Difference Of Critical Thinking Ability Research Articles

Research-Oriented Collaborative Inquiry Learning (REORCILEA) Model: Improvement of Students' Critical Thinking Ability and Collaborative Skills in Thermochemistry of Materials

This quantitative quasi-experimental study with a posttest-only control group design aimed to analyze differences in critical thinking ability and collaborative skills between students using a research-oriented collaborative inquiry learning model and those using a scientific approach in thermochemistry materials. Conducted with four classes XI MIA students in Pekanbaru, divided into experimental and control groups, the study used essay tests and observation sheets as instruments, with data analyzed via MANOVA. The research findings indicate that: (1) there are differences in critical thinking ability and collaborative skills between students using the research-oriented collaborative inquiry learning model and students using the scientific approach in thermodynamics material; (2) there is a difference in critical thinking ability between students who followed the research-oriented collaborative inquiry learning model and students who followed the scientific approach in thermodynamics material; (3) there is a difference in collaborative skills between students who followed the research-oriented collaborative inquiry learning model and students who followed the scientific approach in thermochemistry material.

Differences Between Discovery Learning And Case-Based Learning Using Animated Videos On Critical Thinking Skills In Start Triage Among Undergraduate Nursing Students

The 2004 disaster in Aceh underscores the need to strengthen disaster triage preparedness. Triage would be more accurate when considering human resource factors. Students are educated nurse candidates who will serve the community through their ability to think critically. Innovative learning opens opportunities to sharpen critical thinking in students' preparedness for emergency disaster situations. This study analyzes the differences between discovery learning and case-based learning on critical thinking in START Triage among undergraduate nursing students. This quasi-experimental study used a pre-test and post-test design involving 40 undergraduate nursing students selected through purposive sampling and divided into two groups: control and intervention. Data collection utilized the Critical Thinking Disposition Inventory questionnaire. The results of the Paired T-test revealed differences in critical thinking ability in START Triage before and after receiving discovery learning and case-based learning. Furthermore, the independent T-test results indicated a significant influence of case-based and discovery learning on critical thinking ability in START Triage. Case-based learning utilizing animated videos significantly impacted nursing students' critical thinking ability in START Triage. Using animated videos as a basis for case-based learning provides a foundation for educational institutions to integrate into learning activities and disaster simulation exercises to enhance the quality of Triage services.

Problem Based Learning Model Assisted by PhET Interactive Simulation Improves Critical Thinking Skills of Elementary School Students

The problems faced by students are difficulties in understanding the questions and not having sufficient ability to work on new questions given by the teacher. The purpose of this study is to analyze the effect of the Problem Based Learning model assisted by the phET application on electricity learning materials. This type of research is quasi-experimental. The research population totaled 192 students. The total number of samples is 35 students. The method for obtaining data is the description test method. The instrument used is a description test. The data analysis technique is descriptive qualitative, quantitative and inferential statistical analysis. The results of the study are the results of the t-test which obtain t-count = 52.07 greater than t-table = 2.034, so that there is a significant difference in critical thinking ability between students who use the conventional model and students who are taught using the Problem-based Learning model assisted by the application of PhET material for class VI elementary school electricity. It was concluded that Problem-based Learning assisted by the PhET application could improve the critical thinking ability of fourth grade elementary school students in electricity material. The implication of this research is that Problem-based Learning can be used to improve critical thinking ability.

Think Talk Write: Efforts to Improve Students’ Critical Thinking In A Rural School Environment

This study aims to explain the impact of learning model and gender on critical thinking skills of junior high school students in a rural school environment. The population used is the students of the State High School IX first semester who have acquired material on the Circles and Circle Line in Pringsewu Lampung District. Think Talk Write (TTW) is a learning model that is used with the type of descriptive research and experimental semu. Data analysis using two-way ANOVA assisted SPSS 25 with a significant scale of 0.05. After the treatment, the difference in critical thinking ability based on gender obtained a significance of 0,072 > 0,05. The significance value of the learning model factor is 0,013 < 0,05, while the significance rate of the interaction of the learning model with gender is 0,230 > 0,05, so it does not give a difference to the ability to think critically. Therefore, this study indicates that only model factor influences the ability to think critically about geometry.

Analysis of critical thinking ability based on student gender through the implementation of independent curriculum in chemistry learning

The implementation of the independent curriculum in high schools after the Covid-19 pandemic has become a challenge for teachers and education implementers because the demands of 21st century education must fulfill the 4C skills, one of which is critical thinking for male and female students. This research is a descriptive quantitative research, with a one group control posttest only research design, to analyze students' critical thinking skills in chemistry learning with an independent curriculum when viewed from gender differences. The population in this study is students senior high school in Jakarta, and the samples used in this study were 58 students consisting of 34 male students and 22 female students who were taken by random technique. Instrument test in this study was multiple choice questions consisting of 15 questions, which consisted of 3 sections according to Bloom's taxonomy, namely questions number 1-5 on C4, numbers 6-10 on C5 and numbers 11-15 on C6. The test instrument used is valid through the revision results according to the expert validator's input. The instruments used to obtain information regarding critical thinking skills were analyzed descriptively and the average male score was 56.67 (N=34), while for female it was 57.27 (N=22). Based on these data, the difference in critical thinking ability when viewed from gender differences is only 0.60 on a scale of 100 (Sig. <0.05). Furthermore, further test results show that there are differences in the critical thinking abilities of male and female students when learning chemistry in the independent curriculum.

Implementing the Geogebra Applet-Based Connecting, Organizing, Reflecting, Extending (CORE) Learning Model for Students' Critical Thinking Ability in Learning Styles

In the era of globalization, the 21st century requires learning integrated with technological developments and innovation. This study aims to analyze the implementation of the Connecting, Organizing, Reflecting, Extending (CORE) learning model based on the Geogebra Applet on students' critical thinking ability regarding learning styles. The design of this study is quasi-experimental. The samples in this study were students of class XI MIPA 1 and XI MIPA 2 SMA Negeri 2 Magelang who were selected by the cluster random sampling technique. The instruments used in this study were critical thinking ability tests and learning style questionnaires. Based on the results of the hypothesis test conducted with the ANOVA test of two unequal cell paths and the LSD (Least Significance Difference) follow-up test, results were obtained: (i) The Core learning model based on the Geogebra Applet produces students' critical thinking ability better than the direct learning model; (ii) There are differences in critical thinking ability between students and the learning styles of divergers, convergers, assimilators and accommodators; (iii) There is no interaction between the Geogebra Applet-based CORE learning model and the direct learning model with the student's learning style.

Analisis Kemampuan Berpikir Kritis Siswa Ditinjau dari Perbedaan Gender pada Siswa Kelas X, XI MIPA SMA Negeri 1 Kayangan Tahun Pelajaran 2021/2022

This study aims to describe students' critical thinking skills in terms of gender differences in class X, XI MIPA students of SMA Negeri 1 Kayangan. This type of research is qualitative descriptive research. The subjects of the study totaled 18 people, which consisted of subjects on a gender perspective selected based on the results of previously implemented tests, namely 6 people for the gender perspective. Data were collected through test results of critical thinking skills as well as interview results as a follow-up to deepen the findings obtained from the test results. The results of this study showed that for critical thinking ability in terms of gender in the high category showed that for L1 subjects did not meet the self-regulation indicators and P1 subjects met all indicators. In the medium category it is shown that for subjects L2 does not meet on the analysis indicators whereas the P2 subjects do not meet on the interpretation and analysis indicators. In the low category it shows that neither the L3 subject nor the P3 subject meets all indicators. Based on the results of the study, it can be concluded that when viewed from a gender perspective, the ability to think krtitis between male and female subjects does not show significantly where the difference in critical thinking ability lies.

EFEKTIVITAS MODEL PEMBELAJARAN ROTATING TRIO EXCHANGE TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VIII

This study aims to determine the critical thingking skills of grade VIII students of MTs. Batusitanduk before and after the aplication of the Rotating Trio Exchange learning model were effective against the critical thinking skills of class VIII students of MTs. Batusitanduk. This type of research is a quasi-experimental research design that uses a one-group pre-test post-test design. The population in this study were students of class VIII MTs. Batusitanduk and the sample was class VIII.A which was taken from one class of four existing classes and totaled 34 students. The data collection instruments in this study were tests, observations, and documentation. The results showed students' critical thinking ability before applied RTE by 20.76 belongs to the category of low critical thinking ability, increased after applied RTE by 70.59 belongs to the category of high critical thinking ability, and hypothetical test results (t-test) obtained gis scores. (2-tailed) 0.000<0.05 then H0 is rejected and H1 is accepted meaning there is an average difference in critical thinking ability between pretest and posttest students. So, RTE learning model is effective against the critical thinking ability of grade VIII.A MTs.Batusitanduk students.

The Effectiveness of Learning Using Virtual Laboratory Toward Student Critical Thinking Ability on Acid-Base Titration Lesson

ABSTRACT The learning with experiment activities in the laboratory could increase students' critical thinking ability, but there were some obstacles in its implementation such as a lack of practical work tools in the laboratory. To overcome it, it was used a learning media that could show practical work virtually. This research aimed to know the difference in critical thinking ability between students taught by using a learning method with virtual laboratory and those who were taught by using conventional learning, and the effectiveness of learning using virtual laboratory toward student critical thinking. The experimental method was used in this research with pretest-posttest non-equivalent control group design and purposive sampling technique. The techniques of analyzing the data were t-test to know the difference in student critical thinking and N-gain test to know the effectiveness level. The research findings showed that there was a difference in critical thinking ability between students of experimental and control groups, the posttest mean score of critical thinking ability of the experimental group was 81.91 and the control group was 75.22, this difference could also be seen from the calculation result of t-test that the significance score 0.002 was lower than 0.05, so H0 was rejected and Ha was accepted; effective learning. It was proven by the obtained N-gain score of each student in the experimental group, 28 students were in the high N-gain category with 93.33% percentage and 2 students who were in the medium N-gain category with 6.67% percentage.Â

Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing

The high increase of electronic media supported by internet resulted in accessing all information easily. Concurrently, the requirement of thinking critically intrigued all parties to be involved in the internet environment. This research aimed at investigating whether or not there were significant mean differences of critical thinking ability in writing exposition text between students who were taught by using E-writing method and those who were given traditional method of writing. The study employed quantitative paradigm design with the type of quasi experimental and involved students which was selected purposively and formed into experimental group and control group. The primary data was the result of pre-test and post-test in the form of essays which were scored by the Holistic Critical Thinking Scoring Rubric (HTCR) developed by Facione & Facione (2011). Based on the result of pre-test and post-test, NGain was analyzed through Man Whitney test to find out the significant mean different of students’ critical thinking ability. After being analyzed by using SPSS 23, the Mann Whitney test came up with the accepted hypotheses i.e., there were significant mean differences of critical thinking ability between experiment group and control group, with mean of NGain score for experimental group was higher than control group had. The statistical output of Mann Whitney test obtained implied that students’ critical thinking ability were influenced by E-writing method. The result of the study convinced that E-writing contributed greater improvement in students’ critical thinking ability than the traditional method did. The finding of present study provided evidence for the effectiveness of E-writing in increasing the students’ ability in thinking critically in writing exposition text.

Improvement of Critical Thinking Ability and Preparedness Assisted by Android-Based Media to Understand Landslide through Physics Learning

This research aimed to understand the critical thinking ability improvement and preparedness assisted by Android-based media to understand landslides through physics learning and understand the effectiveness of the media. This research provides knowledge about disaster preparedness through physics learning in landslide-prone schools using Android media. This research used quasi-experimental with Control Group Design. The research subjects included tenth-grade students in class X (30 people) at SMA N 1 Kokap. The samples were selected using the lottery method and saturated sampling technique to determine the control and experiment groups (quasi-experimental with Control Group Design). The pretest and posttest were in the form of essay questions. The analysis data used independent sample T-test and effect size. The results show that the average critical thinking ability of the experimental class increased from 18.13 to 65.00, and the average preparedness increased from 68.75 to 81.88. The results of the independent sample t-test show the value of Sig. (2-tailed) on critical thinking ability was 0.000 and preparedness was 0.027 (Sig. (2-tailed) 0.05). Thus, it can be concluded that there are significant differences in critical thinking ability and disaster preparedness in the experimental class and the control class. The effect size of using an Android-based understanding of landslide natural disasters on students' critical thinking ability and preparedness is 2.0 with high effectiveness. Media landslides and landslides through Android-based physics learning can improve students’ critical thinking ability and disaster preparedness.

Method of discussion and learning styles towards student’s critical thinking ability

Active learning with student centering can improve critical thinking skills. Debates and discussions encourage active learning. Both are oriented toward critical thinking ability, in addition to the learning styles also make an impact on critical thinking ability. This paper aims to answer whether there are (1) differences in students critical thinking ability in the debate class and discussion class, (2) differences in critical thinking ability of students who have divergent learning styles and convergent learning style, and (3) interaction between learning method and learning style to critical thinking ability? This study uses a pseudo experimental design. Subjects in this study are students semester II. Analytical technique using Anova. The results of this study conclude: (1) there is no difference in critical thinking ability between debating class and discussion class, (2) there is difference of critical thinking ability between convergent learning style and divergent learning style, convergent learning style is better than divergent learning style, and (3) there is interaction between learning method and learning style to critical thinking ability which means that the influence of learning method on critical thinking ability is influenced by learning style.

The Influence Quantum Learning Model To Critical Thinking Ability

The problem in this study was the low skill of students' critical thinking, especially in the subjects of natural science. This is due to the limited learning model used by a teacher in schools. Preliminary observations by researchers have shown that teachers still use conventional learning models. This research is to know the difference of critical thinking ability of students who implement quantum learning model with the critical thinking ability of students who do not apply the quantum learning of fifth-grade students in natural science subjects at Warungbambu III Elementary School East Karawang. The research methods in this research using a quasi-experimental design with a nonequivalent control group design. The data analysis technique to test hypotheses is done by calculating the statistical independent t-test Samples. Based on the results shows that there are differences in students' critical thinking skills implementing the quantum learning model with the critical thinking skill of students who do not apply the quantum learning model of fifth-grade students in natural science subjects at Warungbambu III Elementary School East Karawang. It is evidenced by the value of sig (2-tailed) 0,000 ? 0.05, which means that the hypothesis is accepted.

Critical Thinking Ability after Project-Based Learning: A Comparative Study on Students Who Have Different Cognitive Styles

This research aims to compare critical thinking skills between students who have different cognitive styles namely reflective and impulsive. The research design used was a Pre-Experiment One-Shot Case Study, where a group of students was given project-based learning treatment in plant development subjects, this study did not use a group of control. The student’s cognitive style was measured using the MFFT (Matching Familiar Figure Test) instrument that is carried out before the project-based learning is implemented. Furthermore, students’ critical thinking skills are measured by using a critical thinking skills test conducted at the end of the project-based learning process. The test resulted in students’ critical thinking skills between those who have reflective cognitive styles and those who are impulsive. The data analysis results showed that there were differences in critical thinking ability between students who have reflective cognitive styles and those who were impulsive. Students’ reflective abilities in terms of critical thinking are better than impulsive. Information about differences in the ability of reflective and impulsive students to think critically is important for educators as a consideration in choosing a suitable learning model.

PENGARUH PENGGUNAAN MODUL PEMBELAJARAN KONTEKSTUAL BERBASIS MULTIPLE REPRESENTATIONS PADA MATERI FLUIDA STATIS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA

AbstractThis study aims to determine the effect of using contextual learning module based on multiple representations on critical thinking ability. The sample of this research is the students of class X IPA 1 and X IPA 2 SMA Negeri 1 Bandar Surabaya. This research was conducted using Pretest-Posttest Control Group Design type. Data were tested with analysis N-gain, Normality Test, Homogeneity Test and Independent Sample T-test. Based on thetest N-gain, the average value of N-gain critical thinking ability in the experimental class is 0.77 with the high category, while the control class with the medium category is 0.65, so it can be stated that there is a difference of critical thinking ability of the experimental class and class control. Results from the Independent Sample T-test value of the value Sig. (2-Tailed) less than 0.05 is 0.007, then it can be stated there is a significant influence of the use of contextual learning module based on multiple repetitive ntations on students' critical thinking ability.Keywords: Contextual Learning Module, Multiple Represntations, Critical Thinking.

PENGARUH METODE DISCOVERY LEARNING TERHADAP KEMAMPUAN BERFIKIR KRITIS SISWA DENGAN VARIABEL MODERATOR MOTIVASI BELAJAR SISWA

Abstract: The weakness of critical thinking ability effect to deficient learning result. The ability of critical thinking is effected by discovery learning method with the moderator of student learning motivation variable. The aim of the research is to know the effect of discovery learning method to critical thinking ability with the moderator of student learning motivation variable. The method is caution experiment by using factorial design research 3x2. The subject of the research are students of SMK Negeri 1 Kadipaten, those are XI OTKP 4 class as experiment class and XI OTKP 3 as control class. After having precondition test using by normality test and homogeneity on pretest and posttest can be concluded such as : 1) There it is have deference of critical thinking ability between the class uses discovery learning method and the class using Talk method, 2).There it is have difference of critical thinking ability between student has high, medium, and low learning motivation. 3) The learning method has interaction with the learning motivation in effecting student critical thinking ability.Kata kunci: Discovery Learning Method, Learning Motivation, Critical Thinking Ability

Process Writing and Enhancement of Critical Thinking Ability: Is Writing a Vehicle or an Ingredient of Critical Thinking?

The study aimed to investigate the relationship between process writing (PW) and critical thinking (CT) ability of Iranian EFL learners. Furthermore, the role of PW in the enhancement of CT was investigated. In so doing, 65 upper-intermediate language learners were selected from Rasht Islamic Azad University based on convenience sampling. The results of the pretests indicated that participants were homogeneous regarding language proficiency as determined by Babel test, CT by Watson-Glaser critical thinking appraisal (W-GCTA), and writing ability by a writing test. By implementing a quasi-experimental design, the participants were randomly assigned to experimental and control groups. The experimental group received a step-by-step process of teaching CT and utilized CT skills in developing an essay. The control group, in contrast, merely practiced PW. After applying the non-parametric Spearman rank-order correlation, the results revealed that there was a significant correlation between PW and CT (rs =.632, p<.05). The results of the non-parametric Mann-Whitney U test substantiated that there was a significant difference in CT ability of control and experimental groups (U=.000, p<.05), revealing that PW is a vehicle of CT, not an ingredient.

Effect of problem based learning on critical thinking ability on science

This study aims to determine the tendency of critical thinking on the content of science class V students of elementeray school of Rejowinangun, Yogyakarta, which is taught by the model of learning problem-based learning and direct instruction learning model, knowing the difference of critical thinking ability. This research includes the kind of quasi-experimental research. The sample of this research is V student of elementary school of Rejowinangun, Yogyakarta number 52 students. Data collection techniques use documentation techniques and test techniques. The technique of data analysis using descriptive analysis and t-test which preceded by test requirement analysis covering test of distribution normality and homogeneity test of variance. The result there is a very significant ability to think critically between the taught with the model of learning problem-based learning and direct instruction learning model. The average score of critical thinking ability taught with problem-based learning is higher than that taught by direct instruction; it means there is the influence of learning problem-based learning model on the ability of critical thinking on science

Pengaruh Pembelajaran Discovery Learning terhadap Kemampuan Berpikir Kritis Peserta Didik Ditinjau dari Motivasi Belajar

This study’s aim is to find out experimentation of discovery learning model and direct learning model to critical thinking ability in terms of learning motivation of learners in quadrilateral and triangle mater. The method used in this study is quantitative in the form of quasi experiments. Instruments in this study are critical thinking skills tests presented in the form of post-test, learning motivation questionnaire and observation sheet. Hypothesis test analysis in this research is anava test of two cell road is not equal to the significant level α = 5%. Based on the research results can be concluded that: (1) There is a difference of critical thinking ability between learners using discovery learning model with learners using direct learning model; (2) There is a difference of critical thinking ability of learners who have high learning motivation with learners who have low learning motivation.

ANALISIS KEMAMPUAN BEPIKIR KRITIS MATEMATIK SISWA SMP DI KABUPATEN BANDUNG BARAT

The ability to think critically is one of the highest levels of ability. Developing critical thinking skills in students is still considered important to be improved in schools so that students are able and accustomed to facing various problems around it. This study aims to analyze the critical thinking skills of junior high school students who are in excellent classes and regular classes. This research was conducted in Bandung Barat. In this study students are given a test in the form of questions with critical thinking skills, the problem is used to compare between the superior class and ordinary class. Assessment of the problem using several factors of critical ability include 1) students can not understand the problem correctly, 2) students rush in doing the problem, 3) the students cannot choose the problem-solving strategy correctly and 4) the students work on the problem systematically. Then the matter of critical thinking skills of mathematics is analyzed using quasi-experimental research method to analyze students' critical thinking ability that influence learning result. This study shows the differences in critical thinking ability of junior high school students who are in excellent class and ordinary class. This study shows that superior classes are better in mathematical critical thinking ability than a regular class. The results of this study can add knowledge about critical thinking mathematics junior high school students who are in the class and ordinary class and used to facilitate for educational practitioners in the development of critical mathematical thinking skills.