Portraying Students Critical Thinking Skills Through Research Skill Development (RSD) Framework: A Case of a Biology Course in an Indonesian University

Abstract

Because critical thinking is essential for scientific learning, academics and casual staff struggle to effectively develop students’ critical thinking. This study examined the integration of the Research Skill Development (RSD) framework into a Biology course in an Indonesian University and tested how it helped academics and casual staff develop students’ critical thinking. Specifically, the study focused on the benefits attained by the students and how the use of the RSD framework structured their lab reports. This study employed instruments, i.e., questionnaires, student open-field questions, semi-structured interviews, and a rubric. The results indicated two benefits: self-perception on critical thinking and appropriate student lab reports for the RSD framework