Critical thinking skills and student learning independence of chemistry department undergraduate programs in lectures of chemistry education seminar through critical analysis techniques

Abstract

The purpose of this study was to develop behavior critical thinking skills (CTS) and Learning Independence (LI) of students through critical analysis of learning techniques in the subject of Chemistry Education Seminars. The methods used are 1) explanation and assignment of critical analysis assignments, 2) conduct critical analysis of national and international journal articles, 3) compile presentation materials and discuss the results of critical analysis in class, 4) conduct class presentations and discussions, 5) compile report books the results of critical analysis of articles that are validated, 6) direct observation of the process of learning, and 7) filling in the CTS, LI, and student questionnaire responses. The subjects were students of the Chemistry Department of FMIPA UNM in the academic year 2017/2018 with thirty students. Results showed that the average value of students’ critical thinking skills was 4.14 with the high category, the average value of student learning independence was 3.95 with the medium category, and the average value of student response to the critical analysis of learning techniques was 3.09 with the category responds positively. Furthermore, it was obtained information that the articles analysed critically were related to the needs of the elements of the student thesis research plan, namely the elements of background problems, literature reviews, and research methods.