Capacity For Critical Thinking Research Articles

Exploring Chinese international students’ critical thinking skills: A systematic literature review

AbstractMost graduate students in higher education are classified as adult learners, being 24 years old, and have responsibilities and commitments outside of higher education. This literature review presents how Chinese international graduate students face challenges in the US due to sociocultural, ideological, and educational differences. This systematic literature review explores these students' critical thinking skills, which are crucial factors for academic success but have been underexplored. Three themes were identified as follows: (1) critical thinking education in China, (2) stereotypes of perceived lack of critical thinking, and (3) comparative views of critical thinking between Chinese and American college students. Each theme presents a landscape of how critical thinking is interpreted. Themes suggest several trends, including cultural variations that may impede Chinese international students from showcasing their critical thinking abilities, notwithstanding their inherent capacity for critical thinking. Recommendations include ways to improve critical thinking among international students and call for more comparative studies between Chinese and American college students. The findings offer valuable insights into the internationalization of higher education curricula and the promotion of global learning.

DEVELOPING STUDENTS' DESCRIPTIVE READING SKILLS AND CRITICAL THINKING THROUGH THE SCAFFOLDING STRATEGY USING GOOGLE WORKSPACE FOR EDUCATION (GWE)

The use of technology remains a need to integrate into the teaching-learning process. Meanwhile, the students are still weak in reading skills with their low critical thinking capacity and engage more activities not being tied and integrated into the learning process at school. The aim of this study was to explain the effectiveness of the scaffolding strategy using GWE on the students’ descriptive reading skills and critical thinking and to inquire about the relationship between those two variables. This study used a quasi-experimental design with two research instruments, namely a standardized descriptive text test sourced from the National Examination from 2005-2019 and a 21-critical thinking questionnaire items that had been validated by the expert. The subjects of this research were the tenth grade of senior high students of an integrated public school in Tana Tidung and were taken randomly to be an experimental class and a control class with 32 students for each of these classes. The results revealed that the implementation of the scaffolding strategy with the use of GWE could develop the students’ descriptive reading skills and critical thinking. Additionally, their descriptive reading skills and Greenstein’s critical thinking across four dimensions, namely: (a) critical thinking, multiple viewpoints; (b) analysing information; (c) using data to develop critical insight; and (d) using data to develop advanced clarification indicated stronger relationship. Thus, the implementation of the scaffolding strategy had to be supported to develop in the teaching learning process and to research in a broader scope for continual development.

Analysis of the Construction of Tennis Technology Teaching System in Physical Education Based on Fuzzy Mathematics

This research looks at how fuzzy mathematics may be used in the development of a tennis technological instructional system in PE. Tennis players will learn how to operate the system while it is being built. The goal is to enhance both the teaching and learning of tennis skills by establishing a technique that is simultaneously comprehensive and effective. The approach considers factors including player ability, court conditions, and equipment choice, all of which affect tennis effectiveness and skill acquisition. The system makes use of a number of different methods, including fuzzier logic and fuzzy sets. The proposed method aims to optimize the teaching procedure for teaching tennis in physical education classrooms, with the ultimate objective of improving the overall effectiveness of tennis instruction. Customized comments and flexible teaching strategies will help us reach our goal. A lot of progress has been achieved in Asia over the past couple of decades in what is being called the "global fitness campaign." Everyone's day now includes some kind of sporting activity. Colleges and universities, as incubators of talent, have started adapting their methods of teaching physical education in order to produce more people with high levels of competitiveness, pedagogical skill, and social flexibility. More specifically, people with such skills will be able to compete favorably, educate others effectively, and integrate into their new environments. In an effort to modernize the way physical education is taught in higher education, several institutions have begun introducing the notion of multiple intelligences to their students. This work is part of a larger movement to modernize the way K–12 and higher education institutions teach physical education. It provides a thorough illustration of the benefits that the theory of several different intelligences brings to the classroom placement of physical education by analyzing both the concept and the substance of the theory of many abilities as well as contrasting it to the conventional method for instructing physical education. In this study, an educational model predicated on the idea of many intelligences is built using fuzzy mathematics and the fuzzy set approach. The theoretical basis for the model further, we investigate experimental approaches to teaching Tennis in higher education. This study's overarching goal is to improve physical education instruction at universities. We evaluate college Tennis coaching in order to learn more about the students' understanding of sports technology, their capacity for constructive thought, and their skills as future educators. We employ the theory of multiple intelligences as a theoretical framework to guide our investigations. The results of the research show that the educational technique, which was driven by the idea of multiple intelligences, was adapted to the unique cognitive styles of the students who took part in the trials. Teachers and students spoke to one another during class, which boosted students' capacity for critical thinking.

Project-Based Learning: The Highlighting Teachers’ Views of Teaching English Language in Secondary Schools

It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project.

The Effectiveness of Learning Number Heads Together on Critical Thinking of Class IV Students Learning PPKn

The general learning objectives as well as the members of the study group's social, physical, and mental characteristics are all part of the effectiveness of learning. Students' critical thinking abilities may be improved by learning number heads collectively. The capacity for critical thinking entails the capacity for reasoned, reasonable thought as well as the capacity for problem-solving. Students can develop their personalities and be able to articulate their ideas by using critical thinking. The type of research that was employed was descriptive quantitative research, and the purpose of this study was to describe and describe in a factual, methodical, and precise manner the usefulness of using number heads alongside learning to foster critical thinking in elementary school kids. It is well known that the t-count, which is 6,007 > 2,093, exceeds the t-table. with a 2-tailed sig. value of 0.000. H1 is accepted and H0 is denied because it can be observed that the significant value of 0.000 is less significant than the significance of 0.05 (0.000 0.05). This indicates that there is a considerable difference in the effectiveness of teaching pupils to think critically before and after using number heads together.

Developing Employees’ Critical Thinking Skills in Malta

Critical thinking is considered one of the most significant competencies that employees need to develop in order for them to contribute to an organisation’s success and productivity. The lack of professional development opportunities aimed at enhancing the critical thinking capacity of employees might be deleterious for organisations seeking to capitalise on this competence as a means of remaining innovative. By means of a conceptual case study of Thinkerly – a business-to-business (B2B) firm offering critical thinking training solutions in Malta – this article considers the firm’s business idea, target customer segment, and competitive external business environment. The hypothetical business proposal analyses the internal and external factors affecting the firm’s performance and evaluates the positioning, strategy and competitive advantage of the bespoke training firm. The primary objective of the conceptual case study is to indicate the main considerations a B2B company needs to take when developing critical thinking training in a specific context. To illustrate how any such proposal is likely to have its limitations, two of the models utilised in the design of Thinkerly’s proposal are subjected to critique.

Pemanfaatan Profil Pelajar Pancasila untuk Membantu Siswa dalam Menelaah Teks Prosedur Bahasa Indonesia

The aim of this research is to explain the Profil Pelajar Pancasila (P3) used in learning procedural text analysis for class VII students at SMP Muhammadiyah 15 Wonoharjo. The research methodology integrates a qualitative approach with procedural elements. Two ways of collecting data other than tests are questionnaires and observation. The qualitative description method was used to test the data. The research conclusion shows that students appear to show a series of behaviors and characteristics that are in accordance with the P3 dimensions when they learn to interpret procedural texts. Learners demonstrate a series of behaviors and characters that are consistent with the P3 dimensions. Research findings show that students can effectively apply the P3 dimensions starting with the routine of worship and prayer, the ability to accept differences in perceptions and opinions, the ability to participate in small group discussions, the capacity for critical thinking and problem solving, and their ability to act independently and wisely as part of their responsibilities as students of Pancasila.

A REVIEW ON FACTORS AFFECTING MEDHA (INTELLIGENCE) IN CHILDREN

Intelligence encompasses the capacity for critical thinking, learning from experiences, problem-solving, and adapting to new situations. The Intelligence Quotient (IQ) serves as a metric to gauge human intelligence derived from standardised tests or subtests designed for this purpose. In Ayurveda, this cognitive ability aligns with the concept of Medha (intelligence), involving a comprehensive understanding of existing knowledge, combining elements such as buddhi (intellective faculty), smriti (recollecting memory), and dhriti (grasping power). In contemporary scientific terms, these components collectively represent IQ. It is crucial to recognise that achieving a high IQ is influenced by various factors, including prenatal conditions (maternal nutrition and health), events during birth, postnatal circumstances, environment, and daily routines. Optimal IQ in children requires consistent attention to the mother's nutrition from the perinatal period up to early childhood, considering the prenatal, natal, and postnatal environments. Proper monitoring, coupled with adequate food and healthcare for the mother, can contribute to achieving optimal IQ in the child. Nutrition plays a vital role in cognitive development during early childhood, influencing brain growth and intellect. Unfortunately, parents often overlook this critical factor. Certain elements, such as nimitta (cause and effect knowledge), rupa grahanat (form recognition), sadrishyat (similarity understanding), saviparyaat (contrast comprehension), sattvaanubhandha (mind concentration), abhyasat (practice), gyanayogaat (metaphysical knowledge attainment), and punah srutaat (sequential partial communication), contribute to good memory. The impairment of indriya (sensory organs) can lead to a deficiency in knowledge. Therefore, a holistic approach that considers prenatal, natal, and postnatal factors, coupled with proper nutrition and healthcare, is crucial for fostering optimal intelligence and cognitive development in children.

A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

In higher education, it is anticipated that English students should possess both proficiency in language and the capacity for critical thinking. Nonetheless, the dynamics of English as foreign language (EFL) classrooms often reveal a tendency for teachers to exert significant control over the class. Thus, this study aims to discover the scaffolding strategies applied by the teacher in an online EFL class in terms of classroom interactional competence (CIC). The participants were twelve English preparatory class students studying at A2 level of a state university in Türkiye. The majority of the students were Turkish and one of them was Somalian. They were enrolled in the same class. In the application process, the Microsoft Teams educational platform was used, and the lesson was conducted synchronously through this platform. The lesson lasted ninety minutes. By adopting a conversational analysis (CA) approach, a ninety-minute online English class was critically examined within the scope of Walsh’s (2006) self-evaluation of teacher talk (SETT) framework and concept of CIC. The interaction was analyzed by specifically focusing on scaffolding mechanism. According to the findings, the teacher was found to apply restating, reformulation, inviting participation from students, providing explanation, modelling, extension, further explaining students’ understanding and checking scaffolding strategies.

VALUE EDUCATION IN LAW SCHOOL CURRICULUM : CULTIVATING MORAL AUTONOMY

According to the EU Justice Scoreboard reports, over 70% of Croatian citizens are dissatisfied with the Croatian judiciary, particularly its independence and efficiency. This paper addresses the deep-rooted challenges in the country’s legal education system. Despite reform initiatives, the current system serially produces ‘legal technicians’ lacking values, critical thinking capacity, and active student engagement. This echoes Montesquieu’s depiction of legal practitioners as ‘mouths that pronounce the words of the law.’ Acknowledging the pivotal role of legal education methodology in the creation of future legal practitioners and legal culture, this contribution explores how an average regular educator can support the development of students’ moral reasoning and values awareness. Through predominantly analytical research methods, we critically examine whether higher education environments should incorporate value education, the feasibility of teaching values in the traditional sense, and the potential of ethical analysis in a classroom to truly influence ethical behaviour in practice. Furthermore, we explore the complex matter of authority to decide on values to be imparted and delve into value education methodology. Concluding with practical suggestions, we propose the integration of the Evocation-Realization of meaning-Reflection (ERR) framework into lectures, as well as various creative tools to enhance moral reasoning.

Analysis of Students' Mathematical Critical Thinking Skills and Collaborative Collaboration Skills

This study will provide an overview of the relationship between student collaboration and the mathematical critical thinking skills of grade VIII-F students of SMP N 1 Yogyakarta. The correlational technique is a technique used to test the relationship between the two variables. Based on the findings, there is a linear relationship between the mathematical critical thinking capacity of learners and the willingness to work together. The conclusion that can be drawn is that there is a substantial relationship between collaboration skills and mathematical critical thinking skills of grade VIII-F students of SMP N 1 Yogyakarta because of r_hitung>r_tabel (0.467>0.29). so that the conclusion that can be obtained is that there is a significant relationship between the ability to think critically mathematically and the collaboration of students of VIII-F SMP N 1 Yogyakarta. In addition, the relationship between the two research variables was positive because r_hitung= 0.467. Overall, students' collaboration skills fall into the medium, high, and very high categories, while their mathematical critical thinking skills fall into the low, medium, and high categories. However, some of them have collaboration skills that fall into the medium category but have low mathematical critical thinking skills, and there are also students who have collaboration skills that fall into the high category but have medium mathematical critical thinking skills. Low mathematical critical thinking skills make students unable to express reasons and justifications accurately. Although learners with intermediate critical thinking skills can provide reasonable justifications for such questions, the arguments they provide may not be entirely valid.

Effectiveness of Problem Based-Learning Model Assisted by Phypox Application to Improve Students' Critical Thinking Skills

With the correct approach to education, students may develop their capacity for critical thinking. With the use of the phypox app, this research intends to detail how well a problem-based learning paradigm may improve students' critical thinking abilities. Eleven students from Science 2, 4, and 5 at SMA Negeri 22 in Surabaya participated in this quasi-experimental study by taking pre- and post-tests as a group. A quantitative descriptive approach was used for data analysis. With an average n-gain score of 0.80 for XI Science 2, 0.83 for XI Science 4, and 0.78 for XI Science 5, the findings demonstrated that students' critical thinking abilities increased. Classes 4 and 5 of the XI Science program had the greatest and lowest n-gains, respectively. And a Non-Parametric Anova Test result of 0.13 was achieved. After considering the evidence, it is clear that phypox-assisted problem-based learning significantly enhances high school students' critical thinking abilities.

Sustainability Is Social Complexity: Re-Imagining Education toward a Culture of Unpredictability

Research on sustainability must take into account both the need to create a sustainable world and the urgency of undertaking a radical rethinking of our approach to planning and foresight that encompasses a full understanding of the ineludible unpredictability of the complex systems we are dealing with, which can only come about through long-term inter/multi/transdisciplinary educational processes. Those calling for a “culture of sustainability” need to become aware of the systemic and relational dimensions that characterize all processes and dynamics of reality and of the ecosystems we are endeavoring to inhabit. What this signifies is that a culture of sustainability is a culture of complexity. Complex systems are exclusively living systems, whose intrinsic unpredictability cannot be managed, predicted, or controlled by technology. The misleading idea that technology is our only pathway to sustainability is part of the “great mistake” we are making today: the belief that the solution to every contemporary problem is an accelerated combination of digital and technical skills, obtainable through a predominantly applicational form of education based on simulation, velocity, and connectivity, which teaches competences and know-how rather than stimulating what is so direly needed today: the capacity for reflective knowledge and critical thinking.

Critical performance pedagogy: an approach for developing critical praxis in social work education

ABSTRACT Educating students to think critically about theory and practice is no simple task. Performative approaches, using the arts as a catalyst for learning and teaching, can be useful to develop students’ capacity for critical thinking and action. Critical performance pedagogy (CPP) is an approach that draws on critical, performative, and collaborative practices to open students to new ways of thinking and acting for emancipatory change. CPP is an embodied learning approach that draws on traditions in critical education, political theater and the social sciences. Its purpose, to make learning accessible through critical and creative exploration. A performance assessment, as an example of CPP, demonstrates how performative processes (e.g. the development and delivery of a performance play) can be used to support the development of critical praxis. Students can initially be apprehensive coming into this assessment, however report that their engagement in performance development, delivery of the performance play and watching other students’ performances has supported a deeper understanding of critically reflective practice.

Video-Based IBL and Conventional Approaches to Critical Thinking Skills in Terms of Gender

This research will describe the interaction of learning and gender approaches to the critical thinking skills of Science Elementary School students. This study used a quasi-experimental design method using a 2 x 2 factorial research design and saturated samples. Data were collected using the essay questions given at the beginning and end of the treatment. Test the hypothesis using Two way ANOVA. This study resulted in differences in critical thinking skills among students who were given treatment with video-based IBL approach in science learning is higher than conventional. Critical thinking skills among the group of female students outnumbered male students. There is no interaction effect of the video-based inquiry-based learning (IBL) strategy and gender on critical thinking skills. In the group of female students, the critical thinking ability of students who were given a video-based IBL approach was higher than conventional. In the group of male students, students who received a video-based IBL approach demonstrated greater critical thinking skills than conventional students. In the group of students who were given a video-based IBL approach, female students outperformed male students in critical thinking abilities. Male students have a stronger critical thinking capacity than female students in the group of students given the standard approach.

The Impact of Critical Thinking on Learners to Increase their Self regulate in the Education Process: An Overview

This study explored students' ability to think critically in connection to the learning processes, and it showed how important it is for students to engage in critical thinking in various educational environments. Cultivating students' abilities to engage in critical thinking is an essential component of the many educational methods and frameworks employed in today's classrooms. This research was conducted to provide a general overview of the notion of critical thinking as it pertains to the process of either teaching or learning. The only objective of this piece of writing is to carry out a literary analysis of the subject matter that is concerned with critical thinking. Each passing generation has a heightened awareness of the necessity to have an education due to the increasing sophistication and complexity of the world. It is generally accepted that the development of one's capacity for critical thinking is a stage in the educational process that is of the utmost significance across the board in all academic fields, particularly in the most recent few decades of education. As a consequence of the findings of this research, a significant conclusion has been drawn about the importance of having abilities in critical thinking for learners in all academic fields worldwide.

Korean Preservice Music Teachers’ Perceptions of Portfolio-based Teacher Education: A qualitative study

Objectives This qualitative study aimed to examine Korean preservice music teachers’ perceptions of portfo-lio-based teacher education.
 Methods A focus group interview along with an open-ended survey was executed with five preservice music teachers who were enrolled in the same portfolio-based music history education course at a graduate school of education in Seoul, Korea. The collected data were transcribed in Korean, translated it into English, and then in-ductively analyzed.
 Results The findings show as follows. First, all the participants have rarely experienced portfolio-based learning. Second, the portfolio-based learning approach is perceived as a way to self-driven learning experience, which promoted their own growth and capacity for critical thinking and self-expression. Meanwhile, heavy-loaded as-signments and inconcrete learning objectives were found to form their negative perceptions of portfolio-based learning approach. Third, for succesful portfolio-based learning and teaching, teacher educators’ detailed learning objectives and guidelines along with good questions as well as assignment qualities are found to be essential.
 Conclusions In conclusion, portfolio-based teacher education approach can promote preservice music teachers’ capacity for self-driven learning and teaching. As for its open-ended nature, teacher educators’ role and attitude can be key components component for successful portfolio-based learning and teaching experiences. For future stud-ies, it is important to continue to discuss possibilities and limitations of portfolio-based music teacher education by reflecting the study’s findings and implications. It will ultimately optimize ways to empower music student teachers’ agency and capacity. This study contributes to underrepresented portfolio-based Korean music teacher education theory and practice.

PENGGUNAAN MODEL DISCOVERY LEARNING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PELAJARAN IPAS KELAS IVA SDN 34 PONTIANAK KOTA

This research highlights the problem of limited critical thinking capacity of elementary school children in science and social science disciplines (IPAS). The aim of this project is to use a discovery learning model to improve students' critical thinking skills in Natural and Social Sciences. This research approach uses a lesson study model which consists of three cycles, namely Plan (planning), Do (doing or implementing), and See (observing and reflecting on the learning process). The research subjects were 32 Class IV A students of SDN 34 Pontianak City. Utilize assessments, observation notes, documentation, and collect data on critical thinking. According to research findings, students' overall critical thinking test scores reached 59% in cycle 1, 75% completeness in cycle 2 and 91% completeness in cycle 3. From the results of the tests carried out, there was an increase in students' critical thinking abilities in Science lessons. Nature and Social (IPAS) class IVA SDN 34 Pontianak City.

Pendekatan Stem Terhadap Kemampuan Berfikir Kritis Abad 21 Siswa Kelas V Sekolah Dasar

Learning in elementary schools has to be implemented using methods that are in line with 21st century education goals. STEM is a viable solution for use in the implementation of learning because it places an emphasis on students' mastery of science, which in turn encourages students' critical thinking skills, allowing them to gauge their own learning progress. However, STEM (Science, Technology, Engineering, and Mathematics) education is still underutilized in elementary schools. Therefore, we want to examine how teaching subjects like Science, Technology, Engineering, and Math (STEM) affects primary school children's capacity for critical thinking in the twenty-first century. Quantitative methods of the experimental kind were used for this investigation. (quasi-experiment). The first phase in the data collecting procedure is the pre-test, followed by the treatment of both groups and finally the post-test. The results of this study show that there is an influence of the approach of science, technology, engineering and mathematics (STEM) on the ability to think critically of 21st-century elementary school students.

ChatGPT: The cognitive effects on learning and memory

AbstractAs the integration of artificial intelligence (AI) into our daily lives and educational environments becomes increasingly prevalent, it is necessary to understand the way in which these technologies impact cognitive functions. AI models such as ChatGPT hold immense promise for advancing the field of education, making it easier than ever for educators to support personalized learning and for students to access information. However, there are risks associated with increased AI engagement; individuals may become over‐reliant on AI, resulting in a reduced capacity for critical thinking, or a decline in memory retention. This article provides a comprehensive survey of these potential impacts, emphasizing the need for the judicious utilization of AI, and advocating for an integration approach that supplements, rather than supplants, human cognitive functions. The paper concludes by encouraging further research into the long‐term cognitive effects of interacting with advanced AI models such as ChatGPT.