Average Critical Thinking Research Articles

Exploring the link of personality traits and tutors’ instruction on critical thinking disposition: a cross-sectional study among Chinese medical graduate students

ObjectivesThis study aimed to investigate the associations between critical thinking (CT) disposition and personal characteristics and tutors’ guidance among medical graduate students, which may provide a theoretical basis for cultivating...

PENINGKATAN KETERAMPILAN BERPIKIR KRITIS DAN KOLABORASI MELALUI MODEL PEMBELAJARAN PROJECT BASED LEARNING DI SMPN 11 PASURUAN

This research is classroom action research (PTK) which aims to improve students' critical thinking skills and collaboration skills using the PjBL learning model in science learning which is carried out in three cycles consisting of planning, implementation, observation and reflection. This research instrument uses analysis test questions and collaboration skills observation sheets. The results of this research show that (1) Cycle I averaged critical thinking 49.03 in the low category, 89.0 for average collaboration skills in the highly collaborative category, (2) Cycle II averaged critical thinking skills 58.73 low category, average collaboration 88.2 with very collaborative category (3) Cycle III average critical thinking skills 64.6 medium category, average collaboration skills 89.4 with very collaborative category. These results lead to the conclusion that the application of the PjBL learning model can improve the critical thinking skills and collaboration skills of class VIII C students at SMPN 11 Pasuruan.

Implementation of the PIMCA Learning Model Assisted by HOTS-based LKPD to Improve Critical Thinking Skills on Temperature and Heat Material

Critical thinking skills are one of the skills that students must have. This skill can be trained through various scientific disciplines, one of which is physics. If we look at its characteristics, temperature and heat physics material is able to train students critical thinking skills using the knowledge and experience they have. But in reality, students consider temperature and heat material to be difficult and boring. This is due to lack of student involvement and lack of student understanding of temperature and heat material. Therefore, this research aims to determine the improvement of students' critical thinking skills through the use of the PIMCA learning model assisted by HOTS-based LKPD on temperature and heat material. The research method used is quantitative with a one group pretest-posttest design. The research instrument is a critical thinking skills test in the form of an essay. Data analysis of critical thinking skills test results includes normality testing, hypothesis testing, and continues with the n-gain test to obtain in-depth information regarding students critical thinking skills. In general, the research results show that the average critical thinking skills of students is 0.76 in the high category. High levels of critical thinking skills can be seen in the categories of elementary clarification, basic support, inference, and strategy and tactics. Meanwhile, students critical thinking skills in the category of advanced clarification are still in the medium category.

Efektivitas Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Berbantuan Alat Peraga dalam Meningkatkan Kemampuan Berpikir Kritis Siswa pada Pembelajaran Matematika

The study aims to test the effectiveness of a Numbered Head Together (NHT) cooperative learning model with a tool in improving students' ability to think critically about learning mathematics. The research method used is quantitative with the type of Quasi-experimental research. The study population was class X students of SMA Negeri 1 Cigugur in the 2023-2024 school year, with samples taken using purposive sampling technique, namely classes X1 and X2 with a total of 64 students and the statistical test used was t-test. The instruments used included testing students' critical thinking skills and elevating students' responses. Data analyzed using test instruments and analysis of mathematical critical thinking abilities. The results of the study showed that there was a difference in average mathematical critical thinking skills between students who obtained cooperative NHT-type learning with a tool compared to students who gained conventional learning. Normality tests and homogenity tests show that the N-Gain Score data are distributed normally and the data variance is homogeneous. The results of the hypothesis test showed a significant improvement in students' ability to think critically in the experimental group. Students' response to the NHT learning model was also positive

The Influence of Audio Visual Media on Critical Thinking in Civics Learning for Islamic Elementary School

This research examines the effect of using audio-visual media on critical thinking in Civics learning in class V Min 4 students in Medan City. This research is quantitative research using experimental research methods. The population used in this research was all classes V Min 4 in Medan City for the 2023/2024 academic year, totaling 108 students. The sampling technique that researchers will use is nonprobability sampling, the Purposive sampling model. The sample in this research was 21 class VA students and 18 class VB students. They were collecting research data through interviews, observation, documentation, and Testing, collecting research data, interviews, observation, and documentation and using a 5 question Essay Test for critical thinking skills. The inferential statistical technique used is prerequisite analysis for normality tests, homogeneity tests, and independent t-tests to test hypotheses. Based on the research results, there are differences in students' average critical thinking learning outcomes in the control and experimental classes, which shows the influence of audio-visual media on critical thinking in civics learning. Based on the criteria for the effectiveness of using audio-visual media on students' critical thinking, they are at the third level. or effective enough to be used in learning.

Peningkatan Keterampilan Berpikir Komputasional Siswa SMA N 2 Medan Melalui Pendekatan STEM

Improving the quality of education in Indonesia can be developed through the implementation of educational reform. One form of educational reform can be carried out by using a learning approach that can help teachers produce experts using the STEM (Science, Technology, Engineering, and Mathematics) approach. Initial findings reveal that only around 47.8% of SMA N 2 Medan students (class This research aims to see the effectiveness of the STEM approach in improving the critical thinking skills of SMA N 2 Medan students. The research method used is an experimental design with Non Equivalent Control Group Design. The research subjects were students of SMA N 2 Medan. The results showed that the sig (2-tailed) Equal variances value was assumed to be 0.000 < 0.05. Therefore, Ho is rejected and Ha is accepted, which means there is a significant difference in critical thinking abilities after students use the Equal variance method. The STEM-PBL approach, compared with the innovative K13 approach. The average critical thinking skills scores of the control class in the pre-test and post-test were 38 and 79.5. The coefficient remains at 0.676 and is significant at 0.000. This means the correlation is positive. Therefore, learning with a STEM approach has proven to be effective in improving the critical thinking skills of SMA N 2 Medan students.

Peningkatan Kemampuan Berpikir Kritis pada Pembelajaran Matematika melalui Model Problem Based Learning Siswa Kelas 4 SDN 1 Purwantoro Malang

This study aims to improve the critical thinking skills of grade IV students of SDN 1 Purwantoro Malang through the Problem Based Learning (PBL) learning model in Mathematics subjects. The study was conducted during the first semester of the 2023/2024 academic year involving 30 students. Data were collected through observation, tests, documentation, and interviews, and analyzed quantitatively and qualitatively. The results showed that the application of the PBL model was effective in improving students' critical thinking skills. It is evident from the increase in average critical thinking skills from 61.91 in the first cycle to 84.91 in the second cycle. Thus, the PBL model can make a significant contribution to Mathematics learning, making students more active, critical, and creative in solving problems.

Bioentrepreneurship Learning Implementation: Analysis of Students' Critical Thinking Skills

Critical thinking skills are needed by students to solve problems in real life, such as environmental problems related to waste in the environment around students. The purpose of this study is to improve students' critical thinking skills through bioentrepreneurship learning. This research is Classroom Action Research (CAR), consisting of two cycles, where each cycle includes planning, implementing, observing, and reflecting stages. The subjects involved in this research are students of study program X of Jombang X University class of 2020. Data collection techniques are carried out through observation and tests. This study used instruments in the form of observation sheets and critical thinking skills assessments in the form of description questions. The data is analyzed in a qualitative, descriptive way through the calculation of the average score obtained. The conclusion of the research results is that there is an increase in the average critical thinking skills of students through the implementation of bioentrepreneurship learning with project activities from cycle I to cycle II. In cycle I, students' average critical thinking skills were 2.89 with the criteria of "still underdeveloped," and in cycle II, they were 3.33 with the criteria of "well developed".

Preliminary Study on Critical Thinking Skills of Learners in South Sumatra Related to Climate Change (Global Warming)

In the 21st century, critical thinking skills play an important role in facing the challenges of globalization in the world of education; in Indonesia, students' critical thinking skills are still in the low category. Therefore, it is necessary to conduct an initial study to find out an overview of students' essential level of thinking skills. The subjects in this study involved 192 students of class X phase E independent curriculum who were available and willing to be studied, divided into five schools in South Sumatra. Critical thinking skills data uses Ennis indicators packaged as a questionnaire. The data collected were analyzed using descriptive qualitative methods per indicator and the overall average of the indicators. The results of this study show that only one of the five indicators of students' thinking skills shows a high category. For the average critical thinking skills in each school, namely for the first school, the average percentage is 85.30% with a high category; in the second school, the average percentage is 47.38% with a medium category; in the third school, the average percentage is 37.78% with a medium category, the fourth school, the average percentage is 36.66% with a medium category and the fifth school, the average percentage is 29.44% with a low category. Following up on the findings in this study, the critical thinking skills of grade X high school students in South Sumatra on global warming material must be improved. Some solutions to improve students' critical thinking skills are using learning models, learning methods, teaching materials, LKPD, and appropriate technology in the learning process.

PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS (HOTS) PADA MATA PELAJARAN PRAKARYA DAN KEWIRAUSAHAAN KELAS XII IPS SMA NEGERI 1 MOTOLING


 
 
 
 
 ABSTRACK
 Before the action was implemented, the average score for Class XII students' Creative Products and Entrepreneurship lessons was 66.67. After taking action in cycle I, the average student critical thinking ability score was 72.89. Furthermore, in cycle II the average critical thinking ability of students increased, namely 89.48. Before the action was carried out, the average critical thinking ability of students was in the low category with a completion level of 44% out of 27 students. In cycle I, after taking action, students' critical thinking skills were still in the low category with a completion level of 56% out of 27 students. In cycle II, after carrying out further action as a result of reflection in cycle I, students' critical thinking abilities were in the medium category with a completion level of 93%, with a total of 25 students passing out of a total of 27 students.
 Keywords Keywords: Problem Based Learning Model, Project Based Learning, Critical Thinking Ability
 
 
 

ANALISIS KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM MENYELESAIKAN SOAL HOTS DITINJAU DARI SELF-REGULATED LEARNING

This research wa motivated by the low critical thinking skills of students in solving HOTS questions and the lack of self-regulated learning in attending Pengantar Dasar Matematika lectures. The aim of this research is to analyze students' critical thinking abilities in solving HOTS questions in terms of self-regulated learning. This research uses a qualitative methodology using descriptive techniques. The subjects of this research were 30 students of Mathematics Education, FKIP, University of Muhammadiyah Tangerang who had received integers material in Pengantar Dasar Matematika course and were selected using purposive sampling, namely students in semesters 1 and 3. Data collection was carried out by administering self-regulated learning questionnaires, HOTS integer questions, and interviews. The results of this research show that 20% of students have high self-regulated learning criteria, 63% have medium criteria, and 17% have low self-regulated learning criteria. Students with high self-regulated learning got an average critical thinking ability score of 3.06 out of 4, students with moderate self-regulated learning got an average score of 3.20 and 2.88 for students with low self-regulated learning. This shows that critical thinking skills are not always related to self-regulated learning.

Thinking Actively in Social and Context Flipped Classroom Learning in Physics of Work and Energy to Improve Students' Critical Thinking, Self-Efficacy and Character Compassion

This study aims to understand, describe, analyze, and measure the increase of critical thinking skills, self-efficacy and the character compassion due to the application of the flipped classroom online learning model equipped by thinking actively in social and context (TASC). This work is quasi-experimental research using the quantitative analysis. Data was collected from several techniques, consist of observation, tests, non-test and documentation. The validity of the data in this study used normality and homogeneity tests, and hypothesis testing using t-test. The results show that the critical thinking ability obtained t-count value 1.988 with a significance 0.052, that means the average critical thinking ability of the experimental group is higher than that of control group. Then, the self-efficacy component, a t-count value of 1.843 was obtained with a significance of 0.068, which means that the average self-efficacy ability of the experimental group is higher than that of the control group. The t-count value of the character compassion component is 1.910 with a significance of 0.058, which means that the average of character compassion ability of the experimental group is higher than to that of the control group. The results of the study showed that the TASC flipped classroom online learning model in physics of work and energy matter can improve critical thinking skills, self-efficacy and character compassion of the students on senior high school.

Developing An Interactive Chemistry E-module Based on Problem-based Learning to Improve Critical Thinking Skills of High School Students

This study aims to develop an interactive chemistry E-module based on problem-based learning (PBL) to improve the critical thinking skills of high school students in class X and measure its feasibility. This research used the research and development method with the ADDIE model, which consists of 5 stages (Analysis, Design, Development, Implementation, and Evaluation). The tools used in this study were test tools and non-test tools, namely modified BSNP standard verification sheets and essay questions. The data analysis techniques used in this research were qualitative and quantitative. The results of the feasibility test from the materials specialist instructors, and chemistry teachers, as well as media specialists, an average result of 82.7% met the "very fair" criterion. An average result of 93.12% met the "highly feasible" criterion. Based on classroom learning experiments, the E-module can improve students' critical thinking skills by achieving an N gain value of 0.48 in the medium category. It was also evidence of a 55% increase in students' average critical thinking ability score using electronic modules and belonging to the critical category. When learning with the E module, a significant difference occurs at the significance level α=0.000.

Evaluation of Critical Thinking Skills in Medical Students of Kermanshah University of Medical Sciences

Background: According to the 21st Century Partnership Learning Framework, several competencies or skills should be possessed regarding critical thinking and problem-solving, communication and collaboration skills, creative and updating skills, information and communication technology literacy skills, contextual learning skills, and information and media literacy skills. Increasing critical thinking skills is necessary in modern and advanced educational systems. Objectives: This study aimed to evaluate the critical thinking skills of medical students. Methods: This descriptive and analytical cross-sectional study was conducted on 271 medical students in the primary science section of Kermanshah University of Medical Sciences, Iran, in 2023 who were selected by a convenient sampling method. The data were collected by demographic characteristics and the California Critical Thinking Skills Test (CCTST). Descriptive and inferential statistical methods were used to analyze the data using SPSS software version 21. Results: The total critical thinking skills score in the studied students was 8.89 ± 3.60, equivalent to 25% of the total score. The highest and lowest areas were related to comparative reasoning and inference, with an average of 4.35 ± 1.94 and 2.59 ± 1.56, respectively. There was no significant difference between the average critical thinking skills score regarding age, gender, academic semesters, and living or not in a dormitory. Conclusions: Based on the results, medical students’ critical thinking skills are weak and lower than the exam average. The educational system of Kermanshah University of Medical Sciences should be reviewed in designing a curriculum to foster critical thinking.

Profile of Critical Thinking Skills of Elementary School Students in Surakarta City Based on Elements Curriculum Merdeka

One of the focuses of education in Indonesia today is improving students’ critical thinking skills. This focus is evident by incorporating the dimension of critical thinking as one of the characteristics that must be developed in the Merdeka curriculum. This research aims to determine the profile of critical thinking skills among elementary school students in Surakarta city as a consideration for the implementation of the Merdeka curriculum. This study used a survey method. The sample consisted of 225 Phase B Grade IV students from 9 elementary schools located in 5 districts in Surakarta city. The sample selection was carried out using purposive sampling, with each district being represented by 2 elementary schools. The research instrument used is a case study-based written test. Questions on the research instrument are formulated based on elements and sub-elements of critical thinking skills derived from government regulations on the Pancasila Student Profile in the Merdeka curriculum. The data was analyzed quantitatively using a descriptive approach. The research results indicate that students’ critical thinking skills fall into the low category at 57%, the moderate category at 26%, and the high category at 17%. Based on this data, it can be concluded that the average critical thinking skills of elementary school students in Surakarta city can be categorized as low or inadequate.

Problem Based Learning Models on Critical Thinking Ability in Science Lessons of Grade V Elementary School

21st century learning requires students to have 4C skills, one of which is critical thinking. Critical thinking is a potential that students must train early and must continue to be developed. Therefore, the process of implementing learning in the classroom must be able to train and improve students' critical thinking skills with real problems in science material. This study aims to analyze the effect of Problem Based Learning Model on critical thinking skills in science lessons of grade V elementary school students. This type of research is a pseudo-research with a research design of Nonequivalent Control Group Design. The research sample was grade V elementary school students totaling 61 students. The data collection method used was the test method and the instrument used was an essay test question equipped with an assessment rubric. The analysis technique used descriptive statistical analysis techniques and inferential statistics t-test. The results of data analysis obtained the average critical thinking ability of the experimental group 75.8 and the control group 65.5. Based on the results of the t-test analysis, obtained tcount = 5.65 > ttable = 2.001 at a significance level of 5% with df = 59, then H0 is rejected and Ha is accepted. So, it can be concluded that there is a significant effect of the application of problem-based learning model on critical thinking skills in science lessons of grade V elementary school students.

PENERAPAN MODEL 3 CM LEARNING BERBANTUAN MEDIA KONKRET UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR MATEMATIKA

Conditions at SD N 02 Bringin show low critical thinking skills which have an impact on low student learning outcomes in grade 5 mathematics learning. This is due to the lack of teacher variation in using appropriate learning models so that learning is less attractive to students' curiosity. Based on these conditions, researchers conducted research that aimed to describe the syntax of the 3 CM learning model Learning and with this model it can improve critical thinking skills and mathematics learning outcomes of 5th grade students of SD N Bringin 02. The results showed that critical thinking skills in action I got an average of 76% with the critical category, in action II the average critical thinking skills increased to 88% with very critical category. For learning outcomes in action I as many as 11 students with a percentage of 46% have received a complete score, and as many as 13 students with a percentage of 54% have not completed. In action II there was an increase, 21 students with a percentage of 87% were declared complete and the remaining 3 students with a percentage of 13% were declared incomplete. Based on the results of research conducted at SD Negeri Bringin 02 for grade 5 by applying the 3 CM model Learning assisted by concrete media, especially in mathematics, is proven to be able to improve critical thinking skills and student learning outcomes

The Investigation of critical thinking disposition among Chinese primary and middle school students

PurposeCritical thinking has become the essential competency for students in the 21st century. the purpose of this study is to understand the present situation critical thinking disposition among Chinese primary and middle school students. Methodthe study surveys of 18,737 students from the fourth grade of primary school to the twelfth grade of senior high school in 13 provinces in China using a self-designed questionnaire, and interviews 25 primary and middle school students in depth. ResultThe results show that: (a) The average critical thinking disposition score of Chinese primary and middle school students is 7.33 point, indicating room for improvement. (b) The development of the subordinate dimensions of critical thinking disposition of Chinese primary and middle school students is unbalanced, students perform better in open-mindedness and curiosity, but struggle with truth-seeking spirit and independent thinking. (c) In terms of the change of academic stage, the critical thinking disposition of students is generally improving, but the relationship between critical thinking and grade level is not linear, and there is a reverse phenomenon in the dimensions of curiosity and independent thinking. (d) middle school students do not meet the standards and requirements of critical thinking spirit set by the curriculum standards, and they are generally dissatisfied with their critical thinking disposition; (e) Students from cities perform better than those from rural areas in self-examination, open-mindedness, inquisitiveness and evidence-based reasoning.

Comparative Study on Student’s Critical Thinking Ability using POGIL, PBL, and TCL Models

The purpose of this experiment was to determine whether or not there were differences in the learning model between Process-Oriented Guided Inquiry Learning (POGIL), Problem Based Learning (PBL), and Teacher-Centered Learning (TCL) with the application of HOTS questions in their learning on students' critical thinking skills. This study used a quasi-experimental research design with the static group pretest-posttest design. The sampling technique used the cluster random sampling technique. The population of this research is the students of class XI MIPA SMA Negeri Gondangrejo in the academic year 2021/2022. The results showed that there were differences in students' critical thinking skills in the POGIL and PBL learning models with conventional learning, all three of which used the application of HOTS questions in their learning. This is based on the significant value of the One-Way ANOVA test, a significance value of <0.05 is obtained, which is 0.000, which means that H0 was rejected. Then, based on the calculation of the N-gain score for each POGIL, PBL, and TCL learning model, the results obtained are 0.71 in the high category; 0.54 in the medium category; and 0.39 in the medium category. However, based on the results of the Post Hoc-Scheefe test between the POGIL and PBL learning models, a significance value of > 0.05 was obtained, which was 0.098, so it could be concluded that there was no significant difference between the POGIL and PBL learning models on critical thinking skills. Therefore, both POGIL and PBL learning models can help improve students' critical thinking skills. The average critical thinking ability in the POGIL experimental class, PBL experimental class, and control class after treatment was 69.44%, 68.54%, and 59.72%.

Influence of the Discovery Learning Learning Model on Critical Thinking Abilities and Student Learning Outcomes in Buffer Solution Material

This research aims to determine the effect of the discovery learning model on critical thinking skills and student learning outcomes in buffer solution material for class XI MIPA at SMA Negeri 1 Kejobong. This research uses a quasi-experimental type of research which was carried out in March – April 2023. The sampling technique used was cluster random sampling. The population consists of three classes XI MIPA, totaling 101 students. The samples used were class XI MIPA 1 as an experimental class with a total of 31 students and class XI MIPA 2 as a control class with a total of 34 students. The instruments used were critical thinking ability questionnaires and multiple choice questions. The results of this research indicate that the use of the discovery learning model in learning buffer solution material can improve critical thinking skills and student learning outcomes. This is evident from the average critical thinking ability score of experimental class students of 58.32 while the control class is 55.29. The average value of student learning outcomes for the experimental class was 84.77 and the control class was 79.53. The conclusion from the results of this research is that there is an influence of the discovery learning model on critical thinking skills and student learning outcomes in buffer solution material for class XI MIPA at SMA Negeri 1 Kejobong.