SPEED READING

CRITICAL THINKING

CONCEPT of MAPPING

BELAJAR

Belajar / Proses belajarBelajar / Proses belajar

Belajar Sepanjang HidupBelajar Sepanjang Hidup

( Lifelong learning Adult learning Active Learning )( Lifelong learning Adult learning Active Learning )

BelajarBelajar KeputusanKeputusanMembacaMembaca

( Mengetahui Memahami )( Mengetahui Memahami )

Reading

Lec

ture

s in

mo

du

le

Days Months Years

Imagine ………

How ???

Reading / Membaca

Teks

- Observasi ( teliti )

- Interpretasi data

Isu Teks / opini

Berpikir

Kreatif Kritis

Tantangan

Analisa

Keputusan

Slow reading ?-Individual variables : Kecerdasan, motivasi faktor fisiologik dan psikologik

-Kurangnya vocabulary dan tingkat pemahaman -Kurangnya konsentrasi

?

Comprehension

TimeSpeed Reading

SPEED READING

Tujuan :

-Meningkatkan kecepatan kemampuan membaca

-Meningkatkan konsentrasi dan memori

-Mempersingkat waktu untuk membaca

-Mengatur waktu

?Membaca efektif

Membaca Membutuhkan tahapan / pola pikir

kebiasaan pikiran

Critical Reading Critical Thinking

Critical Reading

Teknik untuk mengetahui informasi dan ide dalam teks

Critical Thinking

Teknik untuk evaluasi informasi dan ide untuk

menentukan apa yang dapat diterima dan dipercaya

( Membaca kritis )

( Berpikir kritis )

In pratice critical reading and critical thinking are in harmony

( Membaca kritis )

Sistem membaca :

-Tentukan tujuan membaca dari materi yang dibutuhkan

-Baca Introduction dan summary

-Gunakan teknik Skimming dan Scanning

-Gunakan Teknik Mapping untuk Summarize

-Terapkan sistem “ read check read “

-Kurangi reading fatigue dan tingkatkan konsentrasi

-Tanggulangi hambatan

-Gunakan hasil membaca dengan cara berlatih (practice)

Critical Reading

Langkah membaca kritis

• Teks: amati, baca sekilas sebelum baca

seluruh

• Isi dan konteks : hubungkan

• Buat pertanyaan tentang kandungan teks

• Refleksikan kandungan teks yang

berhubungan dengan pendapat saudara

• Buat rangkaian kandungan teks dengan kata-

kata saudara sendiri

When U have 2 know what When U have 2 know what U r U r

reading aboutreading about............

Learn speed reading, Learn speed reading, comprehend,comprehend,

use Ur memory betteruse Ur memory better............

Critical Thinking

• Berpikir berdasar alasan ketrampilan :

- membedakan antara relevan & tidak

Definition of Critical Thinking

Critical thinking means correct thinking in

the pursuit of relevant and reliable

knowledge about the world. Another way to

describe it is reasonable, reflective,

responsible, and skillful thinking that is

focused on deciding what to believe or do.

Critical Thinking( Berpikir kritis )

Terdiri dari kombinasi beberapa kemampuan

Rationality - Berdasar alasan dari emosi- Membutuhkan fakta

Self-awareness - Mempertimbangkan alasan berdasar pengaruh bias, prasangkaHonesty

- Dorongan emosi, egois, tujuan jahat Discipline

- Tepat, teliti, menyeluruh dan lengkapJudgment

- Mempertimbangkan relevansi antara asumsi dan kenyataan Open-mindedness

- Evaluasi dan mempertimbangkan semua pendapat yang layak- Tetap terbuka untuk menerima interpretasi alternatif- Menerima penjelasan, Model, Paradigma baru karena disertai pembuktian

Apakah Saya Berpikir Kritis

?1. Apakah saya menguatkan pendapat saya dengan bukti ?2. Apakah saya berusaha memahami ?3. Apakah saya mendengar dengan pikiran terbuka ?4. Apakah saya berani berbicara ?5. Apakah saya bersikap sopan santun ?6. Apakah saya minta klarifikasi dan elaborasi ?7. Apakah saya menerima informasi secara membabi buta ?8. Apakah saya terikat pada satu pendapat ?9. Apakah saya mengembangkan informasi yang diberikan /

disampaikan ?

A person who thinks critically can ask

appropriate questions, gather relevant

information, efficiently and creatively sort

through this information, reason logically

from this information, and come to reliable

and trustworthy conclusions about the world

that enable one to live and act successfully in

it.

Critical thinking is not being able to

process information well enough to know

to stop for red lights or whether you

received the correct change at the

supermarket. Such low-order thinking,

critical and useful though it may be, is

sufficient only for personal survival; most

individuals master this.

True critical thinking is higher-order

thinking, enabling a person to, for example,

responsibly judge between political

candidates, serve on a murder trial jury,

evaluate society's need for nuclear power

plants, and assess the consequences of

global warming.

Critical thinking enables an individual

to be a responsible citizen who

contributes to society, and not be

merely a consumer of society's

distractions.

Critical thinking can be described as the

scientific method applied by ordinary people

to the ordinary world.

This is true because critical thinking mimics

the well-known method of scientific

investigation:

a question is identified, an hypothesis

formulated, relevant data sought and

gathered, the hypothesis is logically tested

and evaluated, and reliable conclusions are

drawn from the result.

Critical thinking is the ability to think

for one's self and reliably and

responsibly make those decisions that

affect one's life.

Critical thinking is also critical inquiry,

so such critical thinkers investigate

problems, ask questions, pose new answers

that challenge the status quo, discover new

information that can be used for good or ill,

question authorities and traditional beliefs,

challenge received dogmas and doctrines,

and often end up possessing power in

society greater than their numbers.

Critical thinking is scientific thinking.

All of the skills of scientific investigation are

matched by critical thinking, which is

therefore nothing more than scientific

method used in everyday life rather than in

specifically scientific disciplines or

endeavors.

Raymond S. Nickerson (1987), an authority on critical thinking,

characterizes a good critical thinker in

terms of knowledge, abilities, attitudes,

and habitual ways of behaving.

The characteristics of such a thinker:

Uses evidence skillfully and impartially Organizes thoughts and articulates them concisely and coherently Distinguishers between logically valid and invalid

inferences Suspends judgment in the absence of sufficient

evidence to support a decision Understands the difference between reasoning

and rationalizing Attempts to anticipate the probable consequences of alternative actions 

Understands the idea of degrees of belief Sees similarities and analogies that are not superficially apparent Can learn independently and has an abiding interest in doing so Applies problem-solving techniques in domains

other than those in which learned Can structure informally represented problems in

such a way that formal techniques, such as mathematics, can be used to solve them

Can strip a verbal argument of irrelevancies and phrase it in its essential terms

 

Habitually questions one's own views and attempts to understand both the assumptions that are critical to those views and the implications of the views Is sensitive to the difference between the validity of a belief and the intensity with which it is held Is aware of the fact that one's understanding is always limited, often much more so than would be apparent to one with a noninquiring attitude Recognizes the fallibility of one's own opinions, the probability of bias in those opinions, and the danger of weighting evidence according to personal preferences

Concept Concept MappingMapping

Thalca Hamid Agusni, drg., Thalca Hamid Agusni, drg., Sp.Ort., MHPEd., PhDSp.Ort., MHPEd., PhD

What is it?What is it?

a graphical way of organizing a graphical way of organizing your thoughts and showing how your thoughts and showing how

concepts are related or concepts are related or differentiated (looking at differentiated (looking at

completed concept maps might completed concept maps might be the best way to understand be the best way to understand

what they are)what they are)

A diagrammed series of "nodes“A diagrammed series of "nodes“,,

consisting of linked topics (core consisting of linked topics (core

concepts) and subtopics (which include concepts) and subtopics (which include

examples and evidence for the topics) examples and evidence for the topics)

Connections are labelled by Connections are labelled by

cause/effect, relationships and inter-cause/effect, relationships and inter-

relationships, differences, or hierarchiesrelationships, differences, or hierarchies..

Reading / Membaca

Teks

- Observasi ( teliti )

- Interpretasi data

Isu Teks / opini

Berpikir

Kreatif Kritis

Tantangan

Analisa

Keputusan

Why use it?Why use it?

Mapping is an active learning strategy Mapping is an active learning strategy that moves you beyond rote that moves you beyond rote

memorization to critical thinkingmemorization to critical thinking

Mapping helps you to learn about how Mapping helps you to learn about how you learn you learn

It provides an explicit, encapsulated It provides an explicit, encapsulated representation of important ideas on one representation of important ideas on one

page which is great for reviewpage which is great for review

Mapping promotes a richer construction of Mapping promotes a richer construction of

knowledge because you must organize, knowledge because you must organize,

select, relate and interpret data select, relate and interpret data

Mapping requires that you break down Mapping requires that you break down

component parts to see how things are put component parts to see how things are put

togethertogether

it helps you to see gaps in knowledge and it helps you to see gaps in knowledge and

areas of oversimplification, contradiction or areas of oversimplification, contradiction or

misinterpretationmisinterpretation

What can it be used for?What can it be used for? reviewing for exams reviewing for exams conceptualizing processes,conceptualizing processes, systems systems and relationships and relationships brainstorming, organizing concepts and brainstorming, organizing concepts and principles principles identifying mistakes and areas of identifying mistakes and areas of confusion confusion assessing prior knowledge, generating assessing prior knowledge, generating questions and answers from aquestions and answers from a r reading or eading or writing assignment and organizing writing assignment and organizing

argumentsarguments

Who can use it?Who can use it?

Anyone! Anyone!

Concept mapping is an effective Concept mapping is an effective

learning tool across disciplines learning tool across disciplines and and

year levels year levels

Concept maps can be done Concept maps can be done

independently or collaborativelyindependently or collaboratively

How is it done?How is it done?

1.1. Identify the main topic or core concept Identify the main topic or core concept

2.2. Brainstorm for everything known about the Brainstorm for everything known about the

topic topic

3.3. Organize the information according to Organize the information according to

major points major points

4.4. Place information on a map - working from Place information on a map - working from

the core concept, to major points, to the core concept, to major points, to

significant details significant details

5.5. Review relevant course materials and discipline-Review relevant course materials and discipline-

specific vocabulary to make sure that you have specific vocabulary to make sure that you have

everything, and everything, and then label connecting strands then label connecting strands

with words or phrases that indicate the nature with words or phrases that indicate the nature

of the relationshipsof the relationships

6.6. Use branches, arrows, and other symbols like Use branches, arrows, and other symbols like

stop signsstop signs or yield signs to indicate the nature or yield signs to indicate the nature

of the relationships between ideas of the relationships between ideas

7.7. Use different colours, fonts or lines to group and Use different colours, fonts or lines to group and

distinguish concepts distinguish concepts

8.8. Include detailed explanations, definitions, rules, Include detailed explanations, definitions, rules,

formulae or equationsformulae or equations

9.9. Analyze the resulting map by asking the Analyze the resulting map by asking the following questions: following questions:

. Is the core concept accurately defined and positioned? . How do the ideas fit together? . Have I considered all of the related information gathered from lectures, texts, labs? . Have I noted all relevant relationships, exceptions,

and conditions? . Does the map have adequate validity, logic, complexity and detail? . What is the muddiest point and what can be done to

clarify it?

10.10. Revise the map as your understanding of the Revise the map as your understanding of the material improves. material improves.

Things to watch for...Things to watch for...

Using other students' maps as study tools will not be as

beneficial or productive as creating your own.

The value of concept mapping is found in the process more

than in the product.

You will need time and practice to develop your concept

mapping skills.

Start small - for example, try to create a concept map from a

single lecture or chapter.

Your early attempts will likely be simple and chaotic.

Don't let yourself get frustrated by this!

Your initial, rudimentary maps are crucial in the development

of more sophisticated maps.