Critical Thinking Test Research Articles

What’s With the Attitude? Implicit Attitudes and Critical Thinking in Traditional Undergraduate Student Leaders

Current faculty and other stakeholders for higher education have cited a lack of critical thinking within traditional undergraduate students. Some have touted this “soft skill” as a necessary competency for postgraduate employment because others within the private sector have challenged higher education to reconsider how this skill is taught to students. Higher education leaders purport that critical thinking can also be taught through experiential learning across the cocurricular activities of leadership experiences. This non-experimental, descriptive study examined critical thinking development in a sample of traditional undergraduate student leaders at two land-grant universities in which students took the Cornell Critical Thinking Test Level Z (CCTT-Z) and the Wason Rule Discovery Task (WRDT). Results from the study suggested there was a relationship between the incidence of implicit attitudes and poorly demonstrated critical thinking skills, and when controlling for academic level, there were no significant differences between students. Implications for practice include a reasoned account for why such implicit attitudes hinder students’ critical thinking development and why efforts should be made to lessen such biases’ influence.

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners’ reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity.
 
 Keywords: Education; higher-order thinking; reflective thinking; vocational students.

A Teaching Material Based on Science, Environment, Technology, and Society to Improve Student’s Critical Thinking Skills: Synchronous and Asynchronous Learning During Covid-19 Pandemic

Student's critical thinking has not been maximally train in learning, learning activities are only memorizing demands of passing the assessment. Students are less understand, build, and criticize arguments about a problem, especially in science learning. This is the introduction for the development of teaching materials based on Science, Environment, Technology, and Society (SETS). This study aims to determine how the feasibility of science teaching materials based on SETS in ecosystem materials to improve the critical thinking skills of grade 5 students. This type of research is research and development (Research and Development) with a 4D model. This research was conducted online using Microsoft Teams which was carried out synchronously and asynchronously due to the Covid-19 pandemic. The data collection technique is the expert validation stage, the implementation of learning observation sheets, critical thinking tests (pretest and posttest), and student response questionnaires and then analyzed using quantitative and descriptive techniques. The results show that: (1) teaching materials were in the feasible category with an average of 3.4, (2) practical based on observations of the implementation of learning with an average of 93% and the categories are good, and 95% of the student activity was active, ( 3) effective based on the acquisition of N-gain on the critical thinking test is 0.77 (high category), and the student response questionnaire that is 97% very good category. This teaching material based on SETS is expected to improve students' critical thinking skills, in this study students can be categorized as having high critical thinking skills.

RETRACTED: Developing critical thinking skills in a digital educational environment

• There is a need to develop online learning courses to promote critical thinking. • The current study aims to examine the preferred learning styles. • The study shows a correlation between learning styles and levels of critical thinking. There is a need to develop effective online learning courses or programs that promote critical thinking as a key competence of higher education. The purpose of this study is to examine the preferred learning styles of students as predictors of critical thinking development in online learning. The study involved 489 random third-year students enrolled in different faculties at [BLINDED] University and [BLINDED] Institute. The mean age of respondents was 21 years. This research used the Felder- Soloman's Index of Learning Styles, the 2011 version of the Watson-Glaser Critical Thinking Appraisal (W-GCTA) test, and a Critical Thinking Test (Level 1) developed by Nikita Nepryakhin. Statistical data processing was done using an online calculator. An effectively designed online course that promotes critical thinking should take into account various factors that influence learners’ perception of course material, such as individual styles of learning. To adapt to online learning, students must have a balanced learning profile. This study shows a correlation between preferred learning styles and levels of critical thinking, which must be considered when developing the online learning curriculum and online lesson plans. The results of the study will enable students to better organize their own learning. Teachers can use this information to optimize the course design.

The Implementation of SAVI (Somatic, Auditory, Visual, and Intellectual) Learning Model toward Critical Thinking Ability of Students in Grade XI on the Subjects of Solubility and Solubility Product Constant (Ksp)

This study aimed to determine students' critical thinking ability through the implementation of SAVI (somatic, auditory, visual, and intellectual) learning model on the subject of solubility and solubility product constant (Ksp) at SMA Negeri 5 Model Palu. The study used one group pretest-posttest design. The instruments were lesson plans, critical thinking tests, students' worksheets, and validated observation sheets. Data of critical thinking abilities were analyzed using rubrics with three indicators, i.e. interpretation, analysis, and inference. Results of data analysis on students' critical thinking skills at the pretest on each indicators in Experiment class I were 25.84, 11.13, and 2.44%, respectively; while in class II were 23.51, 1.38, and 0%, respectively. The posttest in Experiment class I were 69.94, 61.13, and 53.51%, respectively, while in class II were 79.55, 48.61, and 49.07%, respectively. The average of students' critical thinking skills ability in experiment class I was 61.02%, and class II was 61.47%. Both of them were in the moderate category. This study concludes that students' critical thinking skills ability with the implementation of SAVI learning model is in a good category. The average of students' critical thinking skills ability in experiment class I was 61.02%, and in experiment class II is 61.47%. Both of them were in the moderate critical thinking category. This study concludes that students' critical thinking skills ability with the implementation of SAVI learning model is in a good category.

RETRACTED: Anxiety level and critical thinking associated with foreign language learning, depending on educational and professional activities

• Foreign language proficiency is regarded for training professionals in any field • Identifying anxiety reasons allows reducing negative experience • The authors of the study used the Foreign Language Classroom Anxiety Scale (FLCAS) The reasons for emerging foreign language anxiety and ways to manage it have been attracted researchers’ attention for more than 20 years. Identifying anxiety reasons and predicting the conditions for its emergence allows reducing negative experience, teaching students how to cope with educational challenges, and increasing the overall training effectiveness and creativity. To assess the foreign language anxiety level, the authors of the present study used the Foreign Language Classroom Anxiety Scale (FLCAS). The Critical Thinking Test in Environmental Education (CTTEE) was used to assess critical thinking. The research population was represented by 200 undergraduates from Ogarev Mordovia State University and 200 undergraduates from Al Ain University. The research aim was to study the relationship between the sphere of student activity, the level of anxiety, and critical thinking in foreign language learning with the minimization of all factors that could somehow affect the learning outcomes. The novelty of this study is that it minimizes the influence of additional factors when determining the dependence of foreign language anxiety on the sphere of activity. In practice, the study findings can become a starting point for further research in the field of critical thinking or may be applied during the development of language training courses for students of non-linguistic specialties.

The Effect of the Integration of the Strategies of the Flipped Classroom and the Hot Chair in the Achievement of Biology Among the Fourth Grade Students and the Development of their Critical Thinking.

The aim of the research is to identify the effect of the integration of the strategies of the mold and the hot chair in the achievement of biology among the fourth grade students and the development of their critical thinking. The researchers used the partial experimental design and the pre and posttest. The researchers chose (b) to represent the experimental group, which is taught according to the integration of the inverted and hot chair, and was chosen (a) as a control group, which is taught in the traditional way. The number of students is 84 students, 40 students in the experimental group and 44 students in the control group. The two groups were rewarded in the variables: age of students, intelligence, measure of thinking and learning achievement of the parents. The researchers prepared the research tool and the test of critical thinking. And straight Instruments used test (T-test) for data processing, the results showed the superiority of the experimental group that studied according to the inverted row hot and chair integration in the collection of living material in the fifth grade science students and the development of critical thinking.Keywords: Integrating Flipped Classroom & Hot Seat, Critical Thinking

MATHEMATICAL THINKING AMONG THIRD-GRADE INTERMEDIATE STUDENTS

The aim of the current research is to identify the level of mathematical thinking and the level of its patterns among third-grade intermediate students, and to achieve the goal of the research, the following main null hypothesis was formulated: (There is no statistically significant difference at the significance level (0.05) between the average real performance of the students in the mathematical thinking test and their average performance The hypothesis of the same test (38). The study sample consisted of (386) female students. A test of mathematical thinking with its four patterns was built and consisted of (18) items distributed among its patterns as follows: 1. Visual thinking test (5) paragraph. 2. Deductive reasoning test (3) paragraph. 3. Critical thinking test (5) paragraph. 4. Creative thinking test (5) paragraph. The current research reached the following results: 1. The students of the research sample do not have the ability to think mathematically. 2. The students of the research sample have the ability to think visually. 3. The students of the research sample do not have the ability to think inductively. 4. The students of the research sample do not have the ability to think critically. 5. The female students of the research sample do not have the ability to think creatively.

PENGEMBANGAN MODUL PEMBELAJARAN FISIKA MENGGUNAKAN PENDEKATAN SAINTIFIK

This research aims to: (1) developing physics module based on scientific to improve student’s critical thinking competency, (2) knowing the appropriateness of physics learning module based on scientific. The research type that is used is the type of development research (Research and Development), and the model of module development that is used is 4-D (four D model) consisting of Define, Design, Develop and Disseminate that is stated by Thiagarajan. The learning module based on scientific is arranged for the learning participants actively construct the concept, the law or principle through 5 stages of 5 M which are mengamati (observing), menanya (interviewing), mencoba (trying), menalar (reasoning), and mengkomunikasikan (communicating). The module is judged based on the appropriateness of material, media, and language and limited trials and wide trials to the student and the stage of spread in the MGMP forum. The data collection uses the questionnaire of necessity analysis, the form of module validation, the questionnaire of trial response (limited and spacious), the questionnaire of disseminate response, and the test of critical thinking. The results of the research are as follow: (1) physics module based on scientific to improve the student’s critical thinking competency having a characteristic which is learning the learning stage on the module is adapted with scientific learning stage in each of the stage and loads the test question of critical thinking, (2) the module is categorized feasible with the counting result (material expert, media expert, linguist, teacher, and colleague) showing the average value which is 85 >cut off 84. Also, it is supported by the student’s positive response and the disseminate result that is conducted in MGMP forum that categorizes that the module is very good. Based on the research it can be concluded that the physics module based on scientific to improve the students’ critical thinking competency that is developed is feasible to use as the source of physics learning source.

Assessing critical thinking in L2: An exploratory study

Critical thinking (CT) is taking on an increasingly important role in Japanese tertiary education. Teachers tasked with developing CT in a second-language (L2) context may need a way of assessing students’ abilities. However, a number of difficulties face L2 students taking a test designed for first-language (L1) speakers. They may be disadvantaged by linguistic and perhaps cultural issues. This study describes an exploratory attempt to make a CT test that can be administered to learners of English and which allows them to display selected elements of CT, specifically analyzing arguments and judging or evaluating. A comparison of L1 and L2 performance in the test showed the results to be comparable. Analysis of two different question topics showed differences in CT skills displayed. Issues with rating accuracy are linked to the format of the test. We argue that this test format is suitable for many students in Japan and elsewhere who have intermediate levels of English.

Assessing critical thinking in L2: An exploratory study

Critical thinking (CT) is taking on an increasingly important role in Japanese tertiary education. Teachers tasked with developing CT in a second-language (L2) context may need a way of assessing students’ abilities. However, a number of difficulties face L2 students taking a test designed for first-language (L1) speakers. They may be disadvantaged by linguistic and perhaps cultural issues. This study describes an exploratory attempt to make a CT test that can be administered to learners of English and which allows them to display selected elements of CT, specifically analyzing arguments and judging or evaluating. A comparison of L1 and L2 performance in the test showed the results to be comparable. Analysis of two different question topics showed differences in CT skills displayed. Issues with rating accuracy are linked to the format of the test. We argue that this test format is suitable for many students in Japan and elsewhere who have intermediate levels of English.

Analisis Berpikir Kritis Siswa SMAN 4 Padang pada Materi Pencemaran Lingkungan

The individual's capacity to be effective in life is determined by his reasoning abilities, especially with the ultimate goal of overcoming life's problems. Basic reasoning is a clear and coordinated cycle of reasoning used in critical, dynamic thinking, investigating and leading logical examinations. This research aims to determine the critical thinking abilities of students at SMAN 4 Padang on Environmental Pollution Material. This type of research is descriptive, the sample is determined by proportional random sampling. The sample size was 125 students from 50% of each class member who were taken randomly. Students' critical thinking tests are analyzed per indicator consisting of: Analysis, Evaluation, Deductive and Inductive. Based on the results of the critical thinking analysis of students at SMAN 4 Padang, the average percentage was 71.99% in the high category. Almost any part of the upper level character can be balanced in the student, so that one can make tentative decisions.

Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12–13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) or to a control group (n = 88). The intervention ran for 4 weeks. The study found that teachers appreciated the P4C methods but were concerned about using the method in their regular curriculum. An impact evaluation shows that students who were taught P4C experienced a small improvement in thinking skills, measured using a composite of validated critical thinking tests.

Critical thinking ability of high school students in daily life acid-base concept

This study aimed to comprehend the quality of critical thinking questions and measure the critical thinking ability in the daily life acid-base topic of 2nd -students from six public high schools, six private high schools, and combination of them in Yogyakarta at the 2018/2019 academic year based on the answer patterns of students to the developed critical thinking questions. The method was an ex-post facto research designed with a one-sample design. The level of critical thinking ability was measured by 15 critical thinking question outlined from the seven critical thinking criteria referred to established commercial critical thinking test. The questions were theoretically validated by three reviewers (content, evaluation, and chemistry education experts). The results showed that the quality of critical thinking questions were excellent. The level of critical thinking skills in daily life acid-base topic of 2nd-grade Yogyakarta’s senior high schools at the academic year 2018/2019 of six public high schools, six private high schools, and combination both of them was 40.2% (moderate), 34.8% (deficient), 37.5% (deficient), respectively.

The Effect of Technology Integration in Education on Prospective Teachers' Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements

In this study, it was aimed to examine the critical and creative thinking, multidimensional 21st century skills and the change in academic achievements as a result of technology integration of prospective teachers who have science education in pedagogy fields. Research was carried out in Turkey's western Black Sea region in a state university. 144 prospective teachers, who were educated in the faculty of education and who were in science, classroom and pre-school education departments, participated in the research. The research was carried out in 3 stages. In the first stage, technology integration is not provided. In the second stage, basic and medium level technology integration is provided. In the third stage, advanced technology integration is provided. Quantitative and qualitative approaches were used together in the research. Academic success test, critical and creative thinking test developed by the researcher as a means of quantitative data collection, and three different scales with validity and reliability were used previously. In addition, project, exam, homework, presentation and group work scores are included in the process. Semi-structured interview, observation and field notes, document review, were used as qualitative data collection tools. The quantitative data obtained were subjected to descriptive and inferential statistics. While doing these operations, SPSS 23.0 and LISREL 9.2 package programs were used. Qualitative data were subjected to descriptive analysis and content analysis. The results of the research show that gradual integration of technology into the education process provides a positive change in prospective teachers' critical and creative thinking, multi-dimensional 21st century skills and academic achievements.

Development of a Learning Model for Large Class Cohorts to Strengthen Learning Outcomes of Students Based on Differentiated Instruction

We propose a new approach to classroom learning based on sequential numeral-division. It builds on the concept of trichotomy – division of students based on creamy-level, middle-level and weaker-level students -- proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model in the near future.

Development of Critical Thinking Test Instruments with Problem Solving Context on The Salt Hydrolysis Material

The assessment tools must be developed to measure the competencies in 21st century skills, such as critical thinking and problem-solving. Critical thinking is seen as a prerequisite for problem-solving abilities. Therefore, this study aims to produce critical thinking test with problem-solving context on the salt hydrolysis material, also measure students’ mastery of the critical thinkings sub-indicators and problem-solving indicators. The research method used the development and validation. Participants involved in the test were 42 students of class XI who had studied salt hydrolysis at a high school in Bandung. The product from this research is critical thinking skills test instrument in the context of problem-solving as many as 10 multiple choice with an open reason on the salt hydrolysis material. Based on results of test quality, the developed test has good and decent criteria. The instruments declared valid based on the content validity at the CVR value and the empirical validity on Pearson's product-moment correlation coefficient, and reliable with Cronbach Alpha value of 0.823. Criteria for empirical validity and reliability test as a whole are included in high and very high. The results analysis quality of the items as a whole have medium difficulty level, very good distinguishing power, and good distractor effectiveness. The results of level student mastery in the critical thinkings sub-indicators and problem-solving indicators that are most mastered are to express problems and mention facts related to the problems. Meanwhile, the least mastered are drawing conclusions according to facts and checking the feasibility of the solutions made.

Boosting EFL Learners Critical Thinking through Guided Discovery: a Classroom- Oriented Research on First-Year Master Students

Critical thinking is widely recognized as a necessary skill for growth and intellectual development due to a variety of factors, including globalization, the revolution of information technology, modernity, and connectivity. EFL teachers can lay the groundwork for their students to attain critical thinking through various methods, models, and strategies. The present investigation suggests that the teacher could promote EFL learners’ critical thinking through guided discovery model of instruction. Henceforth, the current paper endeavors to enlighten the adequacy of applying guided discovery for developing learners’ critical thinking skills. It is an experimental research that investigates: how may guided discovery contribute to the development of EFL learners’ critical thinking? It attempts to examine the utility of discovery learning in teaching students how to process and think critically about the education they receive where information has become readily available and accessible. To this aim, 40 EFL Master students who took educational psychology courses were nominated from the university center of Naama, Algeria. The researcher selected Peter Honey Critical Thinking test and focus group discussions to attain data on students’ critical thinking skills. The test results demonstrated that the experimental group outperformed the control group. The students become more autonomous, reflect on their learning experiences, and identify the most useful strategies. Furthermore, the analysis of focus group interviews revealed that the experimental group participants hold positive attitudes toward discovery learning. They perceive it as a precious method that can enhance their awareness about the value of thinking critically.

Improving of students’ critical thinking ability through learning based on CCM-CCA assisted virtual experiments on optical materials

This study aims to improve students’ critical thinking skills of optical material through the application of CCM-CCA assisted by virtual experiments. The study was conducted using a mixed-method that is using the exploratory design. The subjects of this study were 30 students in the physics education study program. Students’ critical thinking skills are obtained through critical thinking tests. The results showed that the CCM-CCA assisted by virtual experiment was feasible to use for an optical material. Students’ critical thinking skills have increased in 5 indicators of critical thinking, namely basic clarification, basic decisions, inference, further explanation, reasoning. Learning instructions based CCM-CCA assisted with virtual experiments on optical materials are valid and can be used in learning. Students’ critical thinking skills have improved after learning with CCM CCA with the help of virtual experiments. The inference indicator experienced the highest increase among other indicators.

The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>