Critical Thinking Skills Test Research Articles

Implementation of the Learning Cycle 9E with Real-Virtual Practicum to Improve Students' Critical Thinking Skills

Rapid advancements in science and technology have made critical thinking skills increasingly essential. 21st-century education focuses not only on knowledge transfer but also on developing crucial skills to meet future challenges. This study examines the enhancement of students' critical thinking skills by implementing the Learning cycle of the 9E model, which integrates real and virtual practicums on dynamic fluid materials. The research used a pre-experimental design with a pretest-posttest approach involving 27 grade XI students selected via purposive sampling. Data were collected using a critical thinking skills test with 19 two-level multiple-choice questions and analyzed with Rasch modeling techniques. Results showed that the Learning cycle of the 9E model, combining real and virtual practicums, improved students' critical thinking skills by 5.74 logits, indicating a medium level of improvement. The racking technique revealed that initially, difficult questions became easier post-intervention, highlighting a positive impact on learning. Thus, the Learning cycle of the 9E model with real-virtual practicums effectively enhances students' critical thinking skills in dynamic fluid materials. These findings have significant theoretical and practical implications, supporting classroom learning and educational policies. The stacking and racking techniques provide deeper and more accurate analysis results.

The Effect of Discovery Learning Model Assisted by PhET Media on The Critical Thinking Ability of Class X High School Students

This study aims to determine the effect of the discovery learning model assisted by PhET media on Alternative Energy material on the critical thinking skills of class X high school students in Cirebon city of 2024/2025 year. This type of research is a kuasi experiment. The research sample was an experimental class of 34 students and control class of 32 students with purposive sampling technique. The instrument was a student critical thinking skills test with the form of essay questions and has been validated by experts. In addition, based on the results of statistical tests, the instrument was declared valid and reliable with a value of 0.676. The average posttest score of the experimental class was 87 and the control class posttest was 81. The prerequisite test results stated that the samples were normally distributed and homogeneous. In addition, an independent t-test was conducted with a result of 0.002. These results indicate that there is a significant effect of the discovery learning model assisted by PhET media on Alternative Energy material for X grade high school students.

Evaluating the M6 learning model and realistic mathematics education (RME) approach in enhancing critical thinking skills in mathematics: A focus on students’ logical-mathematical intelligence

Background: Critical thinking skills are essential in the 21st century; however, Indonesian students often show low critical thinking abilities in mathematics. This issue arises partly from limited use of instructional methods that foster critical thinking among junior high school students.Aim: This study aims to assess the effectiveness of the M6 learning model and Realistic Mathematics Education (RME) in enhancing students' critical thinking abilities in mathematics, considering their levels of logical-mathematical intelligence.Method: A quasi-experimental design was employed with a sample of 318 seventh-grade students from State Middle Schools in Cirebon Regency in the 2023/2024 academic year. Stratified cluster random sampling produced three groups: 107 students in the first experimental group, 105 in the second, and 106 in the control group. Instruments included a critical mathematical thinking skills test and a logical-mathematical intelligence test, with hypothesis testing conducted using two-way analysis of variance with unequal cells.Results: The analysis revealed significant differences in students' critical thinking abilities based on the learning model and logical-mathematical intelligence levels, with notable interactions between these variables.Conclusion: The study concludes that the M6 and RME learning models influence critical mathematical thinking skills differently across logical-mathematical intelligence categories. These findings underscore the importance of aligning instructional models with students' intelligence profiles to optimize learning outcomes in critical thinking.

Authentic-Inquiry-Project about Nyale on Science Teachers Critical and Creative Thinking Skills

The aim of this study was to determine the effect of authentic inquiry project practicum on Nyale in improving critical and creative thinking skills of prospective science teacher students. The method used was experimental research method with one group pretest postest. The research subjects involved science education students of one of the universities in Sumba in the 2023/2024 academic year who contracted animal anatomy and physiology courses. The instrument used in this research was a critical and creative thinking skills test. The results of the Wilcoxon test showed that in experimental classes 1 and 2 there was an effect of practicum on the critical and creative thinking skills of prospective science teacher students as evidenced by the Asymp. Sig. (2-tailed) 0.000 < than 0.05. In addition, the N-gain test results showed an increase in critical thinking skills before and after practicum in experimental classes 1 and 2 with moderate categories. While the N-gain test of creative thinking skills showed an increase in the creative thinking skills of prospective science teachers in the moderate category for experimental class 1 and in the low category for experimental class 2. From the results obtained, it can be concluded that the authentic inquiry project practicum on Nyale is effective in improving the critical and creative thinking skills of prospective science teachers.

Effect of Critical Thinking Skills on Misconceptions of Students in Learning Mathematics at the Elementary School Level

The aim of mathematics education in schools is to create logical reasoning and critical thinking ability in students. These skills development not only help students understand better but can also help remove the misconceptions they have about mathematical concepts. The purpose of this study was to investigate how critical thinking skills can help address misconceptions in mathematics learning at the elementary level. The research used an A-B-A design to determine the effects of an intervention, which is a perfect design for this purpose. 35 eighth-grade students who were enrolled in the current academic year were participants in this study. Three researcher-developed tools facilitated data collection. The first and initial tool was called the Test of Critical Thinking Skills (ToCTS), which measured students' critical thinking math skills. The second tool, the Test of Misconceptions (ToM), was developed to identify specifically how the students thought they were solving the problems. Finally, an interview protocol was used to learn about the students' reasoning regarding their answers on the tests. The mathematics curriculum of grades three to eight formed the basis of the development of these instruments, both close-ended and open-ended questions. Descriptive and inferential statistical methods were used in data analysis, and qualitative content from the interviews was applied to thematic analysis. A poor level of critical thinking skills in factoring equations and selecting proper solving methods for linear equations was shown by students. In addition, students had difficulty solving complete mathematical problems with linear equations. A significant gap was identified in their understanding and application of the BODMAS rule during algebraic operations. Based on these findings, the study recommended fostering critical thinking skills to improve students' abilities in factoring equations. Teachers should provide clear and comprehensive guidance to help students solve mathematical problems effectively. To address misconceptions, educators could introduce simplified problem-solving methods and reinforce students’ understanding of fundamental operations and rules. Specifically, it is essential to provide targeted instruction on the application of the BODMAS rule in algebraic contexts to enhance students' problem-solving capabilities.

Analysis Of The Validity And Reliability Of A Critical Thinking Skills Instrument On The Topic Of Wave-Particle Duality Using Rasch Model

This study aims to analyse the validity and reliability of a critical thinking skills instrument on the topic of wave-particle dualism using the Rasch model. Data collection was carried out by administering a critical thinking skills test to students enrolled in a modern physics course. A total of 36 students from a university in West Nusa Tenggara participated. Data analysis was performed using the Rasch model through the Winsteps 4.6.1 software. The results indicated that the instrument is valid and reliable. The instrument's validity was tested by examining the data's fit to the Rasch model through infit and outfit MNSQ values and ZSTD, all of which were within the expected acceptance range. Construct validity was analysed through standardized residual variance, showing that the Rasch model can explain most of the variance in the data. Similarly, the instrument's reliability showed that the item reliability was in the very good category (0.93) and the person reliability was in the moderate category (0.68), with a Cronbach's alpha value of 0.86, indicating very good internal reliability. These findings confirm that the Rasch model is effective in assessing and improving the quality of critical thinking skills evaluation instruments in the context of modern physics education.

Validity and Effectiveness of STEAM-Based Food Microbiology Electronic Booklet to Improve Critical Thinking Skills of Biology Students

Objective: This research and development aims to determine the validity and effectiveness of STEAM-based food microbiology electronic booklets based on the assessment of validators and the results of student critical thinking skills tests. Method: This research is an R&D study using the ADDIE development model. The developed product was tested on students using the One Group Pretest-Posttest research design. The validity test was carried out by giving a questionnaire to the validator, and the effectiveness test was carried out by giving a test in the form of 20 fill-in questions to 15 Biology students. Results: The results of this study are that STEAM-based electronic booklets are very feasible to use as teaching materials and learning media and are effective in teaching food microbiology because they can improve students' critical thinking skills. This study is recommended to carry out STEAM-based electronic booklet development innovations in other food microbiology materials. Novelty: The novelty of this study lies in the research variables, which focus on the validity and effectiveness of food microbiology electronic booklets integrated with the STEAM approach to obtain teaching materials that encourage students to be active in learning activities.

Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China

This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.

Development of an Environment-Based Critical Thinking Skills Test Instrument for Class VII Middle School Science Learning

This research developed an environment-based critical thinking skills test instrument for science learning in class VII middle school to answer the problem of students' low critical thinking skills in Indonesia. The aim of the research is to produce a valid and reliable instrument to measure students' critical thinking skills in an environmental context. The research method uses the ADDIE development model with a pre-experimental design (one group pretest-posttest). Research findings show that the instrument developed has high validity and reliability and is able to significantly improve students' critical thinking skills. The conclusion of this research is that environment-based test instruments are effective in measuring and improving students' critical thinking skills. The implications of this research show the importance of integrating environmental issues in learning modules to improve the quality of science education in Indonesia.

Need Analysis for Development of Inquiry-Based STEM Materials to Improve Critical Thinking Skills

21st-century learning plays an important role in producing quality human resources. One of the skills that students must have to face this century is critical thinking skills. This research aims to determine students' critical thinking skills and find out to what extent the stages of inquiry learning have been implemented, as well as their integration with the STEM approach. The type of research used is survey research. The instruments used were interview guide sheets, tests of student critical thinking skills, observation sheets of learning implementation, and analysis sheets of the interviews conducted with 4 physics teachers in the four schools. The research results show that learning in schools is still conventional (teacher-centered). The integration of the inquiry process with the STEM approach in learning and the teaching materials used is still low. Students' critical thinking skills are also low. Therefore, the recommendation from this preliminary study is that there is a need to develop physics teaching materials that integrate inquiry learning with a STEM approach to improve students' critical thinking skills.

MODEL DISCOVERY LEARNING BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA

Mathematics, as an important foundation in education, contributes to the advancement of science and technology and teaches students logical, analytical, and creative thinking. This is in accordance with the Merdeka Curriculum which emphasizes the development of 21st century skills and character development, including critical thinking and self-regulated learning. However, the low mathematical critical thinking skills and self-regulated learning in Indonesia is still a challenge. One of the factors that influence this is the use of inappropriate learning models. The Discovery Learning learning model supported by technology such as GeoGebra is a potential solution to improve both capabilities. The purpose of this study was to determine the increase in mathematical critical thinking skills and determine the increase in self-regulated learning of students who obtained the GeoGebra-assisted Discovery Learning model compared to students who obtained conventional learning models. This research method is a quasi-experiment with the nonequivalent pre-test post-test control group design. Sampling is done by purposive sampling technique. This research was carried out in one of the Junior High Schools in Serang City in the 2023/2024 school year, involving two classes of grade VII students as an experimental and control group. The instruments in this study consisted of tests of mathematical critical thinking skills and learning independence scales. The results showed that the improvement of mathematical critical thinking skills and increased self-regulated learning of students who applied the GeoGebra-assisted Discovery Learning model were better than students who applied conventional learning models

Implementation of the PIMCA Learning Model Assisted by HOTS-based LKPD to Improve Critical Thinking Skills on Temperature and Heat Material

Critical thinking skills are one of the skills that students must have. This skill can be trained through various scientific disciplines, one of which is physics. If we look at its characteristics, temperature and heat physics material is able to train students critical thinking skills using the knowledge and experience they have. But in reality, students consider temperature and heat material to be difficult and boring. This is due to lack of student involvement and lack of student understanding of temperature and heat material. Therefore, this research aims to determine the improvement of students' critical thinking skills through the use of the PIMCA learning model assisted by HOTS-based LKPD on temperature and heat material. The research method used is quantitative with a one group pretest-posttest design. The research instrument is a critical thinking skills test in the form of an essay. Data analysis of critical thinking skills test results includes normality testing, hypothesis testing, and continues with the n-gain test to obtain in-depth information regarding students critical thinking skills. In general, the research results show that the average critical thinking skills of students is 0.76 in the high category. High levels of critical thinking skills can be seen in the categories of elementary clarification, basic support, inference, and strategy and tactics. Meanwhile, students critical thinking skills in the category of advanced clarification are still in the medium category.

IMPLEMENTASI PENDEKATAN STEAM BERBASIS MODEL PjBL MELALUI PEMBELAJARAN ONLINE DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KREATIVITAS SISWA PADA MATERI PENCEMARAN LINGKUNGAN DI KELAS X SMA NEGERI 1 DUKUPUNTANG

The aim of study is to improve students’ creativity and critical thinking skills after implementing STEAM approach based on project based learning with online. The research method used a quasi-experimental design with a pretest-posttest control group. The sample used with purposively was 20 students, which were divided into experimental and control groups. Data was taken by using critical thinking skills test, questionnaires, observation, and documentation. The data analysis technique used descriptive analysis and the average difference test.The conclusions of the study was: (1) There is a significant average difference in critical thinking skills between the experimental class and the control class after implementing the STEAM approach with the class that does not use the STEAM approach on Environmental Pollution Material in Class X SMA Negeri 1 Dukupuntang as evidenced by the value probability (p) 0.015 0.05. (2) Student creativity in the experimental class on fluency indicators reaches 82.5%, flexibility indicators 90%, originality indicators 90% and elaboration indicators 86.88%, with an overall average score of 86.88% which is included in the very good category.

The influence of using instagram on EFL learners’ critical thinking in language institutes

This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

Perbedaan Keterampilan Berpikir Kritis dan Keterampilan Argumentasi Melalui Pembelajaran Argument Driven Inquiry dan Discovery Learning

This research aims to analyze the differences in critical thinking skills and argumentation skills through the application of argument driven inquiry and discovery learning models in biotechnology material. The research method is a quasi-experiment with a quantitative approach using a pretest posttest control group design. The research population was all class X MIA consisting of 3 classes. The research samples were X MIA 2 as experimental class 1 and X MIA 1 as experimental class 2 selected using random sampling techniques. Data collection used critical thinking skills test instruments and argumentation skills tests in the form of 10 essay questions. The posttest t-test results for critical thinking skills obtained a value of 0.01, which is smaller than 0.05, thus showing that there are differences in critical thinking skills in classes that use argument driven inquiry and discovery learning models on biotechnology material. The results of the t-test posttest on argumentation skills obtained a value of 0.00, which is smaller than 0.05, thus indicating that there are differences in argumentation skills in classes that use argument driven inquiry and discovery learning models.

IMPROVEMENT OF PROSPECTIVE TEACHERS CRITICAL THINKING SKILLS THROUGH PROJECT-BASED LEARNING (PJBL)

To equip prospective mathematics teacher students in solving problems faced both in class and outside the classroom, one of the abilities that need to be improved is critical thinking skills. Critical thinking skill is a high-order thinking skill (HOTS) that is important for students to master because it can place students in charge of reasonable situations or integrate new ideas with previous knowledge. This study aims to describe whether project-based learning (PjBL) in statistics material can improve the critical thinking skills of prospective mathematics teacher students. This research is a class action research with ten students from the class of 2021 as research subjects. The stages in this research are in the form of spiral cycles which include activities (1)planning, (2)implementing actions, (3)observation, and (4)reflection. The research instrument used was a critical thinking skill test and observation sheets for lecturer and student activities. The results of the study show that (1) the use of the PjBL learning model can improve the critical thinking skills of prospective mathematics teacher students class of 2021, as evidenced by the results of the critical thinking test with an increase in the percentage of students who scored a minimum of 76 (B) in the first cycle by 50% to 90 % in the second cycle and (2) the use of the PjBL learning model can increase student learning activity, indicated by an increase in the percentage of student activity from the first cycle of 78% to 85% in the second cycle.

The Effect of Digital-Based Interactive Modules to Improve Student’s Critical Thinking Skills and Learning Motivation on Biology Learning

Biology learning is learning that requires teaching materials that can facilitate the delivery of abstract and complex material. This research aims to determine the effect of digital-based interactive modules on students' critical thinking skills and learning motivation at SMA Negeri 9 Bengkulu City. This research is a type of Quasi-Experimental research. The sample used in collecting research data was 65 students taken from class X MIPA 2 as the experimental class and X MIPA 3 as the control class. The instruments used were critical thinking skills test sheets and student learning motivation questionnaires. The results showed that students' critical thinking skills and learning motivation were better compared to the control class. This is shown by the significance value for these two variables, namely 0.00 0.05. The results of this research confirm that the use of teaching materials in the form of interactive digital modules in biology learning is effective in facilitating students to develop their thinking skills. The use of teaching materials that utilize technology will foster students' learning motivation because they are considered relevant to students' learning needs in the current technological era.

The Effectiveness of Problem-Based Learning Assisted by Articulate Storyline Interactive Students' Critical Thinking Skills

This study aims to reveal the impact of a problem-based learning model assisted by articulate storyline interactive media on high school biology students' critical thinking skills. This research was conducted in April-July 2023. The research method used was a quasi-experiment with a nonequivalent control group design. The population is all grade X science students (grade X IPA) of SMA Negeri 1 Kawali, West Java in the 2022/2023 school year as many as 6 classes. The sampling technique used was the purposive sampling technique, with grade X IPA 1 class as the experimental class and X IPA 3 as the control class each containing 36 students. The data collecting instrument is a critical thinking skill test consisting of 13 description questions that had gone through validity and reliability tests with the results of the instrument validity test, namely eight significant questions and five very significant questions, and the reliability score r = 0.84 including the high category. The data analysis technique used was the one-way ANOVA test at a significance level of 0.05. The average N-gain score of critical thinking skills of the experimental class is 0.45 (medium) higher than the control class which is 0.19 (low). Based on the results of testing the research hypothesis, it can be concluded that there is an effect of a problem-based learning model assisted by articulate storyline interactive media on critical thinking skills at a significance level of 0.000. The theoretical implication is that critical thinking skills can be improved by using a problem-based learning model assisted by interactive learning media so that the problem-based learning model assisted by articulate storyline interactive media can be used as a teaching method to improve critical thinking skills.

Development of E-Worksheets Using Contextual Teaching and Learning to Increase Students' Critical Mathematical Thinking

This study aims to develop e-worksheets using contextual teaching and learning to improve students' critical mathematical thinking. The method used in developing e-worksheets was design research. The research data were obtained through validation questionnaires, student responses, and critical mathematical thinking skills tests. The research subjects used were 36 Year 10 students in one of the public high schools in West Bandung Regency. Based on the results of data analysis, the validation results obtained were 3.6 with valid criteria, and student responses about practicality obtained 'very practical' criteria with an average percentage of 86%. The product's effectiveness is said to be 'Very Good' with an average score of 80.75 from the students' post-test. The increased students' critical thinking resulted in the ‘Moderate’ criteria with an N-Gain of 0.66. E-worksheets with contextual teaching and learning are feasible and can improve students' critical mathematical thinking skills on the comparison of trigonometric function.

The Effect of Argument-Driven Inquiry Using the Science, Environment, Technology, and Society Approach on Students’ Critical Thinking Skills in Thermochemistry Instruction

Thermochemistry is a challenging topic in chemistry learning due to students’ difficulty in grasping its concepts, often stemming from a lack of critical thinking skills (CTS). This study investigates the impact of using argument-driven inquiry (ADI) learning with a science, environment, technology, and society (SETS) approach on the critical thinking skills of high school students studying thermochemistry. This research, employing a quasi-experimental design with a pretest and posttest control group, involved 46 students divided into a control and experimental group. The control group received ADI learning, while the experimental group received ADI learning with the SETS approach. The instrument used in this research is a CTS test on thermochemitry. It contains five valid questions and has a reliability score of 0.708. The analysis was performed using the Independent t-Test. The CTS test results revealed a significant difference between the groups with the experimental group (15.91) scoring higher than the control group (12.78). This suggest that incorporating the SETS approach into ADI learning can enhace students’ CTS