Abstract
<p style="text-align: justify;">The research aims to develop an instructional tool based on Discovery Learning (DL) combined with a Metacognitive Knowledge Strategy (MKS) to enhance students’ Critical Thinking Skills (CTSs). In doing so, the study employed a Research and Development (R&D) method to develop such a tool. The developed instructional tool was tested for its validity by experts and practitioners’ evaluation. Further, the empirical data were collected from the results of implementation in learning and the student's responses, while the data of tools effectiveness were acquired from the critical thinking tests given to students (analyzed by related t-test). The developed instructional tools were implemented in a limited-scale trial of 32 students and a large-scale trial of 59 students. The results show that: firstly, the DL and MKS-integrated instructional tools are stated as valid in terms of the lesson plan, student worksheet, and critical thinking test. Secondly, the practicality criteria have been successfully met; the learning implementation, students’ activity, and students' responses were regarded as in accordance with the feasibility standard. Thirdly, the instructional tool was deemed effective in enhancing students’ CTSs (p = 0.05).</p>
Highlights
There are teaching strategies in science that develop metacognition among students. Seraphin et al (2012) investigated the effectiveness of science teaching as a survey
This study concludes that the combination of Discovery Learning (DL) and Metacognitive Knowledge Strategy (MKS) can enhance the students' Critical Thinking Skills (CTSs)
DL combined with MKS was designed to make students active critical thinkers and independent learners
Summary
There are teaching strategies in science that develop metacognition among students. Seraphin et al (2012) investigated the effectiveness of science teaching as a survey. Seraphin et al (2012) investigated the effectiveness of science teaching as a survey They concluded that explicit instruction in metacognitive strategies increased students’ metacognitive processes that are needed to understand and implement science and helped the development of critical thinking among them. CTSs contribute to students’ success, considering that students who are capable of thinking critically succeed at school and at work. CTSs are in the top demand for a better quality of life (Alghafri & Ismail, 2014) By that, teaching such skills at schools or educational institutions is of paramount importance. School teachers are urged to produce critical thinkers This process is not an easy task to accomplish. Teaching CTSs takes time, teachers should start to develop learning programs for enhancing students’ CTSs, or otherwise, producing critical thinkers might be impossible
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