Do we need critical thinking progression?

Abstract

Critical Thinking Skill (CTS) is higher-order thinking skills needed to face challenges in the 21st century. There is a big challenge to nurture the CTS of students. We should consider designing the learning process that supports the progression of CTS from novice to expert through learning progression. The aims of this study were; 1) to measure and analyze the students’ CTS, 2) find factors influencing CTS, and 3) map out the biology students and teachers’ perceptions regarding the critical thinking progression. This research is a mixed method by the explanatory sequential design. Eleventh grade students (N=186), biology teachers (N=19), and vice principals (N=2) of public high schools in Surakarta were selected purposively as respondents. The instrument of CTS was adopted from Heard with nine aspects. The results showed that the score of tests and monitors implementation (53.58%) was sufficient. Other aspects, i.e., identify gaps in knowledge (35.13%); discriminates amongst information (31.18%); identifies patterns and makes connections (37.81%); applies logic (28.14%); identifies assumptions and motivations (28.49%); justifies arguments (39.43%); identifies criteria for decision-making (35.30%); evaluates options (32.26%) were less critical. These results indicate that students’ CTS are low and should be improved through critical thinking progression.