Abstract
This study aimed to comprehend the quality of critical thinking questions and measure the critical thinking ability in the daily life acid-base topic of 2nd -students from six public high schools, six private high schools, and combination of them in Yogyakarta at the 2018/2019 academic year based on the answer patterns of students to the developed critical thinking questions. The method was an ex-post facto research designed with a one-sample design. The level of critical thinking ability was measured by 15 critical thinking question outlined from the seven critical thinking criteria referred to established commercial critical thinking test. The questions were theoretically validated by three reviewers (content, evaluation, and chemistry education experts). The results showed that the quality of critical thinking questions were excellent. The level of critical thinking skills in daily life acid-base topic of 2nd-grade Yogyakarta’s senior high schools at the academic year 2018/2019 of six public high schools, six private high schools, and combination both of them was 40.2% (moderate), 34.8% (deficient), 37.5% (deficient), respectively.
Highlights
In this disruptive era, teachers are urged to be able to arouse students' thinking abilities at the higher cognitive level so that the students are wonted to thinking critically, creatively, innovatively, and used to contend with challenges (Dilekli & Tezci, 2016; Hwang & Chen, 2017)
The poor results of the Program for International Student Assessment (PISA) 2018 report combine with Trends in International Mathematics and Science Study (TIMSS) 2015 report for Indonesia indicate that Indonesian students troubled dealing with high-level aspects problems that need critical thinking skills i.e. analysis, assessing arguments, deduction and induction, decision making and problem solving, even though they were quite excellent dealing with the theoretical and memorizing problems (Mullis et al, 2016)
This study was aim to measure the level of critical thinking ability in the acid-base topic of 2nd-grade students of six public high school (HS), six private HS, and combination of both of them in Yogyakarta for the 2018/2019 academic year based on the answer patterns of the students toward the developed critical thinking questions
Summary
Teachers are urged to be able to arouse students' thinking abilities at the higher cognitive level so that the students are wonted to thinking critically, creatively, innovatively, and used to contend with challenges (Dilekli & Tezci, 2016; Hwang & Chen, 2017). The poor results of the PISA 2018 report combine with Trends in International Mathematics and Science Study (TIMSS) 2015 report for Indonesia indicate that Indonesian students troubled dealing with high-level aspects problems that need critical thinking skills i.e. analysis, assessing arguments, deduction and induction, decision making and problem solving, even though they were quite excellent dealing with the theoretical and memorizing problems (Mullis et al, 2016). This evidence exhibit learning in Indonesia relatively has not able to invite students to raise their critical thinking skills to solve problems. In chemistry classroom, critical thinking skills immensely required to advance a strong understanding of basic chemistry concepts, students should have ability to relate their understanding of the symbolic to the atomic and macroscopic levels in daily life phenomenon (Bain et al, 2014; Hernández et al, 2014)
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