Level Of Critical Thinking Research Articles

Level of critical thinking of junior high school students in solving mathematical problems

Critical thinking ability is a crucial ability in mathematics, both at the elementary, secondary, or college level. However, this critical thinking ability is still low. Therefore, the researchers want to study the problem at what level the students are doing in solving mathematical critical thinking problems. The research method used a qualitative method, with the implementation analyzing students who deal with mathematical critical thinking ability problems. The study was conducted at one of the State Junior High Schools in Kroya District, Indramayu, West Java. As a result of the study, information was obtained about students who could not solve the problems presented in mathematical critical thinking ability problems, so they did not understand which strategies should be used to solve problems that could be solved.

AOA Critical Issues Symposium: Shaping the Impact of Artificial Intelligence within Orthopaedic Surgery.

Artificial intelligence (AI) is a broad term that is widely used but inconsistently understood. It refers to the ability of any machine to exhibit human-like intelligence by making decisions, solving problems, or learning from experience. With its ability to rapidly process large amounts of information, AI has already transformed many industries such as entertainment, transportation, and communications through consumer-facing products and business-to-business applications. Given its potential, AI is also anticipated to impact the practice of medicine and the delivery of health care. Interest in AI-based techniques has grown rapidly within the orthopaedic community, resulting in an increasing number of publications on this topic. Topics of interest have ranged from the use of AI for imaging interpretation to AI-based techniques for predicting postoperative outcomes.The highly technical and data-driven nature of orthopaedic surgery creates the potential for AI, and its subdisciplines machine learning (ML) and deep learning (DL), to fundamentally transform our understanding of musculoskeletal care. However, AI-based techniques are not well known to most orthopaedic surgeons, nor are they taught with the same level of insight and critical thinking as traditional statistical methodology. With a clear understanding of the science behind AI-based techniques, orthopaedic surgeons will be able to identify the potential pitfalls of the application of AI to musculoskeletal health. Additionally, with increased understanding of AI, surgeons and their patients may have more trust in the results of AI-based analytics, thereby expanding the potential use of AI in clinical care and amplifying the impact it could have in improving quality and value. The purpose of this American Orthopaedic Association (AOA) symposium was to facilitate understanding and development of AI and AI-based techniques within orthopaedic surgery by defining common terminology related to AI, demonstrating the existing clinical utility of AI, and presenting future applications of AI in surgical care.

Investigating the Effectiveness of Peer Feedback in Developing Critical Thinking Skills in Undergraduate Students

The purpose of this research was to determine whether or not undergraduates benefitted from receiving input from their peers when it came to the development of their critical thinking skills. A total of 60 freshmen taking an introductory philosophy course at a major public university in the United States served as the study's sample for a pre-test, post-test control group design. Students in the experimental group had their critical thinking tasks reviewed by their peers, while those in the control group did not. Changes in critical thinking were measured using the California Critical Thinking Skills Test (CCTST). The results of the CCTST showed that the experimental group had significantly higher levels of critical thinking than the control group. This result demonstrates the potential of peer feedback as an instructional strategy for fostering critical thinking in undergraduates. Student access to chances for group study is also highlighted. These results have substantial repercussions for classroom practice. Peer feedback is a useful tool for teachers to help their pupils develop the critical thinking skills necessary for success in school and the workplace. Important social and cognitive skills, such as communication, collaboration, and critical thinking, can be fostered in students through collaborative learning tasks.

Философско-литературный рассказ как модель развития критического мышления

This article focuses on a detailed review of philosophical literary stories which represent specific area of the Philosophy for children programme primarily aimed at independent thinking development in education process. The benefits of the programme are characterised within the theoretical basis on the level of critical, creative and caring thinking. The philosophical literary story is a part of fiction. It covers philosophical categories, but it is characterised with simplicity in its theme, as well as content and language part. The role of this type of text lies mainly in motivation toward consequent philosophical discussion in a group called community of inquiry. Through the literary text interpretation method, we demonstrate presence and interconnection among critical thinking categories. At the same time, we discuss the subject type of texts as a specific model for critical thinking level development.

The Application of the Snowball Throwing Learning Model Based on HOTS Questions in Improving Islamic Religious Education Learning Outcomes at Junior High School

This study aims to determine the increase in learning outcomes and to train students to think creatively and actively use the snowball-throwing learning model in PAI class VII at SMPN 1 Tanggulangin. This research uses a type of classroom action research (CAR), carried out in three cycles with four stages, namely planning, implementation, observation, and reflection, carried out repeatedly. The subjects in this study were 36 students in classes VII-6. Data collection techniques using observation, interviews, tests, and documentation. Data analysis technique using descriptive analysis. This research shows that implementing the HOTS question-based Snowball Throwing learning model in the chapter "Al-Qur'an and Sunnah as a guide to life" obtained an average student learning completeness with a percentage of 80.00% which can be declared successful with a moderate learning achievement score students of 80.06. In addition, the use of HOTS questions can affect the level of students' critical thinking and learning outcomes. Likewise, the increase in class activity in the first cycle was 78.57%. In the second cycle, it increased by 85.71%; in the third cycle, it reached 92.86%. This study considered it successful if 80% of students achieved the minimum criteria for completeness. The application of the HOTS question-based Snowball throwing learning model in PAI subjects at SMPN 1 Tanggulangin was successful, as seen from the increase in the average value of students in each cycle.

Mapping Knowledge Domain Analysis in Deep Learning Research of Global Education

With the rapid development of the global digital knowledge economy, educational activities are facing more challenges. Sustainable development education aims to cultivate students’ thinking ability to better integrate with the contemporary world view, so classroom practice should involve innovative teaching and learning. The goal of sustainable development education is to cultivate talents with high-level thinking and sustainable development abilities. The concept of deep learning emphasizes mobilizing students’ internal motivation, focusing on problem-solving ability, improving students’ critical thinking level, and developing students’ lifelong learning ability. The concept of deep learning has evolved with the times. The introduction of the concept of deep learning in teaching can enhance students’ understanding of the nature of knowledge, cultivate students’ high-level thinking, and enable students to achieve better learning results. Integrating the concept of deep learning into teaching has extremely important significance and value for sustainable development education. It has become a hot topic in the world to comprehensively analyze the research status of deep learning and explore how deep learning can help education achieve sustainable development. In this study, CiteSpace (6.1.R2) visualization analysis software was used to visualize and quantitatively analyze the literature on deep learning in the Social Science Citation Index (SSCI). The visualized analysis is conducted on the annual publication amount, authors, institutions, countries, keywords, and high-frequency cited words of deep learning, to obtain the basic information, development status, hot spots, and evolution trends of deep learning research. The results show that the annual publication volume of deep learning is on the rise; deep learning research has entered a rapid growth stage since 2007; the United States has published the most papers and is the center of the global deep learning research collaboration network; the countries involved in the study were often interconnected, but the institutions and authors were relatively dispersed; research in the field of deep learning mainly focuses on concept exploration, influencing factors, implementation strategies and effectiveness of deep learning; learning method, learning strategy, curriculum design, interactive learning environment are the high-frequency keywords of deep learning research. It can be seen that deep learning research has the characteristics of transnationality, multidisciplinary nature and multi-perspective. In addition, this paper systematically analyzes the latest progress in global deep learning research and objectively predicts that using intelligent technology to design appropriate teaching and learning scenarios and evaluation methods may become the future development trend of deep learning. The research results of this paper will help readers to have a comprehensive understanding of deep learning research, provide deeper and more targeted resources for integrating deep learning concepts into teaching, and promote better sustainable development of education.

Suggestions for overcoming the barriers to critical thinking in nursing.

Nurses strive to provide the best quality of care to their patients in a stressful and constantly changing environment. Critical thinking (CT) could help nurses provide better quality of care to their patients. However, studies have shown that nurses either have low levels of CT or underutilize it during clinical practice. A possible explanation could be that nurses experience barriers during the development and/or utilization of CT. Since CT can be cultivated during university, nurse educators could utilize methods that improve CT. However, nurse educators do not sufficiently develop the CT of their students, since they usually rely on teacher-centered methods and not active learning methods. On the other hand, during clinical practice nurses cope with several barriers that inhibit their ability to use CT, such as: lack of teamwork, high levels of stress, time constraints, and understaffing. All these barriers decrease the utilization of CT and the quality of care that nurses provide. The present commentary suggests a simple strategy that could be used by educators and assist graduate nurses overcome the barriers to utilize CT during clinical practice. This strategy consists of three distinct components, namely: individual, interdisciplinary, and administrative. Each component could be used individually to improve the CT of nurses depending on the available resources and facilities. Nevertheless, educators by improving the CT of nurses could assist them in providing better quality of care.

Analisis Tingkat Kemampuan Berpikir Kritis Mahasiswa pada Mata Kuliah Graf Materi Pewarnaan Simpul

The top three levels in Bloom's taxonomy of learning objectives, which includes analysis, synthesis, and evaluation, are critical thinking skills. Critical thinking abilities among students range widely. Based on aspects of critical thinking and universal intellectual standards, this research seeks to investigate the level of critical thinking competencies of tadris mathematics students in the topic of node coloring graph material. Descriptive analysis is the method of research used in this qualitative research technique. 14 fourth-semester students served as the research subjects for this study, which was carried out at the Mathematics Tadris Study Program at Institut Agama Islam Negeri (IAIN) Takengon. The tools employed include validation sheets, interview sheets, and critical thinking skills. Tests and interviews are used to acquire data. There are five stages in the critical thinking level (TBK). According to the study's findings, no pupils met the criteria for critical (TBK 3) and very critical performance (TBK 4). The subject level of students' critical thinking is based on critical thinking components, with 3 students (TBK 2) being quite critical, 10 students (TBK 1) being less critical, and 1 student (TBK 1) not being critical (TBK 0). This research demonstrates that students' critical thinking skills are still very low, hence enhancements to teaching strategies and learning activities are required.

Divorce: Counseling Guidance for Students Affected in Parents Divorce

This study aims to find out the impact of parental divorce on the psychological development of students in the Madrasah Tsanawiyah Yakpi Kalijati Subang Regency. The research was conducted using a qualitative approach with descriptive methods. The results obtained by researchers in the field are that there is an unfavorable impact on the development of students from a cognitive perspective. This side experiences a decrease in the level of critical thinking and analysis. Children tend to surrender and do not want to try analytical thinking processes to ask questions and find certain ideas. Affective. Depressed and emotional attitudes are often shown by students who are affected by divorce, they cannot accept that fact because they still need the love of both. Psychomotor, this aspect is often seen when the learning process takes place, blank stares and silence without language is a fact that psychomotor does not work optimally. For this reason, researchers hold intensive communication with these students with the intention of creating a progressive emotional relationship between educators and students.

Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking

Research on active learning that emphasises question formulation activities has received less attention. This study was conducted to address the said gap identified in the literature by testing the thinking empowerment by questioning (TEQ) strategy on the level of conceptual understanding (CK) and critical thinking (CT) of students in Biology subjects. We used a pre-test-post-test non-equivalent control group design with a sample of junior high school students (n = 176). Participants were divided into three groups, namely (1) the TEQ group, 61 students; (2) PS (problem-solving) group, 60 students; and (3) the CS (conventional strategy) group, 55 students. We also considered the effect of school type (public and religious) on student performance in each treatment group and identified a potential correlation between CK and CT. Statistical results showed that TEQ had a more effective and significant effect on students' CK and CT than in the two control groups. However, we identified no difference between students in public and religious schools in each treatment group. In addition, this study also found a strong correlation between CK and CT through the implementation of TEQ. Finally, TEQ is an effective active learning strategy that promotes students' critical thinking in science content and is equally effective when administered to public and religious schools.

The Role of Critical Thinking in Predicting and Improving Academic Performance

Today’s world demands new ways of dealing with problems and different ways of preparing for them. Some studies argue that these new demands also require new skills. Critical thinking (CT) involves a set of skills that are entirely relevant to today’s adaptive needs. In this study, we explore the extent to which CT serves to both account for and improve academic performance. To do this, we measured the CT skills of a number of undergraduate students, along with their university admission grades and average course grades. We successfully established the structural validity of the general construct of CT, along with a strong relationship between CT measurements at two different timepoints (at the beginning and end of studying a critical thinking subject area) and the admission grade and average grade variables. These data lead us to reflect on using CT level as a suitable assessment of academic performance. We also consider the limits of our findings and their implications.

Brazilian undergraduate nursing students' critical thinking need to be increased: a cross-sectional study.

to map Brazilian undergraduate nursing students' critical thinking level and investigate the correlation between selected sociodemographic data and critical thinking domains. in this descriptive cross-sectional study, participants' (N=89) critical thinking was assessed using the Health Science Reasoning Test. Correlation between critical thinking domains and sociodemographic data was assessed using the Pearson correlation coefficient. the overall results showed a moderate level of participants' critical thinking (mean = 70.7; standard deviation 5.7). A poor performance was identified in 5 of the 8 critical thinking domains. A significant positive correlation was found between education period and critical thinking (p<.001). poor level in students critical thinking domains may lead to negative consequences for their learning outcomes. Further studies should be carried out to confirm our results, in addition to investigation of teaching methods that encourage and ensure the development of students' critical thinking skills during nursing education.

Evidence-Based Practice (EBP) evaluation rubric for MSN students

A rubric is a measurement tool used in assessment that recognizes the criteria for completing the tasks and provides standards for each level of performance. The use of rubrics enables educators to formulate standards and explicit grading for the students. Moreover, it provides clear guidelines to the learners regarding task expectations. Improvement in nursing research has made implementing evidence-based practice feasible for nursing students. The adoption of evidence-based care process is relatively slow in the context of nursing and there is a gap in implementing evidencebased practice in a clinical setting. The culture of evidence-based care can be adopted by enhancing the student nurses' knowledge, skills, and attitude (DiCenso et al., 1998). Educators need to formulate their teaching and assessment methodologies in a way to compel their students for achieving cognitive thinking. The higher level of competencies may be inculcated in students through involving and assessing them in evidence-based, rationalized methodologies to enhance their level of critical thinking, skills, independence, and decision-making in the provision of care. The guidelines developed for the assessment of nursing students' Evidence-Based Practice need further modification with clear measurement and level of quality for reaching each level of performance. A composite analytic rubric is suggested to use when educators assess complex skills and clinical performance of nursing students. It provides complete feedback and reduces subjectivity to a great extent due to its comprehensive dimensions. It provides a common basis of judgment, and justification in feedback and enables the teacher to make a fair, valid, and reliable judgment. Moreover, it helps students identify their strengths and weaknesses and formulate their efforts for improvement.

Evaluation of Media Literacy in Students of Mazandaran University of Medical Sciences

Background and Purpose: Media literacy is defined as the ability to access, analyze, and evaluate the messages transferred by the media, which has various dimensions including creativity, critical thinking, and problem-solving. This study was conducted to investigate the media literacy of students of Mazandaran University of Medical Sciences. Materials and Methods: In this descriptive cross-sectional study, 370 students of Mazandaran University of Medical Sciences participated. They were selected via social networks using stratified random sampling in 2021. The data were collected using demographic and media literacy measurements. Furthermore, the data were analyzed by SPSS software, version 20. Results: The results showed that 87% and 13% of the participants had a moderate and high level of media literacy, respectively. The highest and lowest mean scores were related to dimensions of media message content perception and media message analysis. The study also showed a significant relationship between age, grade point average, and father’s education level with media literacy. Using social media like Telegram, WhatsApp, and Facebook was significantly associated with media literacy. Conclusion: The result showed that the rate of media literacy in students was moderate, but students had a low level of media message analysis and critical thinking. So, we conclude that there is a need to provide training in media literacy skills in institutions, universities, and schools.

MODERN IT AS THE KEY TO CREATING A NEW FORMAT OF EDUCATION

The level of education does not guarantee the necessary level of critical thinking, both individually and collectively. A modern person faces the problem of processing text and multimedia terabytes of information in the educational process, which does not affect the creativity and creative approach of a qualified specialist in solving the tasks set for the individual and society to solve. In addition, the large volumes of knowledge intensively acquired by those gaining education in our time overwork brain activity and lead to resistance to information overload. Now, the simpler the exchange format, the better. No one wants to work with large amounts of data, and it accumulates quickly in every field of knowledge. Few people think about the problem of connectedness of information, the trend of clip thinking is growing. That is, a person is deprived of opportunities and skills to understand and manipulate things more complex than one picture, comic or short video. Thus, the education system faces a dilemma: how to form the necessary level of professional competence in an individual and at the same time develop critical and systemic thinking, and not suppress his creative social activity by overloading with unnecessary information and knowledge. It is necessary to create conditions for solving the main problem of the post-information society, in which the level of education should be determined by the quality of the specialist's thinking, and not by the amount of knowledge acquired by him. The article examines the trends that influence the change in the thinking of modern people through the prism of the creation of the latest format of education, taking into account the factors determined by the use of the latest information technologies in the design and development of educational platforms. The need to change educational information technologies in the education system and transition from "monolithic" educational technologies to flexible information technologies implemented in microservice architecture is substantiated.

The Effect of Problem-Solving-Based Learning on Critical Thinking Skills of Nursing Students

Background: Nurses need critical thinking (CT) skills when faced with unstable clinical conditions. CT is a style of thinking, which requires new and student-oriented education. Nursing educators should train active students interested in continuous learning with their educational methods. Objectives: Therefore, this study aimed to determine the effect of problem-solving-based education on the CT skills of nursing students of the Islamic Azad University of Golestan province in Iran. Methods: This experimental study used a pre-test and post-test with a control group. The study area was the department of undergraduate nursing students of the Islamic Azad University of Golestan province in the 7th and 8th semesters in the Islamic Azad University of Golestan province in 2022. The population included 50 nursing students, who were selected by convenient sampling. The data collection tool was the demographic profile form and the California Critical Skills Test (CCST). Results: In the control group, the results of the paired t-test in different dimensions, including truth-seeking (P = 0.91), criticism (P = 0.82), organization (P = 0.74), Curiosity (P = 0.52) and the overall size (P = 0.06) did not show significant differences before and after the intervention. However, there was a significant difference in the dimensions of analysis (P = 0.03) and self-confidence (P &lt; 0.01). The ANCOVA test showed a significant difference (P &lt; 0.01, Eta = 0.55) by removing the pre-test. Thus, 55% of post-test changes could be related to problem-solving skills. Conclusions: Based on the effectiveness of problem-solving learning in increasing the CT of nursing students, CT levels can be raised using this method. Therefore, it is recommended to hold the related courses in educational centers, especially universities and higher education centers.

The Influence of Selected Variables on University Students’ Critical Thinking Level: Preliminary Results

Critical thinking is necessary not only to understand the academic content, but also to effectively carry out activities related to one’s own profession. The aim of the research was to identify the level of critical thinking in university students and to determine the influence of selected variables on the level of critical thinking. The variables were gender, age, use of the media, necessity of the media, up-to-date information, up-to-date professional information, and health information on the Internet. Fifty respondents studying at university participated in the research. Both bachelor’s and master’s students at the age of 21 to 36 were involved in the study. In order to achieve the set goal, an quantitative approach was adopted using a critical thinking test (Criticatl Thinking Test for university Students - CTTUS) as a research technique. Descriptive, inductive and multivariate statistics were applied for the data analysis. Age and gender emerged as important factors. Information literacy, which can significantly affect the level of critical thinking, can also be an important factor in the education of pupils and students. Finally, the study limitations are presented.

Benefits of poetry: An argument for making poetry a required course for EFL literature majors

Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson &amp; Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.

The level of critical thinking in mathematics among students of the College of Basic Education

هدفت الدراسة الى التعرف على مستوى التفكير الناقد في الرياضيات عند طلبة كية التربية الاساسية. حددت الدراسة بمهارات التفكير الناقد (الاستنتاج، الاستنباط، معرفة الافتراضات، تقويم الحجج، والتفسير). بلغت عينة الدراسة (108) طالباً وطالبة مثلت كافة طلبة المرحلة الرابعة / قسم الرياضيات / الدراسة الصباحية في كلية التربية الاساسية للعام الدراسي 2008-2009. تكونت اداة الدراسة من اختبار - من اعداد الباحثة- على غرار مقياس (واطسن-جليسر) للتفكير الناقد مؤلف من (75) فقرة، وكل اختبار فرعي لمجالاته مؤلف من (15) فقرة، وقد تم التأكد من خصائصه السيكومترية. توصلت الدراسة الى ان مستوى التفكير الناقد في الرياضيات لدى الطلبة كان مقبولاً مقارنةً بمستوى الاداء المقبول 70% كما حدده نخبة من الخبراء

COMPARISON OF 21st CENTURY SKILLS AMONG SCIENCE AND ARTS SECONDARY STUDENTS OF ISLAMABAD PAKISTAN

To cope up with this competitive digital era, students’ top priority should be tech-fluency. Therefore, education system must be embedded with essential 21st century skills to confront the life challenges in this competitive 21st century. The study delimited to three skills out of most highlighted fifteen components of 21st century skills. These three essential abilities were Critical and Logical Thinking Skill, Digital Literacy Skills and 3Rs Skills. Population of the study consisted of 151 F.G. secondary schools of Islamabad. The number of sampled science students was 100. The number of sampled arts students was 100. Therefore, 200 sample of students was taken for data collection through stratified random sampling. The survey approach using scales to measure the perceived level of critical thinking skill, digital literacy skill and 3Rs skill was employed in the study design. Hypotheses were tested by taking alpha 0.05, as level of significance. Data was analyzed using ttest. The findings revealed that there was no significant difference in the overall perceived level of 21st century skills among secondary schools students when compared according to their academic stream. It was also found that science group students were higher on digital literacy, whereas students showed non-significant difference was found in the perceived level of critical thinking. It is concluded that the significant difference was found with respect to digital literacy skill.