![Page 1: DEDUCTIVE AND INDUCTIVE THNKING · 2019. 3. 22. · Bayi kelihatan pucat dan lemas seperti kehilangan banyak cairan. Ibunya menjelaskan bahwa untuk mengurangi berak-berak, bayi telah](https://reader033.vdocuments.mx/reader033/viewer/2022053117/60990eeac2a0a801151dc7c4/html5/thumbnails/1.jpg)
DEDUCTIVE AND INDUCTIVE THNKING
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Sasaran pembelajaran
Setelah mengikuti kegiatan pembelajaran, mahassiswa dapat
Mahasiswa memahami metode pemecahan masalah
Memahami dedukti dan induktif thinking
Memberikan contoh induktif dan deduktif thinking
Mahasiswa memahami dasar-dasar critical thinking
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THE PROBLEM
“Seorang ibu membawa bayinya ke puskesmas. Sudah tiga hari bayi tersebut buang air besar cair dan berlendir sehari lebih dari 5 kali. Bayi kelihatan pucat dan lemas seperti kehilangan banyak cairan. Ibunya menjelaskan bahwa untuk mengurangi berak-berak, bayi telah diberi cairan perasan daun jambu biji, namun berak-berak si bayi belum berhenti juga. Dari pemeriksaan fital sign, dokter menemukan bahwa suhu tubuh bayi 380 C, dan denyut nadi 70/menit. Tidak ditemukan tanda-tanda lain seperti pilek dan batuk.
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Based on that scenario, consider:
1. What is his problem?
2. What probably the doctor will do to solve the problem?
3. Why does he have to do that (your answer of question number 2)?
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Problem:
a gap between fact and theory
a gap between what should be and what is being
The facts Theory:
- Suhu panas. Normal max 37
- Feses cair lendir padat
- Nadi 70/mt ?
- Frekuensi bab 5 x 1 sd 3 x
- Pucat-dehidrasi segar
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How to solve problem
PROBLEM
SCIENTIFIC NON SCIENTIFIC
1. TRIAL AND ERROR
2. AUTHORITY AND
TRADITION
3. SPECULATION AND
ARGUMENTATION
4. HYPOTHESIS AND
EXPERIMENTATION
1. COMMON SENSE
2. INTUITIVE
3. SPECULATION
4. HONORABLE
PEOPLE’S OPINION
5. TRIAL AND ERROR
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analytical thinking
(deductive thinking) thinking
method
synthetic thinking
(inductive thinking)
Hypothetic experimentation
Scientific Non scientific
problem
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Inductive thinking
SPECIFIC TO GENERAL
True
true
true TRUE
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Example:
A is smoker and he got hypertension
B is smoker and he got hypertension
C is smoker and he got hypertension
conclusion:
all smokers got hypertension
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Deductive thinking
GENERAL TO SPECIFIC
True
True
example:
Theory: Peroxide hydrogen H2O2 is an effective substance to kill bacteria
Fact : Honey consists of peroxide hydrogen
Hypothesis: Honey effectively kills bacteria
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There is an influence of age to hypertension
There is an influence of sex to hypertension
There is an influence of stress level to hypertension
There is an influence of smoking to hypertension
Conclusion:
Age, sex, stress level, and smoking might influence hypertension.
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HYPOTHESIS
UNPERMANENT CONCLUSION
NEED TO BE TESTED TO PROOVE ITS TRUTH
TESTED??
WHAT SHOULD BE DONE?
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AGUST COMTE (1798-1857)
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PROBLEM: Bayi mencret cair dan berlendir lebih dari 3 hari, dehidrasi, suhu tubuh lebih
dari 370C, denyut nadi lemah Deductive thinking: - panas merupakan salah satu tanda adanya infeksi - mencret cair dan lendir: ada kemungkinan infeksi GI tract - Dehidrasi akibat kekurangan cairan Hypothesis: - bayi menderita infeksi bakterial pada GI tract Verification step: - verifikasi data: pemeriksaan vital sign, pemeriksaan fisik, pemeriksaan
feses, anamnesis, etc. - analyze the data and draw conclusion - terapi Inductive new theory
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PROBLEM: what are factors that influence hypertension? Deductive thinking: - old people got hypertension - there is an influence of genetic and sex to hypertension - stress level influence hypertension - DM leads to hypertension Hypothesis: age, sex, genetic, stress level, and DM are factor causes hypertension Verification step: - gather data of sex, age, stress level and DM from hypertension as well as non-hypertension patients, contrast the data, - analyze the data and draw conclusion Inductive new theory
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General mistakes
Mistake in finding the problem, cannot find gap between fact and theory
Mistake in stating hypothesis
Mistake in verifying data needed
Mistakes in drawing conclusion
All of the mistakes led to wrong conclusion and therapy.
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CRITICAL THINKING Involved ability in Identifying problems Clarifying and focusing problems Analyzing the problems Understanding and making use of inferences Inductive and deductive logic Judging the validity and reliability of the
assumption Searching data and information available Evaluating (core ability) Etc.
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EVALUATING ARGUMENT:
- CONSISTENT WITH EACH OTHER
- DISTINGUISH FACT AND OPINION
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CRITICAL THINKER
Reasoned judgments
Reflective
Ability to analyze
Evaluate evidence
Problem solving
Making inference
Examining evience
Making reasoned arguments to support conclusion
Explain the pattern of your thinking
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WHY SHOULD BE REASONING
For a purpose
For solving problems
Gathering information in light of the problem
Interpreting information
Using concepts
Making assumption
Implications of interpretation
consequences
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LOGICAL THINKING John Dewey (1933) and Kelley (1932)
The felt need
The problem
The hypothesis
Collection of data as evidence
Concluding believe
General value of the conclusion (implication)
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Characters of researcher
1. skeptic thinking: need fact or evidence to support statements and action
2. analytical thinking: analyzed every statement and problem 3. critical thinking: his action, opinion, based on logical
perception, objective data and analysis. 4. Competent
Able to conduct research using appropriate method and techniques
5. Objective He never makes use of personal judgment
6. Honest He never interferences data
7. Factual Work based on factual data
8. Open Open to critic