Abstract
Critical thinking skills and students' understanding are the supporting factors in students’ learning success. This research aimed to determine the contrıbutıon of critical thinking skills for the understanding on human digestive system concepts when contextual teaching and learning (CTL) was implemented. The samples were 45 students consisting of public junior high schools 2 and 5 class VIII A at Sungai Tebelian. The instrument of critical thinking skills were essay test totaling of 6 items and to measure the understanding on human digestive system concepts, 20 items of multiple choices test were used. Research data were analyzed using a simple regression correlation analysis. The results showed a significant correlation of critical thinking skills to the understanding of human digestive system concepts. The regression equation of the correlation between the two variables was Y = 0.736X + 22.861. The correlation coefficient was 0.640, with the contribution the critical thinking skills to human digestive system concepts of 41.00%. These results showed that there was a significant correlation between critical thinking skills and human digestive system concepts when CTL was implemented in learning. Thus, biology teachers need to develop students’ critical thinking skills through the implementation of CTL in learning.
Highlights
The education quality can determine the progress of a nation
This research aimed to determine the contrıbutıon of critical thinking skills for the understanding on human digestive system concepts when contextual teaching and learning (CTL) was implemented
The results showed a significant correlation of critical thinking skills to the understanding of human digestive system concepts
Summary
Education quality can be seen from the quality of students who can develop themselves in facing the industrial revolution era 4.0 (Shahroom & Hussin, 2018). Critical thinking skills are an essential element for students in learning (Mundilarto & Ismoyo, 2017). It can be used as a basis for the analysis of arguments, specific reasons that support the assumptions or conclusions they obtain, and insights on each meaning and interpretation to develop logical reasoning in each student (Bustami & Corebima, 2017; Rosidin Kadaritna & Hasnunidah, 2019)
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