Critical Thinking Test Research Articles

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a quantitative descriptive design by utilizing a validated writing test. The subjects of the study were 40 students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills.

Analysis of students' critical thinking skills in solving mathematics problems in terms of students' initial ability

This study aimed to analyze the effect of initial mathematics ability on the critical thinking ability of seventh-grade students of SMP Negeri 8 Padangsidimpuan in solving mathematics problems. Using a qualitative descriptive method, this study involved six students from class VII-D who were selected based on the initial ability test, which was categorized into high, medium, and low. The analysis focuses on four aspects of critical thinking: interpretation, analysis, evaluation, and inference. Based on the data obtained through critical thinking tests and interviews, the results showed significant variations in critical thinking ability according to students' initial ability levels. Students with high initial ability showed full mastery of all four critical thinking indicators, while students with moderate ability achieved two indicators, and students with low initial ability did not fulfil the critical thinking indicators. These results indicate that initial math ability significantly affects student's critical thinking skills in the context of mathematical problem-solving. The implications of this study provide important insights for developing educational strategies that target improving critical thinking skills, taking into account students' initial mathematical abilities.

Examining the impact of a strength-based program to enhance teacher-trainees’ critical thinking abilities: a pilot study

Purpose The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course. Design/methodology/approach This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis. Findings Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect. Originality/value Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

Development of Critical Thinking Skills Instruments : Cases for Essay Tests

This research aims to develop a rubric used to assess students’ critical thinking. This rubric refers to aspects of Ennis' critical thinking. The research method begins with determining the scope of the rubric so that an initial version of the rubric can be prepared. An initial version of the rubric received peer review. Next, the rubric was tested to assess critical thinking tests with essay-type questions. Data analysis was carried out using Cohen's kappa, while aspects of the critical thinking rubric were analyzed descriptively. The research results show that each aspect of critical thinking has been equipped with descriptors that can be used by raters. The level of reliability based on the kappa value of agreement is quite good, which means that different raters can use the rubric consistently. The value of agreement in the basic clarification aspect is 0.33 (fair), bases for a decision (0.571 in the moderate category), inference (0.455, moderate category), advanced clarification (0.250, fair category, supposition and integration (0.250, fair category), and strategies and tactics (0.182, poor category). Then, it can be concluded that the critical thinking rubric developed can be used to assess critical thinking abilities. As a recommendation, of course, this rubric cannot fulfill all types of critical thinking questions tested. It is also necessary to develop rubrics for question types other than essays to accommodate the wider need for critical thinking rubrics.

Development of A Critical Thinking Test with Science Content Oriented to Tri Hita Karana Local Wisdom

Critical thinking skills are essential for developing quality individuals, as mandated by Law No. 20 Year 2003. Effective learning should integrate material with the context of local wisdom. This study aims to design a valid and reliable critical thinking skills test incorporating science content oriented to Tri Hita Karana local wisdom for use in primary school education, particularly for fourth-grade students. This research adopts a development methodology based on the steps outlined by Borg and Gall. The process consists of seven stages, starting with research and information gathering and concluding with product revision. An extensive trial was conducted during the seventh stage to finalize a valid and reliable critical thinking skills test. The results indicate that the developed test, comprising 30 items, is both valid and reliable, with a reliability coefficient of 0.89, indicating a very high level of reliability. The study successfully created a critical thinking assessment tool that integrates science content with Tri Hita Karana local wisdom. In conclusion, this research contributes to the development of a robust critical thinking skills test for fourth-grade primary school students. By incorporating local wisdom, particularly Tri Hita Karana, into the learning process, the test promotes the integration of cultural context into education. This contribution is significant for enhancing the educational experience and fostering critical thinking among students.

Critical thinking skills student profile and PBL needs assisted by android physics module

The research was conducted to analyze the level of students critical thinking skills and and the requirements for implementing PBL using android modules to improve students critical thinking skills in physics. This research method was included in the preliminary research with a sample of 174 students in XI grade MIPA at Gresik State High School. Data collection is done by sharing critical thinking tests with students, conducting questionnaires for students, and conducting teacher interviews. The data is examined both qualitatively and descriptively to explain the research's findings. The results of this research showed that 1) many students still had a low level of critical thinking. Of the 174 students, 119 have low level, 44 have medium level, and 10 have high level. The evaluation indicator has the lowest average value, and the interpretation indicator has the highest average. Student critical thinking skills are higher for females than for males. The conclusion is that the skills to think critically is very important during learning, especially in physics. To improve the critical thinking skills of students, the way that can be done is by applying PBL-assisted android modules.

THE EFFECT OF PROJECT-BASED LEARNING AND PROJECTBASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY FOR BUSINESS ENGLISH COURSE AT HIGHER VOCATIONAL COLLEGES

Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with thisessential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the twoapproaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one highervocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test wereused to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators tocultivate talents in higher vocational education.

Does One’s Major Affect Critical Thinking Scores?

Some researchers have claimed that there is no significant correlation between students’ majors and their performance on standardized critical thinking tests. This paper provides both evidence and arguments that that claim may well be false. Besides arguments based on the correlation between students’ majors and other standardized tests, data from Baker University’s Critical Thinking and Writing Program show large differences in effect size gains relative to students’ majors.

ANALYSIS OF STUDENTS’ MATHEMATICAL CRITICAL THINKING ABILITY REVIEWED IN SOLVING MATHEMATICS PROBLEMS FROM GENDER DIFFERENCES

This study aims to determine students' mathematical critical thinking skills in terms of gender differences. This research was conducted in March 2023 in class VII junior high school. The subjects of this study consisted of 6 people, including 3 male students and 3 female students. Based on the gender of each student, they are then grouped into 2 people with high ability categories, 2 people with medium ability categories, and 2 people with low ability categories. This type of research is a descriptive research. Data collection techniques were carried out using a written test consisting of 2 questions, by interview and documentation. Data analysis techniques consist of three stages, namely data is data reduction, data presentation, and drawing conclusions. Test the validity of the data using method triangulation techniques and data source triangulation. The results showed that students with high abilities could work on critical thinking test questions and covered all the indicators. In contrast, students with moderate abilities still needed to be able to work on mathematical critical thinking test questions well according to the criteria for critical mathematical thinking. Students with low abilities have yet to be able to do well on the mathematical critical thinking test according to the criteria of critical mathematical thinking. No significant difference exists between how to solve the test questions for male and female students in each ability category

ANALISIS BERPIKIR KRITIS MATEMATIKA SISWA PADA MATERI PROGRAM LINIER DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA DAN JENIS KELAMIN SISWA DI MA.ASSHOLACH KEJERON GONDANG WETAN PASURUAN

This stludy aims to analyze students' mathematical critlical thinking sklills on linelar programming material in terms of initial mathematical abillities and students' gender. This type of research is qualitative with a descriptive approach. The subjects in this study used class XI MA Asshlolach students consisting of 1 male student wilth high initial ability, 1 female student with high initial ability, 1 male student with low initial ability and 1 femlale student with low initial ability. Data collection techniques in this study are test techniques to measure critical thinking skills and non-test techniques in the form of interviews. The results of tests and interviews were analyzed based on indicators of critical thinking skills, namely: interpretation, analysis, evaluation and inference. The results showed that: (1) female students and male students with high and moderate initial abilities, it can be said that they have been able to carry out the stages of interpretation, analysis, evalluation, inference and explanation as well as self-regulation in solving critical thinking test questions. (2) female and male students with low initial abilities can already be said to be able to master 2 indicators of critical thinking skills (interpretation and evaluation), less able to master the indicators of analysis and inference.

STEAM Approach to Students' Critical Thinking Ability on the Concept of Sound Waves for Developing PBL Model Learning Tools

One learning model that supports improving critical thinking skills and developing 21st century education is the PBL model. This research aims to describe the quality of the STEAM approach-based PBL model learning tools development for Students' Critical Thinking Ability on the concept of sound wave using the ADDIE development model. The results of the validation carried out by three validators obtained an average percentage for the learning implementation plan of 93.08%, student activity sheets of 92.58%, teaching materials of 90.82%, and critical thinking tests of 92.72%, and all included in the very valid criteria. The practicality of learning tools is seen from learning implementation of 90.72% with excellent criteria, the student's response to the learning tools was very positive with the ease aspect percentage of students' responses was 86.67%, the enthusiasm aspect percentage of 93.33%, the motivated aspect percentage of 86.67% and the involvement aspect percentage of 83.33%. The effectiveness of learning tools in student activity of 91.67% with excellent criteria, the results of the critical thinking test increased by 49.00%, from previously the overall average score of students was 30.33% to 79.33% and the effectiveness category through the N-Gain test was 0.71 with high criteria

Enhancing Critical Thinking And Problem Solving Skills By Complexity Science-Problem Based Learning Model

Critical thinking and problem-solving are fundamental skills that students need to master. Various learning obstacles that occur during the pandemic of Covid-19 have hindered critical thinking and problem-solving skills training. This study aimed to enhance students' critical thinking and problem-solving skills through Complexity Science-Problem Based Learning (CS-PBL) model. The research applied quasi-experimental with Nonequivalent Pre-test-Post test Control Group Design. The research sample consisted of 27 students in the experimental CS-PBL group, 29 students in the PBL group, and 26 students in the direct learning group. The instrument used in the research was an essay test of critical thinking integrated with problem-solving. Data were analyzed using ANCOVA followed by an LSD test. The results showed that the CS-PBL model enhanced students' critical thinking and problem-solving skills (p<0.05). Therefore, the CS-PBL model is applicable to facilitate the enhancement of critical thinking and problem-solving skills in the post covid-19 pandemic.

Examining the impact of science writing heuristic (SWH) approach on development of critical thinking, science and language skills of students with and without disabilities

Generative learning environments are beneficial for student learning. This study examined the effects of the Science Writing Heuristic (SWH) approach, a generative learning environment, on middle school Individualized Education Program (IEP) students’ and non-IEP students’ critical thinking skills (CTS), science conceptual understanding (SCU) and language skills (LS). A longitudinal design was implemented utilizing the Cornell Critical Thinking Test (CCTT) and the Iowa Assessment Test (IAT) across four time points. Latent growth curve models were estimated to examine growth in these skills for these two groups of students. The results support that there are two important components for improving IEP students’ opportunities for learning within science classrooms: time and the building of a relationship between the areas of critical thinking, science, and language. IEP and non-IEP students had the same rate of change over years in this particular environment, and years of exposure to a generative learning environment was positively related to growth on skills assessed. We discussed the reasons why IEP students require more exposure time to decrease the academic performance gap with their non-IEP peers.

Pengaruh Model Problem Based Learning dengan Pendekatan STEM Terhadap Kemampuan Berpikir Kritis Matematika Siswa SMP

This research is based on the lack of students critical mathematical thinking skills in solving surface area and side volume problems flat prisms and pyramids. This research aims to test whether there are differences significant application of the Problem Based Learning (PBL) model with a STEM approach (Science, Technology, Engineering, Mathematics) on critical thinking skills mathematics for junior high school students. This type of research is quantitative research with an experimental method of pretest-posttest control group design. The research population was class VIII students SMP Negeri 4 Tuban with a research sample of class VIII-B students (experimental class) and class VIII-F (control class) which was selected using a random sampling technique. Technique data collection is a test of critical thinking. From the results of data analysis using the t-test it can be concluded that there is a significant difference in the application of the PBL model with STEM approach to critical thinking skills in mathematics in class VIII junior high school students Negeri 4 Tuban.

The Effects of Digital Learning on 21st Century Skills of Grade 10 Learners in Physics

The study investigated the effects of Digital Learning on the 21st- century skills of Grade 10 Learners in Physics. This was conducted among Grade 10 learners of Bukidnon National High School, Malaybalay City, school year 2022-2023. The study used a quasi-experimental research design and a post test-only control group design. The 30-item researcher-made critical thinking test, validated by a panel of experts and has a reliability of 0.761, was used to collect data. The data gathered were analyzed and interpreted using mean, standard deviation, ANCOVA, and an independent sample t-test. Findings revealed that there is a significant difference in 21st-century skills between the two groups. Therefore, the utilization of digital learning resources in teaching physics can enhance 21st century skills, specifically the critical thinking skills, communication skills, collaboration skills, and creativity skills of learners.

Do IB students have higher critical thinking? A comparison of IB with national education programs

The 21st century has been characterised by increasingly complex and intractable problems. In order to address these challenges, many have argued that critical thinking is becoming an increasingly vital skill. Educators have increasingly aimed to use instructional techniques that develop students’ critical thinking. The International Baccalaureate (IB), an internationally recognized secondary qualification, is underpinned by teaching practices that are claimed to develop their students’ critical thinking. However, to date, there has not been a systematic study evaluating whether the critical thinking skills of IB students differ significantly from their peers. Here we examine the critical thinking skills of Year 11 (49.8 %) and Year 12 (50.2 %) students enrolled in either the IB DP (n = 282) or equivalent national degree programs (n = 284) in Australia, England, and Norway. Critical thinking was assessed using the Cornell Critical Thinking Test. After controlling for pre-existing differences using multilevel modeling, including cognitive ability, personality, and parental education, we observed significantly higher critical thinking in IB students. The results suggest that participation in the IB is associated with higher critical thinking skills, although the causal effect(s) of IB participation remains uncertain.

Development of Waves Critical Thinking Test: Physics Essay Test for High School Student

<p style="text-align: justify;">This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.</p>

PENGGUNAAN MODEL DISCOVERY LEARNING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PELAJARAN IPAS KELAS IVA SDN 34 PONTIANAK KOTA

This research highlights the problem of limited critical thinking capacity of elementary school children in science and social science disciplines (IPAS). The aim of this project is to use a discovery learning model to improve students' critical thinking skills in Natural and Social Sciences. This research approach uses a lesson study model which consists of three cycles, namely Plan (planning), Do (doing or implementing), and See (observing and reflecting on the learning process). The research subjects were 32 Class IV A students of SDN 34 Pontianak City. Utilize assessments, observation notes, documentation, and collect data on critical thinking. According to research findings, students' overall critical thinking test scores reached 59% in cycle 1, 75% completeness in cycle 2 and 91% completeness in cycle 3. From the results of the tests carried out, there was an increase in students' critical thinking abilities in Science lessons. Nature and Social (IPAS) class IVA SDN 34 Pontianak City.

Implementation of Interactive Science Ebook Innovation Based on Project-Based Learning (PjBL) to Enhance Students Critical Thinking Skills

The ability to think critically is one of the profiles of Pancasila students that students must possess in the independent curriculum. Critical thinking skills are one of the abilities that students need in solving problems. This research aims to describe the implementation of interactive Science ebooks based on PBL to enhance the critical thinking skills of students in the topic of environmental pollution. The research design used is quantitative descriptive. The research design used a one-group pretest-posttest design. The population of the study is all seventh-grade students of SMPN in Yogyakarta. The sample of this research is the seventh-grade student’s one of the junior high schools in Yogyakarta, selected through simple random sampling technique. The research instrument used is a multiple-choice critical thinking test with five indicators. Indicators of critical thinking abilities are explaining, evaluation, concluding, analysis, and designing strategies. The results showed an improvement in critical thinking skills through the N-gain test of 0.8, indicating a high category. The average indicator of students' critical thinking skills who obtained the highest score was the explaining indicator with an average of 90.5%, while the indicator with the lowest average among students' critical thinking skills was the analysis indicator with an average of 70.01%. This indicates that the use of Science Ebook Innovation Based on Project-Based Learning (PjBL) can enhance the critical thinking skills of students. It is expected that this research can provide references for future researchers, and innovations related to interactive teaching materials can be developed not only for one subject but for all subjects in middle school science.

Unpacking the nature of critical thinking for educational purposes

ABSTRACT Although critical thinking has been widely accepted as an educational goal for decades, clear evidence for the development of students’ critical thinking is sparse. Critical thinking has been conceptualised as skill, knowledge, and disposition respectively in psychology, philosophy and critical theory, but which applies to education is unclear. In this paper, we argue that treating critical thinking as skill is most appropriate in education. However, there are still three competing theories of critical thinking as skill: as a single unitary skill, as a set of disparate sub-skills, and as a composite skill with several sub-skills. We evaluated the validity of these theories through conducting Rasch and correlation analyses on the results of 385 undergraduate students in Thailand on the Multi-Purpose Assessment of Critical Thinking (MPACT) test. The findings suggest that critical thinking is a composite skill with several sub-skills with implications for the teaching and testing of critical thinking.