Analytical Strategy as Critical and Brainstorming Thinking for Fostering Students' Drawing Ability in Sciences

Abstract

The best learning outcomes for pupils in the classroom are determined by the teacher's pedagogical and content competence. In order to improve students' drawing abilities in the sciences, this study explores the effectiveness of analytical tactics such as critical and brainstorming thinking. In their intact groups, 87 senior secondary 2 science students took part in the study. The study used a semi-experimental approach. Science Drawing Kills Achievement Test (SDKAT), a practical essay test that measured drawing abilities, was used to gather data. It was verified using construct and face validity methods. The instrument's strong points were demonstrated by the split-half dependability of 0.86. Research questions are answered by the mean (X) and standard deviation (SD); analysis of covariance (ANOVA) was used to assess the hypotheses. The findings demonstrated that the analytic approach promoted students' drawing abilities; there was no discernible difference in drawing abilities between male and female students, and gender had no bearing on how the analytic method promoted students' drawing abilities. However, teachers are urged to guide and direct students in the use of the analytical method so that it is implemented successfully, and students are encouraged to respond by expressing their own perspectives and ideas in order to jointly identify and solve problems.