Visually Impaireds Critical Thinking Skills (A Comparative Study between Inclusive School and Special School)

Abstract

This study aims to investigate the critical thinking skills comparison of visually impaired students in inclusive school and special school. The method used in this study was quantitative method with a comparative type. The data used in this study were collected through observation and oral test. The research subjects were given 15 questions individually. Their responses were observed and matched with the rubric to score on a scale of 1-5 (each question had different rubric). The instrument of this study were validated through expert judgment process. The assessment of each expert was then analyzed using Aikens V formula and gave the results of the item's validity coefficient of 0.92-1 so that all the items developed in this study can be declared as valid items. The reliability testing technique used in this study was an internal consistency through the Alpha formula. The results of calculation process using this foormula show a reliability coefficient of 0.975, so it can be stated that the instrument developed in this study was very reliable. The results obtained in this study indicate that the critical thinking skills scores of visually impaired students in inclusive school were ranged from 44-80, while in special school ranged from 45--53. That data were then analyzed using Mann Whitney U test and gave the results of asymp sig. (2-tailled) value of 0.025. Thus, it can be concluded that there was a significant differences in critical thinking skills between visually impaired students in inclusive school and special school.