Level Of Critical Thinking Research Articles

Analysis of Critical Thinking Skills of Grade VIII Students in SMP Negeri 1 Gunungsitoli Idanoi In Mathematics Learning

This research is motivated by the observations of researchers at SMP Negeri 1 Gunungsitoli Idanoi, which is still found that students do not like to study mathematics, sometimes this lesson is a difficult lesson both in material and in learning so that it causes the level of critical thinking of students in solving math problems is still lacking. This study aims to describe the level of critical thinking skills of students, especially class VIII at SMP Negeri 1 Gunungsitoli Idanoi, using descriptive qualitative research methods: research that describes variables as they are supported by data generated from actual circumstances. Based on the research results, the average level of students' critical thinking is 47.39 with the average acquisition of students' critical thinking skills based on indicators obtained: Interpretation indicators (60.58), Analysis indicators (55.29), Evaluation indicators (35.58), and Inference indicators (53.85). Thus, based on the average value of students' critical thinking skills, it is obtained that the level of critical thinking of students is still low. Critical thinking is not easy, but critical thinking skills can be learned and trained.

Investigation of university students’ critical thinking in debate: Justification for the “AREL” argumentation process

This qualitative research investigated students’ critical thinking in a debate group at a university level. It involved six students who performed a debate that used the Asian Parliamentary System. Data on students’ critical thinking were collected by using field notes and video recording. Content analysis was employed to analyze the data focusing on the use of argument traits of the AREL model. The traits consist of Assertian, Reasoning, Evidence, and Link Back (AREL). Moreover, a self-evaluation questionnaire was distributed to triangulate the students’ critical thinking levels. It was found that students’ critical thinking level was mostly below average. Four out of six students did not meet the score which is the threshold level of a high-level debater. Most of their argument traits consist of Assertion (A), Reasoning (R), and Evidence (E), leaving Link back (L) traits untouched. Interestingly, this research revealed a new finding. Many of the students used a multi-layer structure of argumentation. In practice, they occasionally used Assertions with more than one Reasoning and more than one Evidence.
 Keywords: AREL, argumentation process, argument trait, critical thinking, speaking, debate

Determination of Critical Thinking Dispositions and Communication Skills of Gifted Middle School Students

The purpose of the study is to determine the critical thinking dispositions and communication skills of gifted students, and to investigate whether these students’ critical thinking dispositions and communication skills vary significantly by some demographic variables. This study used the descriptive survey model. The sample, which was determined by using maximum variation sampling, consists of 326 gifted students attending BİLSEMs. To collect data, the “California Critical Thinking Disposition Inventory”, the “Communication Skills Evaluation Scale” with “Information Form” were used. In the analysis, descriptive statistics, t-test, ANOVA and correlation analysis techniques were employed. It was seen that the critical thinking level of the students is medium and communication skills level is high. Their critical thinking does not vary significantly by the variables of gender, birth order, grade level and family type. However, their level of critical thinking was determined to vary significantly by the variables of the number of siblings and mother’s/father’s education level. Their communication skills vary significantly by the variables of gender, grade level, mother’s/father’s education level and the number of siblings but does not vary significantly by the variables of birth order and family type.

The Impact of Digitalization of Education on the Development of Key Teacher Competencies

The aim of the study is to identify the relationship between the digital competence of a higher school teacher and creativity, critical thinking, communicative, subject methodical, and communicative competence. The main research methods included testing to identify the level of digital competence, creativity, and critical thinking, as well as the interview to determine the level of subject methodological competence. The results of the study indicate that the medium level of the teacher competencies dominates. The level of teachers’ digital, subject methodological, communicative competencies, creativity, and critical thinking decrease in persons with 16-25 years of work experience. Digitalization of education most significantly affects the development of communicative and subject methodological competence. The relationship between digitalization and professional competencies is more significant among teachers with 1-15 years of work experience. The obtained results can be used to improve existing educational programmes for teacher training. The prospects for further research include the creation and verification of programmes of formative experiments aimed at clarifying the causal relationship between the digitalization of education and the development of the professional competence of higher school teachers

Penerapan Partial Credit Model (PCM) Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Perbaikan Peralatan Listrik Pada Kelas XI Titl Di SMK Negeri 1 Kediri

The learning process carried out by teachers in schools is a very important activity in improving the quality of education. The learning process carried out by the teacher cannot be separated from the use of instruments in the form of questions that will be presented to determine the level of students' critical thinking. The use of the right questions is very important to support the learning process in the future. One of them is a question based on the partial credit model to determine the level of critical thinking of students which is considered suitable to be implemented in the learning process. This study aims to determine the validity and reliability of the partial credit model instrument in the subject of electrical equipment repair and to determine the position of respondents and items on the wright map. The research method used is an experimental method in the form of a One-Shot Case Study. The experimental subjects were students of class XI TITL 2 at SMK Negeri 1 Kediri. Then to analyze and process data using ministep software. The results showed that the partial credit model based question instrument was declared valid for use with the unidimensionality test results obtained by the raw variance explained by measures measurement result of 40.4%, the partial credit model based item instrument was stated to be reliable with the item reliability rating result of 0.93 and 0.94, obtained person reliability values of 0.68 and 0.70, and obtained values from crombach alpha of 0.69, analysis of the wright map obtained item measures and person measures on the wright map showing the distribution of item difficulty and person abilities with limitations logit values 2 to -2 with equivalent person and item positions, so it can be concluded that the instrument can be used to measure the person's ability level.

Understanding As The Basic Component Of Critical Thinking

This article reveals the role of understanding at the different levels of critical thinking. The analysis is based on the authors' study of the primary meanings of the category understanding, that of understanding separate propositions and conjunctions of natural language and up to revealing hidden presumptions of opponents' teachings. Authors consider Aristotelian teaching of overcoming logical fallacies as the basic level of critical thinking. A specific point is an issue of resolving paradoxes presented as a factor for developing students' competence in critical thinking. The authors suggest a universal method for resolving paradoxes by critical analysis. They show that the investigation of meta-argumentation and meta-theoretical issues has essential significance in humanitarian sciences. Finally, the article introduces new arguments for the Turing test related to the problem of computer capacity of understanding.

Teaching Critical Thinking Among Students: Research Models And Anomie

Training, management and development of professional resources is important for the development of critical thinking among students. It is no coincidence that the manifestations of critical thinking are more common in students' research activities, as it allows students to assess the study criteria and determine directions of behavior. Moreover, it can be in any key level of study, making new psychological and legal requirements to the whole pedagogical process. To achieve success in some professions, such as a lawyer, psychologist, political scientist, sociologist, a high level of critical thinking is important. Therefore, in the context of teaching critical thinking, various special methods are used, which are presented in this article, and which are aimed not only to improve the quality of learning, increase participation of students, but also develop student-centered learning. The term of critical thinking was observed from socio-psychological and personal-creative points of view. The interconnections between the terms of critical thinking, marginality, deviance and anomie were presented. Taking into account the above, the aim of this article is to present methodological models for the development of the student's research capabilities and critical thinking. As the result of the article it is emphasized the publicly significant, positive impact of teaching critical thinking on the students’ integrating into public process.

The Effectiveness of Using Response- based Strategy in Enhancing Students' Levels of Engagement, Motivation, Problem-solving Skills, and Critical Thinking

The Effectiveness of Using Response- based Strategy in Enhancing Students' Levels of Engagement, Motivation, Problem-solving Skills, and Critical Thinking

Critical thinking as an information security factor in the modern world

Access to information in today’s world is unprecedentedly easy thanks to the Internet and social media. However, this also creates information overload and the threat of disinformation. Critical thinking is becoming a key skill for sifting reliable information from fakes and manipulations, which makes this topic relevant. The research aims to determine the role of critical thinking in ensuring the information security of the population in the modern world. The study used the methods of analysis, systematisation, synthesis, and generalisation. The study confirmed that critical thinking is an important factor in the field of information security of the population, and also examined the main aspects of critical thinking and its components, including analysis of information sources, fact-checking, contextual understanding, bias research, formulation of critical questions and self-assessment. The study also thoroughly analyses the key aspects of critical thinking skills and considers the concept of Team-Based Learning (TBL), which is an active approach to education aimed at stimulating students’ critical thinking and engaging them in an active learning process. The results of the study highlight the peculiarities and importance of developing critical thinking skills in the Ukrainian population, especially in the context of the ongoing war with Russia, as the war manifests itself not only on the military front but also in the information space, and therefore the development of critical thinking becomes an important element in protecting national interests and information security. The results of the study can be used by researchers to develop specific recommendations and strategies to increase the level of critical thinking among the population and improve information security.

Using Media Literacy Training to Promote the Detection of False Information Online: A Quasi-Experimental Study (Arabic)

This study seeks to develop a training program to detect false electronic content based on two learning styles (simultaneous and asynchronous), with the aim of revealing the effectiveness of training in a digital learning environment, and its impact on the development of media literacy skills and the level of digital awareness among female media students at Al-Azhar University. The tools of measurement were the cognitive achievement test, the skill test through observation cards for measuring the level of skill performance and a measure of digital awareness and media literacy. The study found a relatively high level of skilled performance among female students in the post practical application using external verification methods (artificial intelligence tools) by 79.42%, as the observation cards indicated that the trainees from both groups had the ability to use different sites to ensure the credibility of the published photos and videos. While the self-verification skills in which the respondents relied on critical thinking and reasoning in detecting manipulation came at a rate of 71.76%. This supports the basic hypothesis of the Audience Acts of Authentication (A3s) model. It confirms the need to raise the level of critical thinking among young people, as it contributes to building media awareness, avoiding the trap of false news, in addition to its contribution to improving the media content provided by communicators. The results also indicated that the knowledge and skills of digital media education increased in the first experimental group with simultaneous training compared to the second experimental group with asynchronous training.

Analysis of the variables that promote professional insertion based on critical thinking

Critical thinking is currently one of the most demanded competencies and skills in professionals and, therefore, constitutes one of the fundamental aspects to be developed by educational systems. This is especially important for the development of work tools for future labor insertion. The first objective of the present study was to determine the demographic variables (school type, gender, level education, work experience and volunteering) that can be used to predict the development of critical thinking in students undertaking vocational training or secondary education. The second objective was to determine whether the variables considered to be the most effective predictors are able to distinguish between higher and lower levels of critical thinking. For this purpose, a sample of students undertaking vocational training or secondary education in southern Spain (n = 3.132) was recruited. A quantitative study was then conducted, performing regression and decision tree analysis to identify predictors. Based on study outcomes, it can be concluded that a need exists to work on critical thinking at these educational stages and throughout life while considering the variables that influence critical thinking such as educational level, work experience and volunteering.

The Correlation between Critical Thinking Skill and Vocabulary Mastery in Critical Listening and Speaking Class

The purpose of this research is to find out the relationship between students critical thinking and vocabulary mastery in Critical Listening and Speaking classes at a university in Yogyakarta. This research focused on knowing the relationship between students' critical thinking and vocabulary mastery of semester 4 students at a university in Yogyakarta. The population of this study were fourth semester students who were taking Critical Listening and Speaking courses. This research employed is quantitative design. In collecting data, researchers used questionnaires and tests. The research sample consisted of 15 students at an English Education Study Program. A vocabulary test using https://www.oxfordonlineenglish.com/english-level-test/vocabulary was used to investigate students’ vocabulary mastery. Meanwhile, a formative assignment was employed to gain students’ critical thinking level. To analyze the data, Pearson product moment correlation was used. The exploration discoveries show that there was a positive correlation between critical thinking skills and vocabulary mastery in CLS class with Sig. = 0.934. In this way, the alternative hypothesis (Ha) is acknowledged and null hypothesis (Ho) is dismissed. The importance of this assertion is a basic critical thinking skills impacts vocabulary mastery.

Assessing the Impact of Collaborative Learning Practices on Competency Development in Entrepreneurship Program: A Study of Higher Education Students in Delhi NCR Region of India

Higher education aims to inculcate teamwork and leadership, the two primary management skills that empower students to achieve competency. Despite the fact that students gain domain knowledge through higher education, many organisations report that freshmen have a severe lack of collaborative skills. These skills are essential for today’s graduates to compete in the world of tomorrow. Collaborative learning is a set of strategies that help the students achieve management skills in an effective way, leading to deeper learning. It increases the critical thinking level, communication, leadership, and employability skills, as well as responsibility, and prepares the students for real-life social and economic environments. As collaborative learning practises are so important, this study focuses on assessing the impact they have on competency development, specifically in entrepreneurship programs. A qualitative and quantitative survey has been administered to 536 students pursuing higher education in management in India’s Delhi and the NCR region. A questionnaire has been prepared with 20 questions, comprising 15 closed-ended and 5 open-ended questions. With the results obtained from the survey, it is clear that the collaborative learning practise has a positive relationship with the entrepreneurship programme and competence development among students. The result proved that collaborative learning does benefit the students more in developing competency than individual learning through cultivating essential skills such as communication, teamwork, critical thinking, and responsibility.

Critical thinking among institutional academic advisors and sociodemographic, professional and academic variables: A multicenter correlation study

BackgroundIn nursing education, essential skills include Critical Thinking (CT). There is scant evidence on how nurse educators could promote CT in students in a clinical context. ObjectiveTo analyse the level of CT and correlated variables in healthcare nurses overseeing the clinicals of nursing undergraduates. MethodsThe study population were all nurse educators for clinicals at hospitals with nursing undergraduates. To evaluate the CT skills of nurses the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 practice) was administered. Frequencies, percentages and measures of central tendency and scatter were obtained. A bivariate analysis was performed to analyze the correlation between the nurse educators’ CT level and the sociodemographic, professional and academic levels. The nonparametric Mann-Whitney and Kruskal-Wallis tests were used to compare two independent groups. Statistical significance was defined as P < .05. ResultsThe total number of participants was 639. The highest mean CT level was seen in clinical nurses involved in undergraduate nursing instruction and with experience of up to 10 years (mean CT score = 372 (33.3), p = .007). Global CT levels were similar in women and men (mean CT score: 364 (31.9) in women and 358 (40.5) in men, p = .187), with statistically significant differences only observed in the intellectual and cognitive indicator (P = .022). ConclusionsCT levels are high in teaching healthcare professionals in the clinical environment.

From Provoking Emotions to fake Images: The Recurring Signs of fake news and Phishing Scams Spreading on Social Media in Hungary, Romania and Slovakia

The phenomenon of fake news and media manipulation has always existed in human history, long before the invention of digital technology. However, never before in the history of mankind has it been possible to spread fake news so quickly, in such large quantities and to such large masses, as now, in the age of the internet and social media. In this paper we identified 31 recurring signs of fake news and phishing scams spreading on social media in Hungary, Romania and Slovakia, based on the content analysis of 866 screenshots of social media posts, internet articles, phishing emails and SMS messages from these 3 countries. The most common group of signs are signs of provoking emotions. The second largest group of indicators include the characteristics of the media publishing the news. The third major category is the visual appearance and wording of the news. The fourth group of recurring signs refers to the original source of the news. The fifth group of indicators is the lack of reliable and/or official media coverage of the story. The elements of the sixth group of signs are the photoshopped and re-framed 'proof' images and videos that appear in the news. The seventh, and final group, of indicators refers to the prior beliefs and biases of the target audience. Provoking emotions, and thereby turning off the recipient's critical thinking, is the most common sign of fake news, scams and other hoaxes. Consequently, there is a great need for a high level of critical thinking and information literacy regarding social media contents on the part of the recipient. Our research was based on a fake news database collected in the framework of an international Erasmus+ project called "Media Detective". The aim of the project is to develop media literacy training modules for teachers and youth workers that could be used in school settings.

Development of Critical Thinking of Students in the Process of Organizing Chemical Experiments

In the work the importance and methodological features of the organization chemical experiment for the formation of natural science knowledge about chemical processes by school students and the development of their critical thinking was shown. The influence of the methodology of conducting a chemical experiment on the success of mastering chemistry in experimental classes and the level of formation critical thinking by school students was established. For identifying the subject erudition of school students in inorganic chemistry, after studying the theme, a control work was carried out, some questions of which required demonstrating the skills of analysis, generalization and formulation of arguments. It was shown that the problem-research chemical experiment provides school students with high motivation to study the discipline, the formation of such important universal educational actions as analysis, synthesis, generalization. Mastering such research skills as setting goals, identifying problems, planning actions to solve it, summing up, contributes to the development of school students' personality through the development of critical thinking. The use of a specially elaborated chemical experiment for the organization of individual and group work of school students in the classroom contributes not only to the development of critical thinking and the formation of skills and abilities, but also to the formation of subject knowledge, confirmed by the results of the formative pedagogical experiment.

THE CRITICAL THINKING ABILITY OF STUDENT WITH LOW PRIOR KNOWLEDGE WHO LEARN USING PROBLEM BASED LEARNING

In the twenty-first century, having an ability for thinking critically is essential. Students, including those with low prior knowledge in mathematics, are expected to have this ability. Therefore, the purpose of this study is to evaluate students' critical thinking abilities when they first start using PBL (Problem Based Learning). This study uses a qualitative approach. The research subjects consisted of two mathematics education students who were repeating lectures. The research instrument consisted of tests of critical thinking skills and interviews. The results obtained are indicators of critical thinking skills that appear well in students with low initial abilities is the interpretation of the indicators. As for the analysis of indicators, applying the solutions obtained, making inferences and concluding the results appear at an unfavorable level. These results indicate that students with low prior knowledge who study using PBL still have a low level of critical thinking.

Ortaokul Öğrencilerinin Problem Çözme Becerileri ile Eleştirel Düşünme Becerileri Arasındaki İlişki

In this study, it was aimed to examine the relationship between secondary school students' problem solving skills and critical thinking skills. 261 secondary school students were included in the study in which the relational survey model, one of the quantitative research methods, was used. “Problem Solving Inventory” and “Critical Thinking Tendency Scale” for secondary school students were used as data collection tools. In the analysis of the data, mean, percentage, frequency, correlation, regression and two-way analysis of variance were used. As a result of the research, it was determined that there is a positive and moderate relationship between the problem solving skills of secondary school students and their critical thinking skills, and that critical thinking skills have a predictive effect of 9.5% on their problem solving skills. There is a positive relationship between gender, grade level and school type variables on problem solving skills and critical thinking skills. In addition, it was determined that while the joint effect of critical thinking and gender was significant on the problem solving skills of secondary school students, the joint effect of critical thinking and grade levels was not significant, and the joint effect of critical thinking and school type was not significant.

Letramento informacional e estilos de aprendizagem: novo olhar sobre o processo ensino-aprendizagem

Information Literacy (IL) consists in the actions of locating, selecting, accessing, organizing, and using information to generate knowledge while aiming at decision-making and problem-solving. Learning Styles (LS) are the preferred ways by which one relates to the learning conditions. Our main argument posits that identifying the LS involved in IL activities can improve educational practices. It also advocates that an information literate student presents higher levels of autonomy and critical thinking. This article is part of an ongoing doctoral research and assumes a narrative literature review character. It presents the concept and importance of IL, the concept of LS and their contributions to the development of new teaching-learning practices. Thus, LS, when identified and applied to IL, promote the subject’s protagonism in the search and use of information. However, bibliographic research showed the scarcity of studies that relate the aforementioned concepts and processes, verifying the need to further discuss the subject and to invest in research that contemplates the interrelations between these processes.

Socio-cultural Nature of the Infodemic and its Appearances under Global Turbulence

The article deals with the socio-cultural nature of information and studies its role in increasing global turbulence. Based on the methodological grounds put forward by A. Toffler, S. Moscovici, N. Chomsky, R. Patzlaff, O. Aronson, dialectical and systemic methods, the authors argue that the infodemic roots in stereotypical thinking generated by mass culture, as well as informatization and computerization of social relations. Mass culture contributed to a decrease in the level of critical thinking and caused the so-called ‘clip consciousness’. The paper substantiates the idea that the infodemic became most evident during the coronavirus pandemic, and the spread of hybrid and information wars within the world scale. The infodemic organically correlates with the world of post-truth, where a person does not seek the truth but up-to-date information. The fact of whether the information is true or not in such a context becomes secondary to the cliché of the stereotypical consciousness of an individual, social group, or society as a whole.