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Muzaky, Ahmad Furqon, Widha Sunarno, and Harjana. "Evaluating students logical thinking ability: TPACK model as a physics learning strategy to improve students logical thinking ability." Journal of Physics: Conference Series 1511 (March 2020): 012027. http://dx.doi.org/10.1088/1742-6596/1511/1/012027.
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Karmiati, Sri. "PENERAPAN METODE PENEMUAN TERBIMBING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS ANAK USIA 3-4 TAHUN DI PPT TERATAI KENJERAN SURABAYA." MOTORIC 4, no. 1 (June 28, 2020): 130–38. http://dx.doi.org/10.31090/m.v4i1.1022.
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This study aims to determine the increase in the ability to think logically children aged 3-4 years in PPT Kenjeran Surabaya through the application of the Guided Discovery Method. This type of research is classroom action research with subjects of 15 children aged 3-4 years and the object is the application of guided discovery methods in improving logical thinking skills. Data collection using the method of observation, interviews and documentation. The data collected is analyzed and reflected descriptively quantitatively. The results showed that in the first cycle of action as many as 4 children (25%) the ability of logical thinking children develop very well (BSB) this shows that the level of children's logical thinking ability is still low. Actions in cycle II have an increase in the ability to think logically by 13 children (80%) with very well developed criteria (BSB). So it can be concluded that the application of the Guided Discovery Method in improving the logical thinking ability of children aged 3-4 years in PPT Lotus Surabaya can be applied with good results.
Key words: Guided Discovery Method, logical thinking
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Noviani, Julia, Hilda Hakim, and Jarwandi Jarwandi. "ANALISIS KEMAMPUAN BERPIKIR LOGIS PADA MATERI PELUANG DI KELAS IX SMP NEGERI 1 TAKENGON." Jurnal Ilmiah Pendidikan Matematika Al Qalasadi 4, no. 1 (June 30, 2020): 14–23. http://dx.doi.org/10.32505/qalasadi.v4i1.1604.
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This study aims to describe the ability of students to think logically on probability subject in class IX in SMP Negeri 1 Takengon. This study uses a qualitative approach to the type of descriptive research. The subject of this study consisted of three students, with the criteria of one student with high ability, one with moderate ability, and one with low ability. Data collection used tests and semi-structured interviews. The instrument used was a test of probabality material. The process of data analysis in this study includes data reduction, data presentation, and drawing conclusions. Based on the analysis of the description of students logical thinking abilities with high criteria (student 1) showed excellent logical thinking skills. Then students with moderate abilities (student 2) showed good logical thinking skills. Student 2 has a deficiency in the stage of thought twitching. While students with low criteria (student 3) demonstrate sufficient logical thinking skills. Student 3 has a deficiency in the stage of thought twitching and drawing conclusions that indicate the student's inaccuracy. Overall the ability to think logically these three students can be said to be good. This can be seen from every work and interview results,, students are able to do most of the indicators of logical thinking ability.
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Juan, Cao. "A Cultural and Functional Approach to the Assessment of Logical Thinking Ability in English Writing." Scientific Programming 2021 (June 1, 2021): 1–9. http://dx.doi.org/10.1155/2021/1783384.
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The analysis of influencing factors of logical thinking ability in English writing is the key effective factor of evaluating logical thinking ability in English writing. In order to accurately evaluate logical thinking ability in English writing, this paper studies the evaluation method of logical thinking ability in English writing from the perspective of culture and function. This paper analyzes the relationship between the influencing factors of logical thinking ability in English writing. The factors of text structure and language expression reflect the culture and function of logical thinking ability in English writing, respectively, which have a direct impact on logical thinking ability in English writing. From these two aspects, 15 evaluation indexes are selected to construct the evaluation system of logical thinking ability in English writing. Considering the significant fuzziness of logical thinking ability in English writing from the perspective of culture and function, the comprehensive evaluation method of fuzzy mathematics is used for the process, the evaluation criteria are determined, the evaluation matrix is constructed, and the membership function is calculated, to complete the comprehensive evaluation of fuzzy mathematics based on the membership function and weight matrix. The experimental results show that this method can accurately evaluate the logical thinking ability of English writing and can be effectively used in the area of research.
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Manurung, Sondang R., and Deo Demonta Panggabean. "THE IDENTIFICATION OF LOGICAL THINKING ABILITY BASED ON GENDER IN PHYSICS TEACHERS PROSPECTIVE STUDENTS." Journal of Community Research and Service 2, no. 1 (August 9, 2018): 192. http://dx.doi.org/10.24114/jcrs.v2i1.10471.
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AbstractThe purpose of this study is to examine the ability to think logically in physics teachers candidates based on gender. The study was carried out in Medan State University that is acknowledged as one of leading Teaching-based Institution (locally known as Lembaga Pendidikan Tenaga Kependidikan, henceforth abbreviated as LPTK) in Medan. This research used an instrument that further examining the Test of Logical Thinking (TOLT). The total research sample is 70 people, consisting of 27 male and 43 female students. The results showed that male students have a higher logical thinking ability than female students. The implication of the result is discussed.Keywords: Logical Thinking, Gender, Physics Teachers Prospective Student, Medan State University
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Deb Sett, Priyanka. "THE IMPORTANCE OF LOGICAL THINKING ABILITY OF SECONDARY LEVEL SCHOOL STUDENTS IN SOUTH DELHI." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 1219–27. http://dx.doi.org/10.21474/ijar01/12959.
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Logical thinking ability of secondary level school students is described in this article. The logical thinking ability is one of the important components in the 21st century. Thus the study aim to analyze 14-16age group students logical thinking ability in lock down period. The sample was chosen by using a simple random sampling technique. The study involves two classes which has 200participants, consisting of, 100boys and 100girls in class 9and class 10 in South Delhi school. The researcher used a Logical Thinking Test by Sujeet kumar and Sikha Tiwari. T test was used to analyze the data. The result is that there is a significant difference between boys and girls logical thinking ability in 5domains.The finding of the test could be used to enhance students logical thinking ability of secondary students in future.
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Bonitalia, Bonitalia, Amiruddin Hatibe, and Marungkil Pasaribu. "Effect of Critical Abilities Thinking and Logical Thinking on Student’s Physics Learning Achievement at XII SMAN 2 Palu." Jurnal Riset Pendidikan MIPA 3, no. 2 (December 30, 2019): 54–61. http://dx.doi.org/10.22487/j25490192.2019.v3.i2.pp54-61.
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The purpose of this study is to analyze and examine (1) the effect of critical thinking skills on physics learning achievement, (2) the effect of the ability to think logically on physics learning achievement, (3) whether there is an influence shared between the critical thinking skills and logical thinking ability of students to the student physics achievement. This research is ex post facto. The study population was all students of class XII IPA SMA N 2 Palu that involved 292 students academic year 2016-2017. The samples in this study were students of XII Science class, 106 students were taken by purposive sampling in total which has four classes based on certain considerations. The data collection technique is using the test method for data critical thinking skills and logical thinking ability, and for students' physics learning achievement data. Data were analyzed using multiple regression analysis. The results of this study are: (i) there was a significant influence on the critical thinking skills to student physics learning achievement (R = 0.618> 0.196 at a significance level of 5%), (ii) there was a significant effect on the logical thinking ability to student physics learning achievement (R = 0.671> 0.195 at level significance 5%), (iii) there was a mutual influence between critical thinking skills and logical thinking ability to students physics learning achievement (R = 0.756, at the 5% significance level).
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Sholihah, Khoirussifa. "MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS PADA ANAK USIA DINI DENGAN MENGGUNAKAN MEDIA PUZZLE ANGKA." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 1, no. 5 (March 29, 2019): 13. http://dx.doi.org/10.22460/ceria.v1i5.p13-22.
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In the context of logical thinking the child will know about classifying objects based on function, shape or color or size, recognize patterns of ab-ab / abc-abc and repeat them. Increasing the ability to think logically with the puzzle media mental children will also be accustomed to being calm, diligent and patient in getting things done. So this research focuses on the implementation of the use of puzzle media in learning logical thinking in RA Nurul Yusro with the research title "Improving the ability of logical thinking in early childhood by using number puzzle media". This study aims at naturalist intelligence and logical thinking skills through puzzle media in group A aged 4-5 years. The use of instruments in this study was in the form of an observation sheet, in the form of a checklist of developmental achievement scales compiled based on a numerical scale assessment of 1-4. While the method used is a quasi-experimental method. The study sample was 10 children aged 4-5 years in group A RA Nurul Yusro. The results showed that the ability to think logically children aged 4-5 years in group A RA Nurul Yusro reached 35% of the minimum percentage of 65%. This shows that the ability to think logically children aged 4-5 years in group A RA Nurul Yusro is still low.
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Ginting, Fajrul Wahdi, and Nurdin Bukit. "THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS." Jurnal Pendidikan Fisika 4, no. 2 (December 1, 2015): 14. http://dx.doi.org/10.22611/jpf.v4i2.3192.
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The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.
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Aminah, Siti, and Derlina . "THE EFFECT OF INQUIRY TRAINING LEARNING MODEL AND THE LOGICAL THINKING ABILITY ON SCIENCE PROCESS SKILL OF STUDENTS." Jurnal Pendidikan Fisika 4, no. 2 (December 1, 2015): 63. http://dx.doi.org/10.22611/jpf.v4i2.3240.
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The purpose of this research was to analyze science process skill of students taught by training inquiry learning model better than taught by conventional learning, science process skill of students who have the logical thinking ability above the average better than students who have the logical thinking ability below the average and analyze interaction between learning model and the logical thinking ability of students in influencing the science process skill of students. The research type was quasi experiment. The population was students Class X SMA Negeri 1 Tambangan Kabupaten Mandailing Natal. The cluster random class technique was used in choosing the research sample. The instruments were consists of the test of science process skill and the test of logical thinking ability of students. The used test to obtain the data was essay test. The data in this research was analyzed by using the two ways ANAVA analysis. The research result showed that science process skill of students taught by training inquiry learning model was better than students taught by conventional learning, science process skill of students who have the logical thinking ability above the average was better than students who have the logical thinking ability below the average, and there was interaction between learning model and logical thinking ability of students in influencing the science process skill of students.
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Pohan, Dahrim. "THE EFFECT MODEL INQUIRY TRAINING MEDIA AND LOGICAL THINKING ABILITY TO STUDENT’S SCIENCE PROCESS SKILL." Jurnal Pendidikan Fisika 6, no. 1 (June 1, 2017): 50. http://dx.doi.org/10.22611/jpf.v6i1.6345.
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The aim of the research is to analyz : student’s science process skill using inquiry training learning model is better than konvesional learning.Student’s science process skill who have logical thinking ability above average are better than under average,and the interaction between inquiry training media and logical thinking ability to increase student’s science process skill.The experiment was conducted in SMP 6 Medan as population and class VII-K and VII-J were chosen as sample through cluster random sampling.Science prosess skill used essay test and logical thinking used multiple choice as instrument.Result of the data was analyzed by using two ways ANAVA.Result show that : student’s science process skill using inquiry training learning model is better than konvesional learning,student’s science process skill who logical thinking ability above average are better than under average and the interaction between inquiry training learning model media and logical thinking ability to increase student’s science process skill.
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Novaliyosi. "The Development of Instruments to Measure Student Mathematical Logical Thinking Ability in Kapita Selekta." SHS Web of Conferences 42 (2018): 00054. http://dx.doi.org/10.1051/shsconf/20184200054.
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The ability of logical thinking mathematically is one of the goals of the learning of mathematics, namely forming ability of reasoning students that reflected his skills in critical thinking, logical, systematic, and objective nature, honest, discipline in solving a problem well in various fields. In addition math can form a mindset into a mindset of mathematical, logical, systematic and critical that can be used to solve problems in daily life. This research aims to develop a test instrument for measuring the ability of logical thinking mathematically students on kapita selekta. The development method used in this research is to include: (1) define the variable; (2) outlines the variables into a more detailed indicators/dimensions; (3) draw up the details; (4) perform validation; (5) conducting trials; (6) analyze of validity and reliability. Based on the results of the test in theoretic instruments that developed included into the category is valid and worthy to be used on next stages as an instrument to measure the ability of logical thinking mathematically.
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Ontuganova, Sh Sh, and A. Zhapbarov. "FORMATION OF LOGICAL THINKING AND SPEECH SKILLS OF ELEMENTARY CLASS STUDENTS." Bulletin of Kazakh National Women's Teacher Training University, no. 2 (July 16, 2021): 31–41. http://dx.doi.org/10.52512/2306-5079-2021-86-2-31-41.
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Only with logically correct thinking and understanding, we distinguish between cause-and-effect relationships, dependence on each other, the origin and path of development of things around us. The process of logically correct thinking expands the student's ability to treat his assumptions skeptically and critically, thereby deepening and expanding his understanding of the world, existence and being. The logical process is the result of scientific knowledge of the world, memorization of objects and phenomena of the external world in the human brain, consideration of the correct forms and laws, rules of this image. Logical methods of thinking cannot be formed independently from the day children come to school, for this the teacher must lay the foundations of logical knowledge and skills. It is necessary to work out the material, describing each action taking into account the age capabilities of children, hence the use of a large number of logical tasks in teaching is an important factor in quality learning. And the assimilation of logical techniques, forms of thinking, concepts, judgments to primary school students by conclusions is provided by the primary school program. This article discusses the pedagogical prerequisites for performing a system of tasks in the main subjects of primary school as a way of forming logical thinking skills of younger schoolchildren, skills and means of practical study of logical concepts.
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Ab, J. S., G. Margono, and W. Rahayu. "The Logical Thinking Ability: Mathematical Disposition and Self-Regulated Learning." Journal of Physics: Conference Series 1155 (February 2019): 012092. http://dx.doi.org/10.1088/1742-6596/1155/1/012092.
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Riyanti, Henni, Suciati Suciati, and Puguh Karyanto. "Enhancing Students’ Logical-Thinking Ability in Natural Science Learning with Generative Learning Model." Biosaintifika: Journal of Biology & Biology Education 10, no. 3 (December 7, 2018): 648–54. http://dx.doi.org/10.15294/biosaintifika.v10i3.16612.
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The logical-thinking ability is one of the important competencies of 21st century that should be empowered. It is one of the aspects in a cognitive science domain that has not been implemented effectively in teaching and learning in the class. Then, this study aimed to analyzed the influence of generative learning model to enhance students' logical-thinking ability. This study was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was chosen by using simple random sampling technique. This study involved two classes which had 67 participants consisting of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instrument of logical-thinking ability formulated in the form of multiple choice tests with five alternative answers that had been tested for its validity and reliability. The analysis of data employed t-test using SPSS 21. The result indicated that the t-count > t-table (2.44 > 1.99) and p-value = 0.017 (p <0.05). It could be concluded that the application of generative learning model resulted in a significant influence on students' logical-thinking ability. The result of the analysis could be used by the schools for evaluating the quality of natural science learning in order to encourage students’ logical-thinking ability.
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Assmarqandi, Prangga, Laila Hayati, and Hapipi Hapipi. "Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Berpikir Logis Matematis Siswa pada Materi Program Linier." Griya Journal of Mathematics Education and Application 1, no. 2 (June 30, 2021): 163–75. http://dx.doi.org/10.29303/griya.v1i2.43.
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This research aims to determine the effect of problem-based learning model on student’s mathematical logical thinking abilities and the amount of it. To achieve the goals, this research used post-test only control group design. This research was held in class XI-IPA of SMAN 1 Sekotong and consist of 60 students which divided into two classes. By considering the post-test only control group design which requires a control group and the experimental group, used saturated sampling technique that took the whole population as the sample. The members of the population were all students of class XI-IPA of SMAN 1 Sekotong which divided into two classes XI-IPA 1 and XI-IPA 2. The instruments were used to measure the student’s logical thinking ability consist of four description. The measurement of the logical thinking ability was measured after the implementation of problem-based learning for four times. The level of compliance to the learning model was measured by observation of student and teacher activity sheets. The results of data analysis using t-test showed that problem-based learning have a significant influence on the mathematical logical thinking ability. Those results were showed by the increasing of mathematical logical thinking ability in each meeting. The analysis using the effect-size gave the result of the d value of 1,60 which means the application of problem-based learning have a high influence to the student’s mathematical logical thinking ability.
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Sari, Dwi Maulida, and Rizky Nurul Hafni. "PENINGKATAN KEMAMPUAN BERPIKIR LOGIS DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF TIPE TEAM-ACCELERATED INSTRUCTION." Journal of Didactic Mathematics 1, no. 2 (August 31, 2020): 111–16. http://dx.doi.org/10.34007/jdm.v1i2.317.
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This study is a quasi-experimental study with a pretest-posttest one group design. The population in this study is all students majoring in mathematics education at an Asahan University, North Sumatra. Sampling was done by using the purposive sampling technique. Students work under the cooperative learning method Team-Accelerated Instruction (TAI) type. This research was conducted to study the enhancement of students’ logical thinking ability after cooperative learning TAI types were implemented. The instruments used in this study are logical thinking ability tests, observation sheets, and student interviews. The data were analyzed by using t-test. From the result of data analysis, it is found that there is a significant enhancement in the logical thinking ability of the students’ who work under the cooperative learning method TAI type. Therefore, cooperative learning Team-Accelerated Instruction (TAI) type can be alternative learning to improve students’ logical thinking ability.
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Lunggito, Christin N. K., Anindito Aditomo, and Ide Bagus Siaputra. "Argument Evaluation Test for Critical Thinking Ability Assessment: A Preliminary Study." ANIMA Indonesian Psychological Journal 30, no. 2 (January 25, 2015): 111–15. http://dx.doi.org/10.24123/aipj.v30i2.540.
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Critical thinking is a highly valued learning outcome in all educational levels. This study explores students ability to evaluate arguments as one manifestation of critical thinking. Using a newly developed instument (the Argument Evaluation Test), we describe high school graduates’ (N = 2201) ability to distinguish between sound and fallacious arguments, without explicit instruction. The results indicate that about half of the participants were able to spontaneously evaluate arguments and identify logical fallacies. This is significant considering that argumentation and logical fallacies are not part of the school curriculum in Indonesia. Thus, the ability to identify at least some types of logical fallacies could be obtained through informal learning and therefore the knowledge underlying this ability is likely to be implicit. Another finding was that the ability to evaluate arguments seem to vary depending on the type of fallacy, with ad hominem arguments easier to be identified as fallacious compared to ad populum arguments, as well as demographic variables such as gender and ethnicity.
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Dista, Fitrah Nabila. "Penerapan Pendekatan Saintifik dalam Mengembangkan Berpikir logis Anak Usia 5-6 Tahun di RA Takrimah Tungkop Aceh Besar." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 5, no. 2 (December 27, 2019): 217–36. http://dx.doi.org/10.14421/al-athfal.2019.52-07.
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The problems in Raudhatul Athfal Takrimah Tungkop Aceh Besar are children have not been able in the development of logical reasoning, laying out, spelling out, sorting objects and classification according to (size, shape, number, etc.), and drawing logical conclusions, which is related to logical thinking. The purpose of this study are: (a) To determine the development of logical thinking of children aged 5-6 years at RA Takrimah Tungkop Aceh Besar with a scientific approach and (b) To determine the ability of teachers to apply scientific approaches to develop logical thinking of children aged 5-6 years at RA Takrimah Tungkop Aceh Besar. The research conducted was Classroom Action Research. The results showed that (a) The development of logical thinking in cycle I was 39%, and an increase in cycle II with a percentage of 78%. (b) The ability of teachers to apply the scientific approach in the first cycle is 54%, and an increase in cycle II with a percentage of 80%. The final results of the study showed that the application of a scientific approach could develop logical thinking at RA Takrimah Tungkop Aceh Besar
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NAGAO, Keiko I., Ryo KATO, Kazuto NODA, Tadashi MITSUI, and Tomoki ENDO. "Cultivating Logical Thinking and Description Ability through Information and Communication Technology." Journal of JSEE 66, no. 5 (2018): 5_82–5_87. http://dx.doi.org/10.4307/jsee.66.5_82.
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Azhar, Yufis, Dwi Anggraini Puspita Rahayu, and Wildan Suharso. "Sharpening Logical Thinking Ability Through Game Application Development Activities in Adolescents." Jurnal Perempuan dan Anak 3, no. 2 (November 29, 2020): 45–50. http://dx.doi.org/10.22219/jpa.v3i2.14583.
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One of the main capitals in the era of industry 4.0 is creative Human Resources. Creativity here means the ability to always innovate and be able to provide intelligent solutions of problems that arise in the community. Youth as the nation's greatest asset must continue to be encouraged to hone its creativity. Developing game apps is one way to hone this creativity. Because when creating a game app, one is required to imagine, but it remains logical. Hisbul Wathan, as one of the scouting organizations in Indonesia, which fosters the younger generation, is expected to play an active role in the development of Industry 4.0. Therefore, in this Community Service activity, will be given training on the creation of game applications to hone the logical thinking skills of hisbul wathan scouting movement cadres, especially for Kwarda Kota Batu.
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Syafitri, Rani, Zetra Hainul Putra, and Eddy Noviana. "Fifth Grade Students’ Logical Thinking in Mathematics." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 3, no. 2 (July 31, 2020): 157. http://dx.doi.org/10.33578/jtlee.v3i2.7840.
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The purpose of this study was to investigate fifth-grade students’ logical thinking in mathematics. Their logical thinking skills were categorized based on five levels, namely very low, low, medium, high and very high. This study used descriptive quantitative method, and it was conducted with 123 fifth-grade students from a public elementary school in Pekanbaru, Riau, Indonesia. The instruments used to collect data were logical thinking ability tests consisting of short answer tasks and mathematical reasoning for the given answers. The results of this study indicated that students have very low logical thinking within the average score of 22.76%. More than half of students could not give correct answers to the given tasks and also could not provide reasoning to their answers. The implication of this study is that teachers, teacher educators, curriculum developers, and government need to develop learning instruction that support students’ logical thinking in facing challenges in 21st century life.
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Sari, Emilia. "THE EFFECT OF COOPERATIVE LEARNING MODEL GROUP INVESTIGATION TOWARD LEARNING OUTCOMES PHYSICS VIEWED FROM LOGICAL THINKING ABILITY." Jurnal Pendidikan Fisika 6, no. 1 (June 1, 2017): 27. http://dx.doi.org/10.22611/jpf.v6i1.6341.
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The purpose of research to determine: the results of physics learning with cooperative learning model type group investigation and conventional learning, learning outcomes physics that has the ability to think logically above average and the ability to think logically below the average as well as the interaction model of cooperative learning type group investigation and the ability to think logically in influencing the outcomes of learning physics. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills.The results showed that: the learning outcomes of physics with cooperative learning model type group investigation better than conventional learning, learning outcomes physics that has the ability to think logically above average better than students who have the ability to think logically is below average and there is no interaction among cooperative learning model type group investigation and logical thinking skills in influencing the outcomes of learning physics.
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Rahmawati, Rahmawati, Edy Kurniawan, and A. Muafiah Nur. "Identifikasi Kemampuan Berpikir Logis Mahasiswa Calon Guru Fisika Menggunakan Instrument TOLT." Jurnal Pendidikan Fisika dan Teknologi 7, no. 1 (June 20, 2021): 27. http://dx.doi.org/10.29303/jpft.v7i1.2719.
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This study aimed to identify the type of reasoning and the level of prospective physics teacher students’ logical thinking ability. This type of research was a field study with a quantitative descriptive method. The test was the technique used in collecting data of this study. The instrument used in this study was the standard test like Test of Logical Thinking (TOLT). This test consists of 10 questions that measured five types of reasoning, namely proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and combination reasoning. The level of logical thinking ability was distinguished into concrete, transitional, and formal thinking operational. The sample of this study was students of physics teacher candidates at the first-year level, totaling 30 students. All of data was analyzed by quantitative descriptive. In general, students tend to the type of proportional reasoning and controlling variables and less on probabilistic reasoning. Based on the level of logical thinking ability, the results showed that the percentage of 30 students who were in the concrete, transitional, and formal categories, respectively, were 30%, 30%, and 60%. This data becomes the basis for consideration in the development of learning models and learning assessments used in lectures, especially in Department of Physics Education in one of the University in Makassar city, so that they are able to contribute to the development of students' level of logical thinking skills as a provision for the next life.
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Manurung, S. R., S. Mihardi, N. Y. Rustaman, and N. Siregar. "Improvement of Graph Interpretation Ability Using Hypertext-Assisted Kinematic Learning and Formal Thinking Ability." Jurnal Pendidikan Fisika Indonesia 14, no. 1 (January 27, 2018): 1–6. http://dx.doi.org/10.15294/jpfi.v14i1.9444.
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The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking) before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA) method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.
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Othman, Mahfudzah, Arifah Fasha Rosmani, Shukor Sanim Mohd Fauzi, and Umi Hanim Mazlan. "The Impact of Pair Programming on Students Logical Thinking_A Case Study on Higher Academic Institution." Social and Management Research Journal 16, no. 1 (June 26, 2019): 85. http://dx.doi.org/10.24191/smrj.v16i1.6085.
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Pair Programming (PP) is a well-known agile software development technique that has been widely implemented in programming classes. Through PP, students are able to share knowledge and expertise that will contribute to better programming solutions. Nevertheless, how PP can help to improve students’ cognitive abilities has yet to be explored. Therefore, this study’s aim was to investigate the impacts of implementing Pair Programming (PP) on students’ logical thinking. Logical thinking is part of the cognitive ability claimed to be one of the crucial factors that determine the success or failure of novice programmers. To achieve this, 60 students who enrolled in Diploma in Computer Science programme in Universiti Teknologi MARA Perlis Branch, Malaysia, were asked to take the pre-test and post-test of Group Assessment Logical Thinking (GALT) Test in the beginning and at the end of the semester. These students were divided into two main groups; Control and Test in the Test Group, students with low logical ability will be paired with their high logical thinking friends. Meanwhile, in the Control Group, no pair programming or collaborative technique took place. Five programming tasks were assigned to both groups to solve either collaboratively or individually. The results obtained via paired sample t-tests statistical analysis shows significant improvements in students’ logical thinking with p-value <0.05 in the Test Group
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Wilson, Audrey H. "Logical reasoning ability in Papua New Guinea tertiary science‐as measured by the test of logical thinking." International Journal of Science Education 10, no. 5 (October 1988): 589–93. http://dx.doi.org/10.1080/0950069880100512.
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Puspitasari, Nitta. "KEMAMPUAN MENGAJUKAN MASALAH DIRELASIKAN DENGAN KEMAMPUAN BERPIKIR LOGIS MATEMATIK." Mosharafa: Jurnal Pendidikan Matematika 7, no. 1 (August 25, 2018): 121–32. http://dx.doi.org/10.31980/mosharafa.v7i1.348.
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AbstrakKajian ini memaparkan tentang kemampuan mengajukan masalah matematis direlasikan dengan kemampuan berpikir logis matematis. Kemampuan mengajukan masalah serta berpikir matematis merupakan kemampuan esensial yang dimiliki dan dikembangkan oleh siswa untuk bisa menghadapi kemajuan IPTEK yang semakin pesat. Karena kedua kemampuan tersebut menjadi hal yang penting, maka diperlukan panduan pengembangan kemampuan tersebut jika dikaitkan satu dengan yang lainnya. Pada kajian ini juga menyajikan bagaimana rubrik penilaian mengajukan masalah direlasikan dengan kemampuan berpikir logis. Hal ini diharapkan dapat menjadi stimulus untuk mengembangkan kemampuan mengajukan masalah matematis secara optimal. AbstractThis study presents a mathematical problem posing ability related to the ability to logical thinking mathematically. The ability mathematical problem posing and logical thinking is an essential capability owned and developed by students to deal with advances in science and technology that rapidly. Since both the ability it becomes important, then needed the capability development guidance if it is associated with the other. In this study also present how the rubric assessment mathematical problem posing to related with the ability logical thinking. It is expected to be a stimulus to develop mathematical problem posing capability optimally.
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Prastika, Veronika Yusnita Andriani, Riyadi Riyadi, and Siswanto Siswanto. "DISCOVERY AND CORE LEARNING MODEL TOWARD CREATIVE THINKING VIEWED FROM LOGICAL MATHEMATICAL INTELLIGENCE." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 1 (April 9, 2021): 308. http://dx.doi.org/10.24127/ajpm.v10i1.3429.
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This research aims to 1) which learning model that supports students’ creative thinking ability whether discovery, CORE, or conventional learning model, 2) which model that supports creative thinking ability the most to high, moderate, and low level students, 3) know if there is interaction between learning model and students’ logical mathematical intelligence, and creative thinking ability. This is a quasi-experimental research with the population of eighth graders of junior high schools in Madiun Regency. The research design used a group pretest-posttest control design. The sample was determined using stratified cluster random sampling. This research uses two-way unequal ANOVA. This research concluded that 1) students’ creative thinking skill is developed better using Discovery than CORE and conventional learning model, 2) students with high logical mathematical intelligence have higher creative thinking ability than those with moderate and low logical mathematical intelligence,3) there is no interaction between learning model and logical mathematical intelligence with creative thinking ability.Keywords: Creative Thinking; Learning Model; Logical Mathematical Intelligence. AbstrakTujuan dari penelitan ini untuk mengetahui 1) model pembelajaran manakah yang memberikan kemampuan berpikir kreatif yang lebih antara model pembelajaran discovery learning, CORE atau konvensional, 2) manakah yang memberikan kemampuan berpikir kreatif yang lebih baik siswa yang memiliki kecerdasan logis matematis tinggi, sedang, atau rendah, 3) apakah terdapat interaksi antara model pembelajaran dan keceredasan logis matematis dengan kemampuan berpikir kreatif siswa. Metode yang digunakan pada penelitian adalah eksperimen semu, dengan populasi siswa kelas VIII SMP N Se-Kabupaten Madiun. Desain penelitian menggunakan group pretest-posttest control design Pemilihan sampel dengan menggunakan stratified cluster random sampling. Teknik analisis penelitian ini menggunakan anava dua jalan dengan sel tak sama. Kesimpulan pada penelitian ini 1) kemampuan berpikir kreatif siswa yang kenai model discovery learning lebih baik daripada model pembelajaran CORE dan konvensional, 2) Kemampuan berpikir kreatif siswa yang memiliki kecerdasan logis matematis tinggi lebih baik daripada siswa yang memiliki kecerdasan logis matematis sedang dan rendah, , 3) tidak ada interaksi antara model pembelajaran dan kecerdasan logis matematis dengan kemampuan berpikir kreatif.Kata kunci: Berpikir kreatif; kecerdasan logis matematis; model pembelajaran.
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Noviani, Sumandita, and Muhammad Nur Wangid. "Developing inquiry-based lectora multimedia in order to increase the logical ability and the creative thinking." Jurnal Prima Edukasia 6, no. 1 (January 20, 2018): 89. http://dx.doi.org/10.21831/jpe.v6i1.9653.
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The study aimed at: (1) developing inquiry-based lectora multimedia which is eligible to increase the logical ability and the creative thinking of the fifth-grade students; and (2) measuring the effectiveness of the inquiry-based lectora multimedia development in increasing the logical ability and the creative thinking of the fifth-grade students. The study was a research and development (R & D) effort. The developmental design of the study was adopted from the procedures proposed by Borg & Gall. In the preliminary field testing, the researcher involved three fifth-grade students from SD Jetis, Bantul. Then, in the main field testing the researcher involved eight fifth-grade students who were not involved in the preliminary field testing. Finally, in the operational field testing the researcher involved 33 students from Grade VA. The product of this study will be an inquiry-based lectora multimedia. Based on the research and development that had been conducted, 117 material experts and 87 learning experts declared that the inquiry-based lectora multimedia development is feasible with “Highly Valid” assessment category. The inquiry-based lectora multimedia development is effective to increase the logical ability and the creative thinking of the fifth-grade students. From the operational field testing, the researcher found that p = 0.003 < 0.050 and this finding implies that there is an increase in the logical ability and the creative thinking of the fifth-grade students who had been taught using the inquiry-based lectora multimedia in comparison to the students who were not taught using the inquiry-based lectora multimedia.
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Nugraha, Tantan Sutandi, and Ali Mahmudi. "KEEFEKTIFAN PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING DITINJAU DARI KEMAMPUAN BERPIKIR LOGIS DAN KRITIS." Jurnal Riset Pendidikan Matematika 2, no. 1 (May 1, 2015): 107. http://dx.doi.org/10.21831/jrpm.v2i1.7154.
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Penelitian ini bertujuan mendeskripsikan keefektifan pembelajaran matematika berbasis masalah, problem posing, dan pendekatan konvensional serta perbandingan keefektifannya ditinjau dari kemampuan berpikir logis dan kritis. Jenis penelitian adalah quasi experiment dengan pretest-posttest with nonequivalent group design. Populasi penelitian adalah 240 siswa kelas VIII SMP Negeri 2 Ciamis. Tiga kelas diambil secara acak untuk sampel penelitian, kemudian ditentukan lagi secara acak kelas eksperimen pertama, kelas eksperimen kedua, dan kelas kontrol. Instrumen yang digunakan adalah tes kemampuan berpikir logis dan tes kemampuan berpikir kritis yang terdiri atas soal pretest dan posttest. Teknik analisis data meliputi t-one sample test untuk menguji keefektifan masing-masing pendekatan pembelajaran dan MANOVA untuk menguji perbedaannya yang dilanjutkan dengan uji univariat. Semua uji menggunakan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: (1) pembelajaran berbasis masalah dan problem posing keduanya efektif ditinjau dari kemampuan berpikir kritis tetapi tidak efektif ditinjau dari kemampuan berpikir logis sedangkan pembelajaran konvensional tidak efektif ditinjau dari kemampuan berpikir logis maupun kemampuan berpikir kritis; (2) ditinjau dari kemampuan berpikir logis, tidak ada perbedaan yang signifikan antara pembelajaran berbasis masalah dan problem posing tetapi keduanya lebih unggul dibandingkan pembelajaran konvensional sedangkan jika ditinjau dari kemampuan berpikir kritis, pembelajaran berbasis masalah lebih unggul dibandingkan pembelajaran problem posing dan pembelajaran konvensional serta pembelajaran problem posing lebih unggul dibandingkan pembelajaran konvensional. Kata Kunci: pembelajaran berbasis masalah, problem posing, kemampuan berpikir logis, kemampuan berpikir kritis THE EFFECTIVENESS OF PROBLEM-BASED LEARNING AND PROBLEM POSING IN TERM OF THE LOGICAL AND CRITICAL THINKING ABILITY Abstract This study aims to describe the effectiveness of mathematics instruction through the problem-based learning, problem posing, and conventional learning approach with their effectiveness compa-ration in terms of logical and critical thinking ability. This research was a quasi-experimental study using the pretest-posttest with nonequivalent group design. The population of this research was all 240 students of grade VIII SMPN 2 Ciamis. Three classes were randomly established as the research sample, later established randomly the first experimental class, second experimental class, and control class. The instruments used in the research were a logical thinking ability test and critical thinking ability test, consisting of a pretest and posttest. The data analysis techniques consisted of the t-one sample test to investigate the effectiveness of each learning approaches and MANOVA to investigate their difference and continue by univariate test. All of tests use the 5% of significance level. The results of the research show that: (1) both of the problem-based learning and problem posing are effective in terms of critical thinking but they are not effective in terms of logical thinking and the conventional approach is not effective in terms of both the logical and critical thinking; (2) in terms of logical thinking, there are not signifficant difference between problem-based learning and problem posing approaches but they are better than conventional approach and in terms of critical thinking, problem-based learning is better than both of problem posing and conventional approaches and problem posing is better than the conventional approach. Keywords: problem-based learning, problem posing, logical thinking ability, critical thinking ability
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Maharani, Anggita, and Laelasari Laelasari. "EXPERIMENTATION OF SPICES LEARNING STRATEGIES WITH THE METHOD OF PROBLEM BASED LEARNING (PBL) TO BUILD MOTIVATION AND THE ABILITY TO THINK LOGICALLY FOR VOCATIONAL SCHOOL STUDENTS." Infinity Journal 6, no. 2 (September 12, 2017): 149. http://dx.doi.org/10.22460/infinity.v6i2.p149-156.
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This study aims to expose the interactions that occur in the process of mathematics learning and describe a method of learning motivation and logical mathematical thinking of students in classes. The method used in this research was a quasi-experimental design group post-test. In its implementation, this study uses a class experiment. Qualitative data are obtained in the form of motivational learning scale, whereas the quantitative data in the form of logical thinking ability score using normalized gain. The results showed the existence of a positive interaction during learning. However, learning motivation of students didn’t show a significant improvement. While the logical thinking ability of students after learning of mathematics using the strategy of SPICES with PBL method is in the category is fair. In its implementation, the strategy of SPICES needed support some teachers from several fields of science.
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Tobing, Flora Miranti L., Efendi Napitupulu, and Abdul Hasan Saragih. "PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR AKUNTANSI." Jurnal Teknologi Pendidikan (JTP) 12, no. 1 (September 9, 2019): 23. http://dx.doi.org/10.24114/jtp.v12i1.14500.
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Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui hasil belajar akuntansi siswa yang diajar dengan strategi pembelajaran berbasis masalah dan pembelajaran ekspositori, (2) Mengetahui hasil belajar Akuntansi siswa yang memiliki kemampuan berpikir logis tinggi dan berpikir logis rendah, dan (3) Mengetahui interaksi antara strategi pembelajaran dan kemampuan berpikir logis siswa terhadap hasil belalajar Akuntansi. Penelitian ini merupakan penelitian kuasi eksperimen. Populasi penelitian adalah 102 orang yang berasal dari tiga kelas yaitu kelas XI (sebelas) IPS SMA Negeri 3 Medan, sedangkan sampel seluruhnya 67 orang yang terdiri dari dua kelas dengan menggunakan cluster random sampling. Hasil penelitian menuunjukkan bahwa; (1) hasil belajar Akuntansi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi daripada hasil belajar Akuntansi siswa yang diajar dengan strategi pembelajaran ekspositori. (2) hasil belajar Akuntansi siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi daripada hasil belajar Akuntansi siswa dengan kemampuan berpikir logis rendah. dan (3) terdapat interaksi antara strategi pembelajaran dan kemampuan berpikir logis siswa dalam mempengaruhi hasil belajar Akuntansi. Kata Kunci: strategi pembelajaran, berbasis masalah, berpikir logis, akuntansi Abstract: This study aims to: (1) Know the accounting learning outcomes of students taught with problem-based learning strategies and expository learning, (2) Know the accounting learning outcomes of students who have high logical thinking ability and low logical thinking, and (3) Know the interaction between learning strategies and students' logical thinking abilities towards the results of Accounting learning. This research is a quasi-experimental research. The study population was 102 people from three classes, namely class XI (eleven) IPS SMA Negeri 3 Medan, while a total sample of 67 people consisting of two classes using cluster random sampling. The research results show that; (1) Accounting learning outcomes of students taught with problem-based learning strategies are higher than accounting learning outcomes of students taught with expository learning strategies. (2) Accounting learning outcomes of students who have high logical thinking ability are higher than accounting learning outcomes of students with low logical thinking ability. and (3) there is an interaction between learning strategies and students' logical thinking abilities in influencing accounting learning outcomes. Keywords: learning strategies, problem based, logical thinking, accounting
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Lisdiani, Revi, Edi Hendri Mulyana, and Dindin Abdul Muiz Lidinillah. "Pengembangan Media Neraca Lengan untuk Memfasilitasi Kemampuan Berpikir Logis Anak Usia Dini." Edusia: Jurnal Ilmiah Pendidikan Asia 1, no. 1 (August 22, 2021): 75–85. http://dx.doi.org/10.53754/edusia.v1i1.50.
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This research is motivated by the problems in the field regarding the limited availability of learning media in facilitating early childhood logical thinking skills, especially recognizing differences in objects based on the size of the object's weight. The importance of the ability to think logically from an early age to prepare children to live their daily lives is inseparable from logical thinking. The purpose of this study is to develop learning media to facilitate early childhood analytical thinking skills. The method used in this research is the development method with the Educational Design Research (EDR) model of the McKenney and Reeves model, which has three stages of research: analysis and exploration, design and construction, and evaluation and reflection. Data collection techniques used in this study were interviews, observation, questionnaires, and expert validation. The products that have been developed are then validated by media experts, material experts, and educational experts and then revised by researchers according to the validator's suggestions. Products that have been declared eligible to be tested based on the results of expert validation then tried twice on a limited basis on group B children in TK PGRI Karangmekar. The results of this study indicate that the developed media, namely balance scale media to facilitate early childhood logical thinking skills, is suitable for use in learning according to the results of expert validation, teacher responses, and student's ability to use balance scale media in learning in a limited trial.
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Li, Chengfeng. "The Core Literacy of Mathematics-The Cultivation of Mathematical Operation Ability." Lifelong Education 9, no. 7 (December 8, 2020): 1. http://dx.doi.org/10.18282/le.v9i7.1451.
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The core literacy of mathematics can be divided into the following aspects: mathematical abstraction, mathematical thinking, mathematical application, mathematical operation, logical reasoning, data analysis, mathematical modeling, intuitive imagination, number-shape connection, rigorous verification, mathematical emotion, reasonable guessing, Mathematical culture, careful thinking, use of mathematical tools, mathematical language or symbolic language. Mathematical ability is the most basic and main ability, and it is the foundation of other mathematical literacy. Cultivation of Mathematical Ability
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Pratiwi, Reni Septia, Martin Kustati, and Andi Susanto. "Strategi Belajar Think Talk Write dan Kemampuan Berpikir Logis Matematis." Math Educa Journal 3, no. 1 (July 2, 2019): 21–31. http://dx.doi.org/10.15548/mej.v3i1.264.
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The purpose of this study was to find out the logical thinking skills of students who learn with Solok City's Solok Think Talk Write class VIII strategy. This research is a quasi-experimental design with Randomized Control Group Only Design. Random sampling technique. The experimental class VIIIG and the VIIIE control class were selected. The instrument of this study tests mathematical logical thinking skills. Based on the results of the test, the average experimental class was 80.81 higher than the control class of 75.03. Hypothesis testing with t-test shows that mathematical logical thinking ability of experimental class students is higher than control class students.
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Permatsari, Dewiana, Euis Eti Rohaeti, and Sharina Munggaraning Westhisi. "MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS ANAK USIA DINI MELALUI METODE BERNYANYI PADA ANAK KELOMPOK B." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 2, no. 5 (August 20, 2019): 230. http://dx.doi.org/10.22460/ceria.v2i5.p230-236.
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Salah satu aspek perkembangan kognitif yang dapat dikembangkan oleh anak usia dini adalah kemampuan berpikir logis pada anak, untuk itu diperlukan suatu metode pembelajaran yang dapat meningkatkan kemampuan berpikir logis pada anak, salah satunya adalah melalui metode bernyanyi. Melalui metode bernyanyi, kemampuan berpikir logis anak akan meningkat. Dengan bernyanyi serta melakukan gerakan sesuai lirik lagu yang dinyanyikan, maka anak akan berimajinasi dan kemampuan berpikir logis anak akan meningkat dengan baik. Penelitian ini menggunakan metode kuasi eksperimen dengan desain penelitian control group desain dengan menggunakan dua kelas yang terdiri dari B1 kelas eksperimen dan B2 kelas kontrol di RA Multazam. Berdasarkan hasil penelitian, data yang diperoleh adalah bahwa rata-rata nilai gain kelas eksperimen 2,05 sedangkan rata-rata nilai gain kelas kontrol yaitu 0,44 yang artinya bahwa setelah diberikan treatment bernyanyi di kelas eskperimen, kememapuan berpikir logis pada anak meningkat dibandingkan dengan kelas kontrol yang tidak diberikan treatment. Maka dari itu, penelitian ini direkomendasikan kepada para pendidik anak usia dini, untuk menerapkan metode bernyanyi kepada anak agar perkembangan berpikir logis anak dapat meningkat.One aspect of cognitive development that can be developed by early childhood is the ability to think logically in children, for that we need a learning method that can improve the ability of logical thinking in children, one of which is through the method of singing. Through singing methods, children's logical thinking ability will increase. By singing and moving according to the song lyrics, the child will imagine and the child's logical thinking ability will improve properly. This research is a quantitative study with a quasi-experimental design involving children in the B age group which is made into two classes, namely the experimental class and the control class. Based on the results of the study, the data obtained is that the average value of the experimental class gain is 2.05 while the average value of the control class gain is 0.44, which means that after being given treatment, namely the method of learning singing in the experimental class, the ability of children to think logically is increased compared to the control class that was not given treatment. Therefore, the method of singing can be used as an alternative learning method to improve the ability to think logically early childhood.
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Noer Hodijah, Siti Romlah, Ria Sudiana, and Dewi Murni. "The Effectiveness of Scaffolding Based Virtual Class to Improve Student’s Logical Thinking Ability." Jurnal Penelitian dan Pembelajaran IPA 4, no. 1 (May 31, 2018): 51. http://dx.doi.org/10.30870/jppi.v4i1.3041.
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Çığrık, Ersen, and Remziye Ergül. "The investion effect of using WebQuest on logical thinking ability in science education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4918–22. http://dx.doi.org/10.1016/j.sbspro.2010.03.795.
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Riyanti, Henni, Suciati, and Puguh Karyanto. "The Relationship between Logical-Thinking Ability and Science Achievement of Middle School Students." Journal of Physics: Conference Series 1241 (June 2019): 012024. http://dx.doi.org/10.1088/1742-6596/1241/1/012024.
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Nawafilah, Nur Qomariyah. "IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL/ MASALAH MATEMATIKA PADA MATERI FAKTORISASI SUKU ALJABAR DI KELAS VIII SMP." Jurnal Teknika 9, no. 2 (September 1, 2017): 6. http://dx.doi.org/10.30736/teknika.v9i2.63.
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Developments in science and technology requires human ability to be able to filter the received
information. Therefore, people must be able to think critically. In education, think critically can be
teached by mathematics, it caused mathematics is means of thinking that can grow reasoning dan logical
thinking ability. There are many ways to retread students to think critically, such as by solving
mathematics problem that need critical thinking. By that way, hoped students will retreaded to be able
to solve any problem logically and systematically. The objective of this research is to describe the level
of students’ critical thinking ability. Subjects of this research are students in class VIII-C of SMP Negeri
1 Kediri consisting of 25 students. They given critical thinking test then the results are categorized into 4thlevel (critical), 3rdlevel (critical enough), 2nd
level (less critical), and 1st level (not critical). The result shows that there are 4 students in 4thlevel (16%), 8 students in 3rd level (32%), 6 students in 2
nd level (24%), and 7 students in 1stlevel (28%).
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Sopian, Herman. "Deskripsi Kemampuan Berpikir Logis dan Pemahaman Konsep Sistem Hormon pada Siswa Kelas XI SMA." Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi 7, no. 2 (December 28, 2019): 85. http://dx.doi.org/10.25134/edubiologica.v7i2.3023.
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This study aimed to obtain information about logical thinking ability and understanding of the concept of students on the hormonal system material. This study was conducted in class XI in one of the high schools in the Serang city. The method used is descriptive quantitative. This quantitative descriptive method to describe, explain and interpret the logical thinking ability and understanding of students on the hormonal system concept by using instruments such as diagnostic tests and about the three-tier test and test of logical thinking (TOLT). The sampling technique is done by cluster random sampling as many as 33 students. Based on the results obtained TOLT that categorized either proportional reasoning, reasoning control variable and low category correlational reasoning, and reasoning probability and combinatorial reasoning sufficient category. Based on the three-tier test results showed that students had difficulty understanding especially on subconcepts hormone function as well as differences in the hormone system and nervous system�
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Masitoh, Lisda Fitriana. "THE EFFECTIVENESS OF PROBLEM BASED LEARNING (PBL) APPROACH VIEWED FROM THE STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY." JPMI (Jurnal Pendidikan Matematika Indonesia) 4, no. 2 (December 2, 2019): 47. http://dx.doi.org/10.26737/jpmi.v4i2.699.
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Generally, mathematical competence equips students with logical thinking ability. On the other hand, the mathematical competence is expected to equip students with creative thinking ability. Creative thinking ability is used when a person faces a problem or challenge. Nowadays, there has been a lot of developing approaches that can be used to create ideal learning condition to achieve the learning goals, including improving the mathematical creative thinking ability. One of approaches that can be used is Problem Based Learning (PBL). The purpose of this research was to describe the effectiveness of PBL approach in terms of mathematical creative thinking ability. This was a quasi-experimental reseach. A control class used the conventional approach. The results showed that Problem Based Learning (PBL) was an effective appoach viewed from the mathematical creative thinking ability. Meanwhile, the control class was not effective.
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Riyanti, Henni, Suciati Suciati, and Puguh Karyanto. "THE EFFECTIVENESS OF GENERATIVE LEARNING MODEL TO ENHANCE STUDENTS' LOGICAL-THINKING ABILITY IN SCIENCE LEARNING." EDUSAINS 10, no. 2 (December 30, 2018): 309–18. http://dx.doi.org/10.15408/es.v10i2.9044.
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KEEFEKTIFAN MODEL PEMBELAJARAN GENERATIF UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS SISWA DALAM PEMBELAJARAN IPAAbstractOne of the important 21st-century competencies that should be empowered is logical-thinking ability. Logical-thinking ability is one of the aspects in domain cognitive science that could not be implemented effectively in teaching and learning in the class. Then, this study was aimed to know the effectiveness of generative learning model to enhance students' logical-thinking ability. This research was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was taken by using simple random sampling technique. The research involved two classes which were 67 participants consist of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instruments of logical-thinking ability, they were multiple choice tests with five alternative answers that have been tested for its validity and reliability. The used analysis of data is t-test by SPSS 21. The result obtained t-count value is 2.44, t-table on significant level 0.05 is 1.99, and p-value = 0.017 (p <0.05). It can be concluded that the t-count > t-table, so H0 refused. This also indicates that the application of generative learning models provides a significant impact on students' logical-thinking ability. AbstrakSalah satu kemampuan penting abad 21 yang harus diberdayakan adalah kemampuan berpikir logis. Kemampuan berpikir logis adalah salah satu aspek dalam domain kognitif sains yang belum dapaat diimplementasikan dengan efektif dalam pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran generatif untuk meningkatkan kemampuan berpikir logis siswa. Penelitian ini dilakukan dengan menggunakan jenis penelitian eksperimen semu dengan desain pretest-posttest non-equivalent control group. Pengambilan sampel dilakukan dengan menggunakan teknik simple random sampling. Penelitian ini melibatkan dua kelas yang terdiri dari 67 partisipan dengan distribusi 34 siswa di Kelas VIII.9 sebagai kelompok eksperimen dan 33 siswa di Kelas VIII.7 sebagai kelompok kontrol. Peneliti menggunakan instrumen kemampuan berpikir logis yaitu tes pilihan ganda dengan lima alternatif jawaban yang telah diuji validitas dan reliabilitasnya. Analisis data yang digunakan adalah Uji-t menggunakan SPSS 21. Hasil yang diperoleh yaitu nilai thitung adalah 2.44, ttabel dengan nilai signifikansi 5% adalah 1.99 dan p-value = 0.017 (p < 0.05). Dengan demikia dapat disimpulkan bahwa nilai thitung > ttabel, sehingga H0 ditolak. Hal ini juga menunjukkan bahwa model pembelajaran generatif memberikan pengaruh yang signifikan terhadap kemampuan berpikir logis siswa.
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Tretiak, T. O., A. G. Sokorenko, I. V. Dregval, and O. V. Severynovska. "Analysis of brain bioelectric activity during verbal-logical thinking of biology students." Regulatory Mechanisms in Biosystems 8, no. 2 (April 23, 2017): 244–51. http://dx.doi.org/10.15421/021738.
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75 female students of biology aged 18–22 were examined. The indicators of coherence of frequency components of electroencephalography in a quiet state and during solving tasks involving verbal-logical type of thinking, were assessed. The study included two stages: at the first stage, the individual psycho-physiological features of the students were investigated, then, the students investigated were divided into two groups, those with low and those with medium levels of performing tests. Performance of tasks involving verbal-logical thinking, compared with the background state, was characterized by polyrhythmic EEG activity with dominating δ-oscillations and prevailing δ-activity in the frontal area, which indicates their special role in regulation of complicated forms of cognitive activity. With development of ability of verbal-logical thinking, we established the increase in the spectral capacity in the frontal F3, F7, central С3, С4, parietal Р3, Р4 and temporal Т5 leads and increasing of synchronization in α-range in the left frontal zone, in areas near the Vernike zone and in the contour area F4–F8–T4–P4 of the right hemisphere. In the process of solving logical problems, the students with the low level of development of this cognitive ability demonstrated an increase of SC of β1-oscillation in Fp2, Р3, О2 leads, and the students with the medium level of development of logical thinking, on the contrary, demonstrated a reliable decrease in capacity of β1-oscillations in the central С4 and parietal Р4 leads. However, in the most productive students, a considerable number of significant functional connections and high values of coefficients of coherence between frontal F3–F4, F4–C4, central and parietal C3–P3, C4–P3, C4–P4 and occipital O1–O2 leads in the above mentioned EEG range were recorded. The spectral capacity of β2-components of EEG in students with different levels of development of logical thinking varied within background values and decreased in certain sections. The students with the medium level of manifestation of verbal-logical thinking demonstrated synchronization of SC of β2-range between frontal Fp1–Fp2, Fp2–F7, F3–F4 and other C3–C4, O1–T5, T3–T4 leads. While performing the tasks involving logical thinking, the students with low manifestation of this mental ability, did not demonstrate any considerable changes in indicators of SC of the θ-range. However, a reliable increase was established in the Fp1, Fp2, F7 and in О2 leads in the students tested in the group with the medium manifestation of cognitive ability. It should also be noted that with the development of verbal-logical way of thinking, the brain transfers in a special functioning mode with the low functional connection in the area of θ-oscillations, which indicates the preservation of the previously formed neural network. Therefore, in this work, we for the first-time distinguished special features and functional connections during performing verbal, rather than mathematical cognitive logical tasks: localization of loci of interaction at α-frequencies in frontal and central leads of the right hemisphere; β1 – in frontal leads of the left and central right hemisphere, β2 – in frontal and occipital left and in occipital areas of the right hemisphere. It was established that in low-frequency δ- and θ-ranges of EEG, both large cell ensembles, which embrace almost all right hemisphere, and separate sections in frontal, pariental, pariental-occipital locuses of the left hemisphere, are functionally integrated.
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Bushchak, Ihor, and Yuliia Makarii. "THE USE OF ROBOTIC DEVICES IN PRESCHOOL CLASSES FOR THE DEVELOPMENT OF LOGICAL THINKING." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 51–59. http://dx.doi.org/10.31499/2307-4906.2.2021.236634.
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The progressive development of all activities in society requires determination in the modernization of education. The preschool education system is affected by significant changes in the restructuring of the subject and developmental environment in preschool education. It still needs new natural and accessible solutions of the teachings methods for children. Since the basic and initial concepts are formed in early childhood, it is impossible to ignore this period of human life. One of the most important cornerstones for harmonious development is the forming of logical thinking. Under the influence of the rapid growth of the information technology industry, different software, educational devices, educational and learning toys and online environments are created in order to develop preschooler’s logical operations at the basic level. Implementing such tools will be the first basic stage in the understanding of programming and coding for preschoolers, will help to learn something new and will motivate them. Therefore, work on the development of logical thinking will become not only more interesting but also more accessible and effective. Logical thinking is the basis that develops a childʼs skills of analysis, comparison, finding a way out of problematic situations, as well as the ability to draw clear and consistent conclusions. The article presents the views of Ukrainian and foreign scientists, famous teachers on the development of thinking, logical thinking in preschool children. The main stages of development of thinking of preschoolers from birth to six years, as well as the use of robot devices “Makeblock mTiny”, “Bee-Boot”, and online environment “Code.Org” for the preschoolerʼs logical thinking development, are noticed by the authors. The study of the feasibility of using robot devices in logic development activities in preschool education takes an important place in the article. The results of this research are presented.
Keywords: logical thinking, programming, coding, robotic devices, digital skills, educational environment, digital literacy, digital competencies
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Shabrina, Ega, and Anik Lestariningrum. "The role of loose parts play in logical thinking skill in KB Lab school." Journal of Early Childhood Care and Education 3, no. 1 (June 5, 2020): 36. http://dx.doi.org/10.26555/jecce.v3i1.1679.
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Logical thinking is a pivotal skill for children that must be developed as early as possible in order to prepare an ability to think realistic and systematic. Think logically somehow is difficult for age 3-4 years old shown by facts that some children only do activities based on teacher’s example. Loose part play was selected because it facilitates creative, logical, and systematic thinking in problem solving. Loose part play is one activity that uses concrete and real object to explore. Using qualitative approach, this study involves ten students from KB Lab school. The result was analyzed using qualitative descriptive method. The data were collected using observation, interview, and documentation. The result of the study showed that the 3-4 years old children showed an improvement after playing loose part because the activities suits their developmental stage and utilized objects in their surroundings.
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Ningsih, Sita Ratna, Mohamad Syarif Sumantri, Nurjanah Nurjanah, and Erry Utomo. "Enhancing Elementary School Students’ Learning Outcomes in the Field of Social Sciences Studies through Problem Based Learning Method." Al-Ta lim Journal 26, no. 2 (July 29, 2019): 97–111. http://dx.doi.org/10.15548/jt.v26i2.572.
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The learning outcomes of the Social Sciences study at the Elementary School level in Indonesia in general have not shown maximum results, this is because the social studies field includes subjects that are less attractive to students. This study aims to determine the effect of Problem Based Learning learning method and Conventional learning method as well as the ability to think logically towards learning outcomes in Social Sciences. This research was conducted on class VI students of the State Ibtidaiyah Madrasah in Ciputat, with a total of 60 students. This study uses treatment by level 2 x 2. The data analysis technique is the analysis of two-way variance (ANAVA). The results of the study showed that: (1) Student learning outcomes in social studies subjects taught using PBL learning method were higher than students taught using conventional method, (2) for students who have high logical thinking skills, the learning outcomes of students taught using the Problem Based Learning method are higher than those taught using conventional method, (3) for students who have low logical thinking skills, student learning outcomes are taught using the PBL method lower than students taught using conventional method.(4) there was an interaction effect between PBL learning method and logical thinking skills.
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Kanoknitanunt, Pongsakorn, Prachyanun Nilsook, and Panita Wannapiroon. "Imagineering Learning With Logical Problem Solving." Journal of Education and Learning 10, no. 3 (April 30, 2021): 112. http://dx.doi.org/10.5539/jel.v10n3p112.
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This study aimed at developing an imagineering learning process model with logical solutions by using documentary research and relevant experts’ viewpoints with regard to the process of Imagineering Learning—problem-based learning (PBL) involving logical and computational thinking. The data were then synthesized in order to find the relationship of learning theory to achieve an Imagineering Learning process by solving logic problems. The analysis of related documents and research revealed that the Imagineering Learning process involving logical problem solving consisted of 6 important steps as follows: 1) the problem-solving stage, 2) the problem-solving design stage, 3) the innovation development stage, 4) the innovation presentation, 5) the innovation improvement stage, 6) the evaluation stage. The aforementioned learning process can also result in the development of students’ innovative skills, and encouraging learners to develop such skills. The emphasis in terms of the Imagineering process is to create inspiration for the imagination of things that do not yet occur. The process then continues with innovation development by using the PBL process in which students learn solution thinking, focusing on logically-prioritizing problems and their causes and effects. This creates structural and systematic learning through practice, so that students can develop the ability to seek knowledge and develop problem-solving abilities.
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Dewantara, Hendi, and Ismaniar Ismaniar. "Logical Thinking Improvement in Children Aged 5 to 6 Years Through Pop-Up Book." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 9, no. 3 (August 31, 2021): 384. http://dx.doi.org/10.24036/spektrumpls.v9i3.113718.
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The study was set back by the children's low logic ability of 5-6 years age at nagari muaro, sijunjung district. One of the key factors that led to the alleged lack of interesting learning facilities /media. This study is aimed at seeing an increase in logical thinking ability in children as young as 5-6 years of age through the use of pop-up book media in the family at nagari muaro, sijunjung district. The type of research is quantitative using pseudo-experiment methods (quasi exsperiment) with pretest design and posttest. The research population is 15 people. While the sample of the six selected kids from jorong Pematang Sari Bulan, sampling retrieval techniques are used sampling samples. The data analysis USES t-test samples samples. As a result of the conclusion to the data collection and management, 1) before being given actions (pretests) the most logical thinking ability of children is seen but inconsistently, this is seen from tests given by researchers ata time when the pretesting of children is more questionable. 2) after being given a posttest of logical thinking ability, children are characterized at the most consistent level, as indicated by tests given by researchers during posttest sessions, children are more able to answer. 3) there is a sophisticated difference between pretest results and posttests after a child has used inside pop-up book media