yang digunakan dalam kajian ini, Critical thinking disposition: A neglected loop of humanities curriculum in higher education.

AKajian kesBTinjauan CEksperimentalDKajian reka bentuk kuasi-eksperimen (Quasi-experiment)

2. Bagaimanakah kaedah yang lebih bersistematik digunakan untuk menganalisis data yang diperolehi dalam sesuatu kajian.

ASPSS statisticsBSoal selidikCUjian T

3. Menurut Hurt (1999) dalam Maghsood Amin Khandaghi dan Hamideh Pakmehr (2012), sistem akademik telah mewajibkan semua pelajar mesti lulus beberapa kursus dalam pemikiran kritikal sebelum tamat pengajian mereka.

Merujuk penyataan ini, mengapakah kemahiran berfikir secara kritikal penting dan perlu ditekankan dikalangan pelajar pengajian tinggi.

iMenggalakkan pelajar lebih fokus dan dapat meyelesaikan masalah dengan membuat keputusan yang bijak.iiSebagai persediaan kepada pelajar menghadapi pelbagai situasi.iiiSebagai imej pelajar berpendidikan tinggi berbanding dengan golongan biasa.ivBagi memenuhi syarat lulus pengajian mereka di universiti.Ai dan iiBi, ii dan iiiCi,ii dan iv

4. Kurikulum merupakan suatu rangkaian pendidikan menyeluruh dalam sesuatu sistem pendidikan, merangkumi matlamat, kandungan, kaedah pembelajaran dan penilaian. Mengapakah sekiranya tiada kecenderungan kemahiran berfikir dikalangan pelajar, kurikulum yang digunakan perlu disemak semula?

AKandungan dalam kurikulum yang digunakan tidak begitu menggalakkan pelajar menggunakan kemahiran berfikir secara kritis dan perlu semak semula.BKurikulum yang digunakan tidak menepati standard pendidikan tinggi. CKurikulum yang digunakan tidak relevan dengan perubahan masa kini.DPelajar bosan dan malas berfikir kerana kurikulum yang sama digunakan dari semasa ke semasa.

5. Mengikut pandangan anda, bagaimanakah cara untuk mengalakkan kemahiran berfikir dikalangan pelajar pengajian tinggi.

JAWAPAN

1. B2. A3. C4. A5. Pendidik perlu mempelbagaikan kaedah pengajaran yang lebih efektif dan menggalakkan pelajar menyelesaikan masalah dalam pengajaran dan pembelajaran. Menyemak semula kurikulum dan mengemaskininya dengan lebih menekankan kepada kemahiran berfikir dalam kandungan kurikulum. Journal : Incorporating critical thinking in the pedagogical content of a teacher education programme: does it make a difference?

1. Siapakah yang dikaji dalam kajian ini?A. Murid B. Guru Pelatih C. Pensyarah

2. Kajian ini dijalankan di mana? A. Turki B. Malaysia C. Australia

3. Terdapat 35 strategi dalam kandungan kursus pedagogi. 35 strategi dikategorikan di bawah:. Affective Strategy. Cognitive Strategy Micro Ability. Psychomotor Strategyv. Cognitive Strategy Macro Ability A. onlyB. & C. , & D. , & v

4. Cara mengajar kemahiran berfikir kepada murid dalam Pengajaran dan Pembelajaran adalah dengan:. Menyoal soalan yang memprovokasi pemikiran . Memfokuskan perbincangan . Pastikan murid mengadili setiap pandangan v. Latihan menulis A. onlyB. & C. , & D. , & v

5. Mengapa kumpulan treatment menunjukkan perubahan yang signifikan dalam ujian Post Test berbanding kumpulan control?Kumpulan Treatment telah diasingkan dan diajar kandungan kursus yang menyelitkan 35 strategi ctitical thinking. Oleh itu, mereka menunjukkan perubahan signifikan berbanding kumpulan control yang diajar kandungan kursus biasa

MISKONSEPSI DALAM KALANGAN PELAJAR PADA TOPIK CAHAYA DAN UPAYA MENGATASINYA

1. Apakah kaedah pengajaran yang digunakan oleh guru dalam kajian ini bagi mengatasi masalah miskonsepsi murid terhadap topik cahaya ?A. Kaedah pembelajaran masteri B. Kaedah pembelajaran kontekstual C. Kaedah pembelajaran inkuiri D. Kaedah pembelajaran koperafit

2. Yang berikut, yang manakah bukan proses dalam pembelajaran secara Kaedah Inkuiri?A. Penyoalan B. Membina penerangan (tugasan) C. Berfikir secara pantas

3. Guru yang mengamalkan Kaedah Inkuiri mempunyai ciri-ciri seperti yang berikut: I. Memahami isi kandungan II. Memahami ciri-ciri setiap pelajar III. Sentiasa berfikiran terbuka terhadap respon pelajarIV. Sentiasa berusaha memberi input yang maksimum kepada pelajar A. I, II dan IIIB. I, II dan IVC. I, III dan IVD. II, III dan IV

4. Antara berikut, penyataan yang manakah tepat tentang kaedah pembelajaran secara inkuri?A. Kaedah inkuiri dapat meningkatkan minat pelajar terhadap sesuatu pembelajaranB. Kaedah inkuiri lebih sesuai diaplikasikan oleh pelajar sekolah menengah berbanding dengan pelajar sekolah rendahC. Kaedah inkuiri hanya dapat dikatakan telah diaplikasi sekiranya eksperimen telah dijalankan semasa proses pengajaran dan pembelajaran

5. Kaedah inkuiri adalah berdasarkan falsafah John Dewey yang menyatakan bahawa proses pengajaran dan pembelajaran hendaklah merangkumi tiga aspek utama iaitu I. penyiasatanII. pemikiran reflektif III. pemikiran inovatif IV. jumpaanA. I, II dan IIIB. I, II dan IVC. I, III dan IVD. II, III dan IV