Critical Thinking Ability Of Students Research Articles

The Efforts to Improving the Mathematical Critical Thinking Student’s Ability through Problem Solving Learning Strategy by Using Macromedia Flash

This study aims to determine whether the application of problem solving learning strategy by using macromedia flash can improve student’s critical thinking skills on the subject two variables of linear equation (SPLDV) at class 8th Junior High School) that attended by 25 students. Data obtained from tests analyzed using descriptive statistics with five absolute scales, while data from the observation analyzed by percentage of the total aspects observed. The results showed that the critical thinking ability of students is improved. Indicated by the results of the achievement of the minimum criteria quite well in the first cycle by 40%. In the second cycle amounted to 60% in the third cycle increased to 80%.The results of the observation of teacher ability to manage by problem solving learning strategies by using macromedia flash on the first cycle get 66.4%, so it has not fulfilled the ability of teachers in the classical style 75% in the second cycle and the third cycle reached 87,5%.So that it meets the expected categories according to the benchmark.

The Impact of Inquiry-based Learning approach on Critical Thinking Skill of EFL Students

To modify the way how the students are getting ready to encounter the needs of the new era, some other different teaching approaches are under research. Inquiry-based learning is such a method supposed to empower the skills students need to master. The hypothesis was that inquiry-based learning can have impact on critical thinking ability of students. The data was from language learners at Guyesh language institute placed in Alborz(Iran). To homogenize the participants, they had a language proficiency test (PET) as pre-test. Out of 62 students, 38 students were selected. The learners were put into one experimental and one control group based on their exam results. The researchers used independent sample T–Test to measure the statistical differences between the two groups. Before receiving instruction the students completed a critical thinking questionnaire. After sessions of inquiry-based instruction, the researchers gave the post-tests to both experimental and control groups. Finally, the results of the analysis of the data ensured that doing inquiry-based activities increased critical thinking ability of the subjects. The outcome of this study confirmed that participation in inquiry-based learning class had a significant impact on learners’ critical thinking skill.

Pengaruh Model Learning Cycle 5E (Engage, Explore, Explain, Elaboration, & Evaluate) Terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas X MAN 1 Mataram

This study aims to determine the effect of learning cycle 5E model (Engage, Explore, Explain, Elaboration, & Evaluate) on student’s critical thinking skills of class X in MAN 1 Mataram. This research type is quasi experiment with research design untreated control group with pretest and posttest design. The sample was selected by cluster random sampling technique and obtained X MIA 1 class as experiment class using learning cycle 5E model and X MIA 2 class as control class using cooperative learning type STAD model. The critical thinking ability’s data collected by essay test that are 5 questions that have been tested for validation, reliability, difficulty level, and index of discrimination. Researchers used homogeneity test, normality test, t-test polled variance, and N-Gain test as statistical test. N-Gain test are used to determine the improvement of critical thinking skills in each indicator. The experimental class get improvement result in medium category for all indicators, while the control class get improvement in medium category on three indicators and two other indicators in low category. Based on result of hypothesis test can be concluded that there is effect of learning cycle 5E model to critical thinking ability of students.

Pengembangan Bahan Ajar Matematik Berbasis Inkuiri Berbantuan Multi Media Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA Se-Provinsi Sumatera Utara

This study aims to develop inquiry based multimedia mathematics teaching materials that can improve the critical thinking skills of high school students in North Sumatera. This research was conducted in North Sumatera Province, from 2016 to 2018. The population of this research is all SMA in North Sumatera Province. The subject of this research is high school students. The sampling technique used purposive random sampling, which is choosing six SMA randomly with three SMA Negeri and three private SMA. To know the influence of mathematics materials based on inquiry of multi media aid developed used quasi experimental research design with control group post test only design. Data collection techniques used questionnaires, observations, and tests. Data were analyzed using descriptive analysis technique, t test and anava. Tests of research found inquiry learning model in groups make students dare to express opinions and accept opinions of others. Multilingual aided instructional learning model interacts with students' early mathematical abilities of critical thinking skills. Initial students with moderate and higher category skills prefer to use multimedia-based inquiry learning models, whereas for early low-ability students it is better to use ordinary or expository learning models. Critical thinking ability of students more in the medium category that is equal to 38.71%, this means to improve critical thinking skills in this study need to note one of the 3rd limitation in giving more opportunities for students to think creatively.

The Implementation of VOBAS Game Modification to Critical Thinking Ability in Senior High School Students

The purpose of this study is to determine the effect of implementation VOBAS game modification on critical thinking ability of students in big ball game. The method used in this study is experimental design with one group pretest-posttest design. The experiment was conducted in high school with thirty number of sample from grade X (ten) by cluster random sampling. The study passed off twelve sessions for four weeks with three times a week. Critical thinking ability is measured by using written tests of critical thinking ability with using non - parametric statistical analysis Wilcoxon test for data analysis method. The result of this research indicates no increase in critical thinking skills on a big ball game on the implementation of VOBAS game modification. The initial condition of students should be knowing and control. Implication for further research, should be involving control group and moderator variable, and maybe using a variety teaching strategies.

Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Peningkatan Kemampuan Berpikir Kritis pada Konsep Pencemaran Lingkungan di SMA Negeri 12 Banda Aceh

This study aims to determine differences in the students' critical thinking skills through the application of cooperative learning jigsaw with conventional learning the concepts of environmental pollution in SMA 12 Banda Aceh. Data were collected in April 2016. The method used in this study was an experimental method with pretest posttest control design. The research was conducted in two classes, namely X-IPA 1 as the experimental class and X-IPA 2 as the control class. The instrument used in this study using multiple choice questions to assess students' critical thinking. Data analysis used independent sample t-test with SPSS 16.0 for Windows at significant level of 0.05. T test results showed tvalue>t table was to think critically 6.633> 2.68. The conclusions show that there are differences in critical thinking ability of students to use the application model of cooperative learning jigsaw with the conventional concept of environmental pollution in SMA 12 Banda Aceh.

The Increase of Critical Thinking Skills through Mathematical Investigation Approach

Some research findings on critical thinking skills of prospective elementary teachers, showed a response that is not optimal. On the other hand, critical thinking skills will lead a student in the process of analysis, evaluation and synthesis in solving a mathematical problem. This study attempts to perform an alternative solution with a focus on mathematics learning conditions that is held in the lecture room through mathematical investigation approach. This research method was Quasi-Experimental design with pre-test post-test design. Data analysis using a mixed method with Embedded design. Subjects were regular students enrolled in 2014 at the study program of education of primary school teachers. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The results of the study showed that (1) there is a significant difference in the improvement of critical thinking ability of students who receive learning through mathematical investigation approach when compared with students studying through expository approach, and (2) there is no interaction effect between prior knowledge of mathematics and learning factors (mathematical investigation and expository) to increase of critical thinking skills of students.

Research on integrated classroom teaching model oriented by cases in teaching of oral nursing care

Objective To investigate the application effect of integrated classroom teaching model oriented by cases in teaching of oral nursing care, and seek a new teaching model, to improve the clinical comprehensive ability of nursing students. Methods Totally 287 undergraduate nursing students of Wenzhou Medical University were selected as the research object, and were divided into the control group and the observation group randomly. The control group adopted the traditional teaching method, while the observation group adopted the integrated classroom teaching model oriented by cases. The autonomous learning ability, critical thinking ability and satisfaction of nursing students between two groups were compared by questionnaire. Results There were no differences between two groups in nursing students′ autonomous learning ability and critical thinking ability before teaching (P>0.05), but after teaching, the scores of autonomous learning ability and critical thinking ability of students in the observation group were significantly higher than those of students in the control group (P<0.05). The students′ satisfaction towards teaching in the observation group (91.97±11.37) was significantly higher than that of the control group (84.43±10.12) (P=0.006). The examination results of oral care clinical ability in the observation group (83.47±8.19) were significantly higher than that in the control group (71.86±6.23) (P=0.001). Conclusions The integrated classroom teaching model oriented by cases can increase nursing students′ autonomous learning ability, critical thinking ability and clinical practice ability, and improve the learning enthusiasm and comprehensive ability of nursing students. Key words: Teaching; Cases; Oral nursing

Pengaruh Strategi Pembelajaran Inkuiri dan Discovery terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa pada Topik Bioteknologi di MAN I Padang Sidempuan

This research was aimed to determine: (1) the effect of inquiry learning strategies to students' critical thinking skills; (2) the effect of inquiry learning strategies to student learning outcomes; (3) the effect of discovery learning strategies to students' critical thinking skills; (4) the effect of discovery learning strategies to student learning outcomes; and (5) the relationship with the critical thinking skills of student learning outcomes. This research was conducted in MAN I Padangsidimpuan, in class XII IPA second semester of the school year 2013/2014 in the matter of Biotechnology. Samples taken consisted of three experimental class. Sample was conducted by cluster random sampling method. This research method was a quasi-experimental techniques Anacova analysis (analysis of covariance) at significance level α = 0.05. The results of this study showed that: (1) there are significant inquiry learning strategies to students' critical thinking skills (F-count = 4.621; Sig. = 0.036); (2) there are significant inquiry learning strategy on learning outcomes of students (F-count = 2.860; Sig. = 0.018); (3) there are significant discovery learning strategy toward critical thinking ability of students (F-count = 48.709; Sig. = 0,000); (4) there are significant discovery learning strategies students (F-count = 4.034; Sig. = 0,049); and (5) there is a relationship with the critical thinking skills of student learning outcomes using a strategy of inquiry learning, discovery and conventional (F-count = 50.956; Sig. = 0.000).

Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

Efficacy of Reflective Learning Package on Reflective Writing, and Critical Thinking Ability of Undergraduate Students on Head Injury in Selected Nursing Colleges of Udupi District

Reflective learning fosters the elaboration of thinking process. The study was aimed to determine the efficacy of reflective learning package in terms of reflective writing and critical thinking ability of students. A quasi experimental design was adopted using reflective essay writing (r 0.90) and flow chart (r 0.70) on closed head injury, questionnaire on critical thinking ability tools (r 0.74),(construct validity (? 0.61) data was collected from 92 samples. On day one of the clinical posting pre-test was given for both the groups. On the eight day of the clinical posting the experimental group was introduced to reflective learning followed by group discussion and using simulated scenario. The post test was carried out on the on twenty eight day for both the groups. Results revealed there was difference in critical thinking ability scores among the experimental and control group subjects (t=32.729).also there was a significant positive correlation between the pre-test scores of reflective learning ability (r =0.910) and critical thinking ability(r=0.937). It was concluded that reflective learning package was found to be effective in improving the reflective learning ability and critical thinking ability of nursing students.

Critical thinking ability of associate, baccalaureate and RN-BSN senior students in Korea

The purpose of this study was to compare the critical thinking ability of students enrolled in associate, baccalaureate, and Registered Nurse-Bachelor of Science in Nursing (RN-to-BSN) programs in Korea. The participants were 301 undergraduate nursing students. The instrument used for this study was the Watson & Glaser Critical Thinking Appraisal (WGCTA). The data were analyzed using descriptive statistics, t-test, and analysis of variance with Scheffe's multiple comparison. The average critical thinking ability score was 41.59. Bachelor of Science in Nursing (BSN) students scored significantly higher on critical thinking than the other 2 groups. Students < or = 22 years of age scored higher than the other age groups on critical thinking. This study provides preliminary evidence that the length and content of an educational program is as important as its focus on enabling students to develop their critical thinking abilities. This finding suggests a need to infuse critical thinking activities early in existing secondary school curricula as a way of encouraging students to develop their thinking abilities earlier.