Critical Thinking Skills Test Research Articles

The Effect of Using Literature Circle Activities on English-Speaking Skills and Critical Thinking Skills of EFL Learners

This study aims to investigate the effect of using the literature circle activities on EFL learners' CEFR B2 English-speaking skills and development of critical thinking skills. The study design employed a single-group repeated-measure approach, which included three repeated experimental tests, as well as pretest and posttest data for both quantitative and qualitative analysis. The independent variable in this study was the literature circle activities based on Reader Response theory, while the dependent variables were the English-speaking skills and critical thinking ability of the participants. To assess the participants' English-speaking skills, descriptive statistics were employed, and the data were collected using CEFR B2 English-speaking skill tests. Critical thinking ability was evaluated through content analysis of the participants' responses. The research instruments utilized in this study included literature circle activities lesson plans, the CEFR B2 English-speaking skill test, the critical thinking skill test, and interviews conducted with the participants. A total of 9 upper secondary EFL students were selected for the study using purposive sampling and classified into three groups based on their English proficiency levels: low, medium, and high. The findings revealed that the students demonstrated improvement in their English-speaking abilities, reaching the CEFR B2 level as evidenced by the pretest and post-test results. Furthermore, their English-speaking skills exhibited progressive enhancement during the three-unit tests that followed their engagement in the literature circle activities. Moreover, the results from the critical thinking skill test indicated that the students had developed critical thinking skills after participating in the literature circle activities. Content analysis of their writing responses demonstrated a gradual increase in their ability to reason and think critically following their involvement in the literature circle activities.

Scales used to evaluate critical thinking in nursing graduation

Objective: To analyze the scales used to measure critical thinking in undergraduate nursing students.Methods: Scoping review guided by Joanna Briggs Institute recommendations. Search carried out in November/2021 in five databases and two libraries. Descriptive data analysis.Results: Final sample had 57 articles. 91% (n = 53) adopted a validated scale to measure critical thinking in nursing students, and 9% (n = 4) combined two of them. California Critical Thinking Disposition Inventory, California Critical Thinking Skills Test, and Health Science Reasoning Test were the most used scales. Studies with beginners prevailed, and there were several contexts and research themes. Simulation and concept mapping were the most evaluated teaching strategies, and 59.6% (n = 34) identified an increase in critical thinking after the intervention.Conclusions: Nursing managers and educators have 17 validated scales available to measure critical thinking, a fundamental element of clinical practice.

Problem-based learning utilizing assistive virtual simulation in mobile application to improve students’ critical thinking skills

In a distance learning system, students tend to feel bored and their learning motivation decreases which makes an impact on their critical thinking (CT) being undeveloped. A motivating digital pedagogical infrastructure is needed to empower students' CT skills. The current study aimed at intervening Problem Based Learning (PBL) with PhET (Physics Education Technology) assistive virtual simulation in mobile application and evaluating its impact on students' CT skills. Experimental design (randomized pretest-posttest control and experimental groups) was carried out while the control group was intervened with expository teaching. The research sample consisted of 88 students at the Islamic senior high schools in the Mataram City, Indonesia. They were divided into experimental and control groups. Learning instruments and CT skills tests were prepared to support the research. The measurement of psychometric properties (validity and reliability) of the instrument was carried out to determine whether the instrument was feasible to be employed. The learning feasibility was observed by observers and analyzed qualitatively, based on the feedback from the observers. Data analysis of CT skills used the parameters of the average pretest-posttest and n-gain. Statistical analysis was carried out to prove the differences in students' CT between groups. The results of the learning feasibility assessment showed that PBL with PhET assistive virtual simulation is able to provide a motivating and interactive digital learning environment. The results of the student's CT skill analysis prove the efficacy of PBL with PhET's assistive virtual simulation in improving students' CT skills. This learning is better than expository teaching in improving CT skills.

Enhancing Critical Thinking Skills and Communication Skills through Flipped Learning Technology in Moroccan Middle Schools

Flipped learning technology is an effective approach that has been used widely in Morocco during the pandemic period. It is an approach that combines both face-to-face and online settings of learning and teaching. It is claimed that the utilisation of this approach matches the learners’ needs and promotes autonomous learning among students at almost all educational levels. In this regard, this study aims to examine the effectiveness of Flipped learning technology in upgrading critical thinking and communication skills. This paper employed a quasi experimental pre-test post-test study design and teacher’s observations. The sample was two groups consisting of 60 students aged 13 and 14 years old in the 8th grade at Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=30) that received the treatment study using Flipped learning technology approach and a control group (N=30) taught traditionally. They were taught using a teacher centred method. The researcher used a critical thinking and communication skills test as an instrument and a paired sample t-test for the analysis. The findings revealed a significant difference between the experimental and the control group (sig <0.05); it showed that experimental group participants achieved higher thinking and communication skills. Overall, we conclude that Flipped learning technology influenced critical thinking and communication skills.

The RICOSRE-FC potential in improving high school students' critical thinking skills

Critical thinking skills are essential 21st-century skills to improve using innovative learning. This study aimed to determine the influence of the RICOSRE-FC model in improving the critical thinking skills of high school students in biology learning. The type of research used is a quasy experiment. The population in this study was all students of class XI MIPA SMAN in Soppeng, South Sulawesi, Indonesia. The classes used for the research sample were 6 classes, 2 classes were taught with the RICOSRE-FC model as an experimental group, 2 classes were taught with the RICOSRE model as a positive control group, and conventional learning as a negative control group. The sample was determined using random sampling techniques. The instrument used is an integrated critical thinking skills test essay test with a scoring rubric of 0-5. Data analysis with the one-way ANCOVA test continued with the LSD test. The results of the one-way ANCOVA test show that a p-level score of 0.00<0.05 means that the learning model affects students' critical thinking skills. RICOSRE-FC has the highest corrected average of 77,349, which shows that the RICOSRE-FC model can potentially to empower students' critical thinking skills.

THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS

The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.

Development of Learning Devices Based on Ethnoscience Project Based Learning to Improve Students’ Critical Thinking Skills

One of the causes of the low critical thinking skills of participants is caused by the learning process that focuses on mastering concepts alone without involving students to construct knowledge independently. Less comprehensive learning tools are the main obstacles that are often encountered in the implementation of learning. Project based learning is a constructivist method that is able to involve students to construct knowledge empirically, one of which is by utilizing the content of ethnoscience as a contextual approach in project learning. This study aims to develop a quality ethnoscience-based Project based learning devices in terms of content validity and empirical validity. This study uses the research and development method with the ADDIE model. The research was conducted at SMA Negeri 1 Gandapura. The research instrument used a validation sheet, student response questionnaires and teacher response questionnaires. Data analysis used the Aiken V coefficient for critical thinking skills test questions; Interclass correlation coefficient for lesson plans, Student Worksheets and Handouts; percentage formula for teacher and student response questionnaires. The results showed that the ethnoscience-based Project based learning devices were categorized as very feasible and could improve the critical thinking skills of students with an N-gain of 0.88 which was classified as high, and received a positive response from the teacher with a percentage of 96.71% and students by 86.35%

Identification of critical thinking skills in mathematics students of class VIII SMPN 61 West Jakarta

Critical thinking skill is one of the highest levels of cognitive abilities. This competence is needed to support students in thinking and resolving problems in daily life. Initial identification requires students' critical thinking ability to be a guide in designing a model or strategy of learning. The purpose of this study is to know and describe students' critical thinking ability to solve mathematical problems in the circular matter, with a qualitative approach. The data-gathering technique uses a critical thinking skill test for as many as three problems with a circle matter. Further interviews are conducted to strengthen students' critical thinking abilities. Research instruments are praised on 34 students living in the viii class 61 Jakarta. The selection of the subject of research is based on the results of researchers' observations on the issues in the field that were discussed with the teacher of the subject. The results of the student's work are studied by pointing to critical thinking ability indicators that researchers have established - interpretation, analysis, evaluation, and inference. Research shows that students' critical mathematical thinking ability is at low criteria, where an interpretation attainment indicator is 38.24%; Analysis of 49.02%; evaluation of 47.3%; And inference at 26.47%.

Upaya Meningkatkan Kemampuan Berpikir Kritis Siswa Melalui Model Pembelajaran Deep Dialogue/ Critical Thinking (DD/CT) Pada Mata Pelajaran Fiqih Kelas VIII MTS N 1 Langkat

This study aims to determine the critical thinking skills of students in Fiqh learning after the application of the Deep Dialogue / Critical Thinking (DD / CT) Learning Model in class VIII MTs N 1 Langkat. This research is included in class action research (Action Research). This study uses a type of collaborative model, namely researchers with Fiqh study teachers in class VIII MTs N 1 Langkat. The subjects in Class Action Research VIII are students of class VIII MTs N 1 Langkat with a total of 32 students. the instruments in this researcher are observation sheets and tests in accordance with the research procedures by observing cycle I and cycle II. The application of the Deep Dialogue/Critical Thinking learning method can be implemented well through two cycles. This can be seen through the activities of students in cycle I and cycle II have increased. The results of observations of student activity in learning which initially in cycle I only reached a score of 67.5% then increased by 17.5% to 85% in cycle II. There is a difference in the critical thinking skills of students in class VIII MTs N 1 Langkat between before and after the implementation of class action research using the Deep Dialogue / Critical Thinking learning method, this is known from the completeness of learning in class VIII MTs N 1 Langkat in the pre-cycle is 66.71% while in cycle I reached 72.96% and in cycle II amounted to 80.93% . After the application of the Deep Dialogue / Critical Thinking learning method, students' critical thinking skills have increased, this can be seen from the results of the pre-cycle critical thinking skills test which only reached an average score of 66.71 (less) and increased in cycle I to 72.96% (sufficient) and in cycle II increased again to 80.93% (good). The increase in critical thinking skills can also be seen in the increase in the percentage of student completeness, namely in the pre-cycle only 40.62% while in cycle I it reached 65.62% and in cycle II it was 84.37%. In addition, from the test results it is known that in cycle I and cycle II the Sig (2- Tailed) value is 0.000. <0.05, it can be concluded that there is a significant difference between the pre-test and post-test learning outcomes. Therefore, it is concluded that the use of the Deep Dialogue/Critical Thinking method can improve students' critical thinking skills.

Upaya Meningkatkan Pola Berpikir Kritis Peserta Didik Melalui Probing Prompting Model’s Pada Mata Pelajaran Fiqih kelas VIII Di Madrasah Tsanawiyah Jam’iyah Mahmudiyah Tanjung Pura


 
 
 
 This study aims to determine the ability think critical students in learning Fiqh after the application of Probing Prompting Models in class VIII MTs Jam'iyah Mahmudiyah Tanjung Pura . This research is included in the class action research (Action Research). This research used a collaborative model, namely researchers and teachers in the field of Fiqh studies in class VIII MTs Jam'iyah Mahmudiyah Tanjung Pura . Subjects in Class VIII Action Research were class VIII students at MTs Jam'iyah Mahmudiyah Tanjung Pura with a total of 28 students. this researcher is the observation sheet and test which is in accordance with the research procedure by observing cycle I and cycle II. The application of the Probing Prompting Model's can be implemented well through two cycles. This can be seen through the activities that students in cycle I and cycle II have increased. The results of observing student activity in learning, which was originally in cycle I only achieved a score of 70% then increased by 17.5% to 87.5% in cycle II. There was a difference in students' critical thinking skills in class VIII MTs Jam'iyah Mahmudiyah Tanjung Pura between before and after carrying out classroom action research using the Probing Prompting Model's, it is known from the learning completeness in class VIII MTs Jam'iyah Mahmudiyah Tanjung Pura in the pre-cycle was 42.85% while in the first cycle it reached 67.85% and in the second cycle it was 82.14 %. After the Probing Prompting Model's students' critical thinking skills experienced an increase, this could be from the results of the pre-cycle critical thinking skills test which only achieved an average score of 67.85 (poor) and increased in cycle I to 73.92 (enough) and in cycle II increased again to 81.25 (good). The increase in critical thinking skills can also be seen in the increase in the percentage of student completeness, namely in the pre-cycle it was only 42.85% while in the first cycle it reached 67.85% and in the second cycle it was 82.14%.
 
 
 

Effectiveness of TPACK-Based Multimodal Digital Teaching Materials for Mathematical Critical Thinking Ability

Technological Pedagogical Content Knowledge (TPACK)-based multimodal digital teaching materials need to be developed to maximize the implementation of learning in the era of technological and digital advances. This study is a pre-experimental one-group pretest-posttest design to analyze the effectiveness of learning by utilizing multimodal digital teaching materials for TPACK-based analytical geometry courses to improve mathematics critical thinking skills of fourth-semester students. The students were from the mathematics education study program at Universitas Muhammadiyah Sorong. Furthermore, the instrument used in collecting research data is a mathematical critical thinking skills test. The research data were analyzed with descriptive statistics and N-Gain. The results showed that implementing learning using multimodal digital teaching materials for analytical geometry courses with TPACK-based was quite effective. It increased mathematical critical thinking skills by 2.24 (56.11%), and the average N-Gain value was 0.62 (62%) which was included in the medium category.

Mathematical critical thinking ability based on self-concept in discovery learning model assisted by ispring suite

Students’ cognitive abilities were influenced by several affective abilities, one of them was self-concept. Critical thinking ability is an important ability in learning mathematics. The purpose of this research was to describe mathematical critical thinking skills based on self-concept in the discovery learning model assisted by iSpring Suite. This research used a qualitative method. The research subjects were grouped based on self-concept category, where each category is chosen by two students to analyze their mathematical critical thinking skills. This research collects data by using mathematical critical thinking skills tests, self-concept questionnaires, interviews, observation, and documentation. Data validity used the triangulation technique. Data analysis techniques were carried out by data collection, data reduction, data display, and verification. The results showed that students with a high self-concept category were able to fulfill every indicator at the steps of clarification, assessment, conclusion, and strategy. The medium self-concept category was able to fulfill the indicators during the clarification and assessment steps. Meanwhile, the low self-concept category only fulfills the indicators at the clarification step.

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

Abstract.Existing human resources must be prepared early. Indeed, national education aims to create intelligent and competitive generations. This research is oriented towards the influence of CAM, which is implemented in the learning process. This research method is quasi-experimental. The research design used a non-equivalent control group design. As a sample is XI grade in SMA Muhammadiyah 7 Surabaya. Data collection techniques through observation and tests, critical thinking skills test sheets and students' concept mastery tests. Descriptively, self-critical thinking skills are 100% completed classically. The results of the t-test have a significance value of ≤ 0.05, which is 0.000. Then for mastery of the concept from the results of the t-test, the significance value is ≤ 0.05, namely with a significance value of 0.000. From the results of this study, it can be concluded that there is an influence of CAM p on students' critical thinking skills and students' mastery of concepts.

English

Evidence-Based Practice (EBP) in health is important for patient safety and quality care while Critical Thinking (CT) is a vital prerequisite to evidence based nursing. Despite their importance, in some settings neither EBP nor CT is taught assessed or implemented. This scoping review examined literature related to teaching, learning, assessment and implementation of EBP and application of CT by nursing students and graduates. Arksey and O’Malley framework was used to conduct the scoping review.  PubMed, CINAHL, EMBASE and Joanna Briggs Institute for EBP data bases were searched for studies conducted between 2000 and 2020. Inclusion criteria were adapted from the -Population, Intervention, Professionals and Patients, Outcomes, Health Care settings (PIPOH) framework. Search terms included; evidence based practice, nursing education, nursing practice, critical thinking, methods, barriers, facilitators to teaching, learning, assessing and implementing EBP and CT. A total of 2,303 articles were retried, eventually 37 met the inclusion criteria. Use of non-traditional instructional methods for teaching EBP and CT were documented including Problem Based Learning, concept mapping, simulation, think aloud, critical incidence technique, debates and role-plays, reflective journaling, article analysis, nursing journal clubs and multidisciplinary clinical rounds. Validated tools for assessing EBP and CT Skills included; California Critical Thinking Skills Test, Upton and Upton 2006 EBP questionnaire and Yoon’s 2004 Critical Thinking Disposition Inventory. Teaching, assessing EBP and applying CT skills is challenging. Therefore  innovative teaching methods are required to promote learning while successful implementation require strategies to minimize detractors and sustain enablers of the process. Key words: Evidence-Based Practice nursing, critical thinking, teaching, learning, assessment and implementation.

Improving critical thinking and problem-solving skills through POGIL combined with digital mind map

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.

The Correlation Between Critical Thinking Skills with Student Metacognitive Skills in Ecosystem Material

<p>Critical thinking skills are the active thinking process by someone by analyzing information, questioning the truth by remembering old memories so that a conclusion is obtained. Critical thinking skills are influenced by student readiness factors in learning including planning, monitoring and evaluation. Therefore, students with low critical thinking skills need to improve thinking skills by planning the systematic learning through empowerment of metacognitive skills. This study aims to determine the correlation between critical thinking skills with the metacognitive skills on ecosystem material. This research was conducted at SMAN 13 Jakarta in year 2021/2022. The method used is a quantitative descriptive method with a correlation study. This research consists of two variables, namely critical thinking skills as independent variables and metacognitive skills as a dependent variable. The sample used was 135 students of class XI MIPA which had obtained the elected ecosystem material through the Simple Random Sampling technique. Data collection is done through survey techniques using critical thinking skills tests and metacognitive skills tests. Based on the results of the study obtained a correlation coefficient of 0, 346 in the correlation of critical thinking skills with student metacognitive skills on ecosystem material. The results of the analysis show that there is a positive correlation between critical thinking skills with student metacognitive skills on ecosystem material.</p><p> </p>

Profile of Students’ Critical Thinking Skills in Physics Learning: A Preliminary Study of Games Application Integrated Augmented Reality

The ability to think critically is included in one of the 21st-century skills students need to have. However, sometimes students have difficulty applying their critical thinking skills while facing a physics problem. Therefore, this research aims to determine students’ critical thinking skills in physics learning, especially in magnetic field subjects. This research method is a preliminary study with a sample of 58 high school students in Sidoarjo, East Java. Data collection techniques by sharing critical thinking skills tests and student response surveys. Then the data is analyzed using qualitative description to represent the research results. The research findings are that students have an average critical thinking ability score of 1.023 or are on low criteria. In more detail, six students have a moderate level of critical thinking ability, while 52 students have a low level. Therefore, the low ability to think critically becomes an urgent problem and needs to be solved immediately. Furthermore, there needs to be innovation to overcome these problems, one of which is to use the AR-integrated game application “Adventuring Physics.” These games are necessary to improve students’ critical thinking skills in physics, especially magnetic field subjects.

INVESTIGATING FACTORS INFLUENCING EFL STUDENTS’ CRITICAL THINGKING SKILL AND READING ACHIVENTS IN READING CLASSROOM

This study aims to investigate the factors that influence EFL students' critical thinking skills and reading achievement in reading classroom. To achieve the research objectives, so that the design of this research was a case study by taking 30 students at third semesters who program critical reading in English Study Program at the Faculty of Culture, Management and Business, Mandalika University of Education. The students were given critical thinking skill test in the form of reading an article and questionnaires consists of 22 items involves two dimensions including: psychology factors and cognitive factors influencing students’ critical thinking and reading achievement. Responses were collected and analyzed. Based on results of the study, it concludes that the students’ critical thinking skill in the scale of very poor. The result shows that critical thinking skill is not due to this individual's even though the individual was born with a state of vision and hearing problems that affect the innate ability critical thinking, the role of motivation and interest was also influencing the students’ critical thinking And Cognitive factors including memory, attention and awareness, and forgetting, influencing critical thinking and reading achievement in reading classroom.

Improving pre-service chemistry teachers’ critical thinking and problem-solving skills using project-based learning

Studies confirmed that students’ critical thinking skills (CTS) and their problem-solving skills (PSS) tend to be low. Thus, this quantitative study aims to improve students’ CTS and PSS using Project-Based Learning (PjBL). In a quasi-experimental design, a total of 50 pre-service chemistry teachers from a public university in Indonesia were recruited as participants. To collect data, the Critical Thinking Skills Test (CTST) and the Problem-Solving Skills Test (PSST) were pre- and post-tested. Paired and independent samples t-tests and Cohen’s d were executed to explain the difference in CTS and PSS scores before and after treatment. The results indicated that there was a significant increase from pre- to post-test in terms of CTS and PSS scores. In addition, there is a significant difference in the CTS and PSS scores between the two groups in favor of the experimental group. It can be concluded that PjBL is an effective method to promote CTS and PSS in the General Chemistry course. As a powerful method, we recommend that lecturers implement PjBL to promote CTS and PSS as an alternative to online learning during the COVID-19 pandemic. Keywords: Critical thinking, pre-service teachers, problem-solving skills, project-based learning, general chemistry

Fostering Critical Thinking Skills Using Integrated STEM Approach among Secondary School Biology Students

Globally, critical thinking skills have been acknowledged as an important goal of education and integrated STEM-based approaches have been reported to have the potential to enhance critical thinking. Therefore, this study examined integrated STEM instructional material for genetic learning to increase secondary school biology students’ critical thinking skills. The study adopted a quasi-experimental design, specifically a pre-test-post-test control group design. The sample size was made up of 112 students, two schools were randomly selected and assigned to the experimental and control group. The experimental group was made up of 58 students and the control group was 54. An integrated STEM approach module was developed for the experimental group, critical thinking skill test was used for pre-test and post-test data. The instrument yielded a reliability of between 0.71 - 0.76 for all the subskills of critical thinking skills. The pre-test results in all critical thinking subskills of inference, recognizing assumption, deduction, interpretation, and evaluation Wilks’ ˄ = .93, F (5, 94) = 1.370, p = (.24) > 0.05, indicating that the two groups were equivalent in their critical thinking skills before treatment. The findings of the within-group comparison show that the experimental group shows a significant difference between pre-test and post-test with a large effect size (d2=1.56) compared to the control group with a small effect size (d2=0.01). The between-group comparison using MANOVA shows a significant difference in students’ critical thinking skills of inference, recognizing assumption, deduction, interpretation, and evaluating arguments (Wilks’ ˄ = .31, F (5,106) = .68, p = (0.00) < 0.05). Therefore, it can be concluded that an integrated STEM approach was more effective in enhancing students’ critical thinking skills.