Concept Of Critical Thinking Research Articles

Knowledge and Learning of Interreligious and Intercultural Understanding in an Indonesian Islamic College Sample: An Epistemological Belief Approach

Epistemological beliefs are the basis of how someone acquires knowledge and are used as a guide for behavior in everyday life. For religious fundamentalists, however, their belief in religious knowledge is very strong, causing them to negate different opinions and ideas. Since the radicalization process is closely related to the education process, two important epistemological concepts of belief about knowledge and belief about learning need to be tested to analyze the extent to which these two factors might be predictors of an individual’s tendency towards religious fundamentalism. The purpose of this study was to examine the influence of epistemological beliefs on the religious fundamentalism of Muslim millennial youth. By using a simple random sampling method, data collection was conducted by distributing Likert-scale questionnaires to 195 Muslim undergraduate students at an Islamic institute in Kudus, Central Java. Data were analyzed using structural equation modelling (SEM). The results showed that the proposed model was appropriate and eligible for hypothesis testing (p = 138, goodness of fit index (GFI) = 0.965, adjusted goodness of fit index (AGFI) = 0.934, Tucker–Lewis index (TLI) = 0.978 and root mean square error of approximation (RMSEA) = 0.040). Furthermore, statistical analysis shows that epistemological beliefs in the form of beliefs about knowledge (critical ratio (C.R) = 4585 and p = 0.000) and beliefs about learning (C.R = 3202 and p = 0.001) have significant and positive effects on religious fundamentalism. These results highlight the importance of developing the concept of critical thinking in learning and inclusiveness-oriented education to eradicate religious fundamentalism among millennials.

Critical thinking and EFL learners’ performance on textually-explicit, textually-implicit, and script-based reading items

The current research study set out to cast light on the role of critical thinking in the performance of Iranian English as a Foreign Language Learners (EFL) on three types of reading items namely, textually explicit items, textually implicit items, and script-based items. The study, in fact, tried to examine whether or not the concept of critical thinking could make a significant difference in reading performance of EFL learners specifically the three mentioned reading items. To this end, 112EFL learners were randomly selected and assigned as the participants of the study. They were first distinguished in terms of their critical thinking ability via the Cornell Critical Thinking Skill Test (CCTST) and then were asked to sit for three tests of reading with three different reading items: textually explicit reading items, textually implicit reading items, and script based reading items. Having gleaned and analyzed the intended data through descriptive statistics and MANOVA, it was revealed that there was no significant difference between the high and low critical thinking learners in terms of textually-explicit reading items, but for the textually-implicit and script-based reading items, the two groups differed significantly. The pedagogical implications of the study are also discussed.

The use of critical thinking technology at the Russian language classes

This article is devoted to the problem of forming students ' critical thinking. According to the authors, this problem is often left without proper attention from the teacher. The article considers the possibility of introducing and using critical thinking technology in the educational process, and analyzes the main approaches to this definition. Special emphasis is placed on the techniques and methods that must be used at different stages of learning the Russian language, as well as specific examples of the use of these methods. The necessity of generalizing conceptual research and deepening the theoretical model of critical thinking is stated. Special attention is paid to the structure of the lesson and the techniques of this technology. The article analyzes the concept of critical thinking as a factor of professional competence, the main principles and technological phases of its development, as well as four main variants of the organization of critical thinking in students.

Pensamiento Crítico:conceptualización y relevancia en el seno de la educación superior

espanolLa falta de una concepcion coherente y compartida sobre el Pensa-miento Critico (pc) en el ambito de la educacion superior ha generado confusion en su desarrollo y su evaluacion. Por ello, a traves de una fundamentada reflexion teorica, este trabajo ofrece una definicion del pc basada en su concepcion multidisciplinaria, dirigida a la accion, y en donde los tres elementos del constructo (habilidades, disposiciones y conocimientos) estan integrados y fundamentados de forma com-petencial, sirviendo asi de base para futuras investigaciones en este campo de estudio. EnglishThe lack of coherent and shared conception of Critical Thinking (ct) in the higher education field has led to confusion in its development and assessment. Hence, through a well-founded theoretical reflection, this work offers a definition of ct based on its multidisciplinary concep-tion, directed to action, and where the three elements of the construct (skills, dispositions, and knowledge) are integrated and founded in a competent manner, serving as a basis for future research in this study field.

The Role of Formal Education in Developing Critical Thinking Skills of Engineering Students

The hereby paper intends to acknowledge and discuss the concept of critical thinking and the influence of this ability on engineering students. The purpose of this research is to establish the criteria according to which some students think more critically compared to other students in the same field of study. Logic is a term that seems simple, although very few know how to access that logical part of the human brain. This research has shown that the students’ level of critical thinking is not related to the year of study. Therefore, there are no activities in faculties that have a significant influence on the development of critical thinking. Moreover, it has resulted that female participants think more critically than men participants, but on an insignificant level. Regarding satisfaction in life and its link to critical thinking, it has resulted that unfulfilled students obtained a level of critical thinking higher than the fulfilled ones, a difference that is not of significant relevance. The results of this research are based on two methods: online questioning and focus group.

Two critical thinking models-probing questions and conceptualization-adding 4 skillsets to the teacher's armamentarium.

Critical thinking is ubiquitous in patient care. One track for critical thinking develops skillsets emulating the thought process of the master clinician using probing questions and has been offered in treatment planning, literature search, and critique, risk assessment in caries and geriatrics, technology decision-making, EBD, and IPP. This paper offers 2 additional critical thinking skillsets following this emulation model in social work and ethics. Conceptualization, another form of critical thinking, is also ubiquitous in health care, yet almost no literature exists to guide learning and assess performance on conceptualization. This paper introduces for discussion 2 examples of conceptualization-"How and how much does this situation differ from the ideal?" and "How does the student/practitioner conceptualize the outcome prior to the imminent procedure?" -used continually by the practitioner in patient care situations. The result is 4 additional critical thinking skillsets at different stages of development in the armamentarium for the teacher.

Improving reading comprehension through the development of critical thinking of students at madrasah aliyah

This research aims to develop the reading comprehension skills in English written texts of Grade XI students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung through the development of critical thinking in teaching process. This research was collaborative classroom action research. The subjects were the 11th grade students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung. The data were collected through pretest and posttest, observation, field notes, and interviews. The students were introduced with the concept of critical thinking starting with the concept of position, agreement, disagreement, and argument as well as the categorization of the opinion and fact in the text. Finally the students were asked to do some tasks and give their opinion related to the position of the writer and their background knowledge. The result showed that there was an improvement in teaching processes. In the first cycle, the students’ involvement in classroom activity was improved. There were about 70% of the students who actively involved in the process and it increased in the second cycle. In expressing opinion, the students could actively express their opinion related to the text being discussed both in written and orally. The improvement also occurred in students’ reading comprehension skills score. The result of paired t-test showed that there was significant different in comparison of pretest and both posttests 1 and 2. The result showed that the significant value of 0.000 was smaller than the significant level of 0.05 or 5%. This means that the improvement was significant. The result proved that improving reading comprehension skills could be achieved by developing critical thinking in teaching reading process.

Effectiveness of Game-Based Learning – Learning in Modern Education

The experiential learning process is a relevant method used to enhance understanding of the field and the critical thinking skills of learners. Futher more, technological developments improve students ’ learning needs. In this case, learners are required to be able to learn and work dynamically by combining the concept of critical thinking and the way of life as demand for the 21st century. Therefore, dynamic learning and the ability to improve the cognitive and collaborative abilities of learners in their interactions with the environment and all changes are indispensable. This research aims to spread the educational game quiz Assistance to create fun and dynamic learning for students. In addition, developed media is expected to improve cognitive ability and critical thinking learners, especially in higher education. The development of this educational game is done in the economic field so that the material to be presented is a basic course of economics faculty. To measure the success of this game-based learning, researchers used 100 samples from three majors (development economics, management, and accounting). This method of analysis uses the method of gain-scores, where the learning outcomes of experimental Group with learning game treatment and control group learning outcomes are examined and analyzed to determine their effectiveness. Results from analyses showed that use of game- based learning is highly effective for improving learning outcomes.
 Keywords: Technology, educational game, game based learning, gamification Learning.

TAFSIR AYAT-AYAT NEUROSAINS DAN IMPLIKASINYA BAGI PENGEMBANGAN HIGHER ORDER THINKING (HOT) DALAM PENDIDIKAN ISLAM

Abstract Humans are equipped with a mind that distinguishes their position from other creatures and the potential to distinguish between good and bad. The concept of reason in the sphere of tadabbur, tafakkur, and tadzakkur is in line with neuroscience as the study of brain activity. The concept of reason is full of scientific values. With reason, humans think to be able to capture the essence behind a sign so that their faith and faith will increase. The purpose of this article is to interpret verses about neuroscience and their implications for the development of critical thinking in Islamic education. The method of interpretation uses the maudhu'i approach, which is to collect Qur'anic verses about neuroscience with their explanations and explanations. The results of the interpretation show that human reason can be developed in its potential through the concept of critical thinking. This concept is derived in the form of Higher Order Thinking (HOT) in the world of education as an implication of the creation of reason. Especially in Islamic education this can optimize the acquisition of knowledge and shape the character of man himself.

Teacher Perceptions of Critical Thinking among Students and Its Influence on Higher Education

A few decades ago, taxonomies included the concept of critical thinking. Critical thinking is a difficult process that necessitates advanced cognitive abilities in information processing. Teachers' judgments of students' critical thinking have an impact on their classroom behavior. Teachers believe they are teaching critical thinking to their pupils and that critical thinking will give the intellectual stimulation that will allow critical thinking, according to research. The ability of students to articulate ideas and concepts in their own terms was seen as proof of critical thinking. The capacity to analyze logically and solve problems through novel techniques, on the other hand, is a valuable asset. The process through which a student gains understanding of the content delivered is not an indication of the student's higher-level cognitive ability. Teachers did not appear to comprehend the needs for instilling critical thinking in children. Teachers may believe they are encouraging critical thinking in the classroom, but they are really focusing on subject matter comprehension.

Kemampuan Berpikir Kritis dan Penguasaan Konsep Dasar IPA Peserta Didik

Students must be able to think at a high level in order to meet the requirements of the 21st century, including the ability to think critically. The mastery of student concepts about a material being studied influences the ability to think critically. The thing to remember is that all forms of critical thinking would not be possible without the main component of mastery of concepts. The purpose of this study is to describe the ability of critical thinking and mastery of the basic concepts of science among SMPN students in Central Lombok Regency. This type of research is a quantitative descriptive research with survey methods. Critical thinking tests and mastery of concepts by students using multiple choice instruments. The results showed that the average results: a) The critical thinking skills of nine high school students in Central Lombok were 71.69% with high criteria. The second critical thinking indicator, which provides further explanation, achieves the highest score in comparison with other indicators. b) Control of the basic concepts of natural sciences students with 76.20% with high criteria. The first indicator for controlling the concept is remembering who scores the highest score compared to other indicators

Examining Professionals’ Critical Thinking about Children Who Pose a Serious Threat to Others

Abstract Concerns have been raised about the quality of child-care professionals’ critical thinking and analytical skills. This study examines the critical thinking demonstrated by professionals when discussing risk in relation to vulnerable children. Data were collected from thirty consultation meetings, each of which focused on assessing the risks of a child who presented a serious threat of harm to others. Discourse analysis is used to examine the way in which critical thinking about risk is discussed at the consultation meetings. The findings suggest that critical thinking is demonstrated by professionals in ways that differentiate between potential harm and actual harm, and in relation to harm children pose to themselves and to other people. Also, the willingness of professionals to ask relevant questions and challenge each other is an important way of prompting individuals to demonstrate critical thinking. However, professionals tend to demonstrate a relatively narrow conceptualisation of critical thinking. This narrow conceptualisation cannot be reduced solely to the abilities or traits of an individual or professional group and it is argued that the bureaucratic and procedural demands of organisations in relation to vulnerable children may be an important factor in limiting the way professionals demonstrate critical thinking.

Forming critical selves through lived experiences of interculturality in an internationalizing university in China

ABSTRACT Based on ethnographic data, the present study examines how being critical has been understood, valued and practiced among students enrolled in international English-as-the-medium-of-instruction (EMI) Master’s porgrammes in a top-rated comprehensive university in China. Drawing on the Foucauldian ethico-political axes of self-formation, this article presents three case studies and finds that international and local students form critical selves in diverse ways as influenced by lived experiences of interculturality at personal, institutional and disciplinary levels. The Foucauldian axes enable a holistic understanding of students’ formation of critical selves in relation to their past, present and prospective intercultural life trajectories as situated within the social and institutional contexts. It also helps call for a culturally-enriching, self-reflexive approach to critical pedagogy in the context of internationalization of higher education that breaks away from theoretical conceptions of critical thinking as traditionally grounded on essentialist views on cultures and relevant pedagogical norms.

IMPLEMENTATION OF REFLECTIVE MODEL OF EDUCATIONAL PRACTICE IN THE MODERN FINNISH SCHOOL

The article considers the example of a country whose educational system has absorbed the ideas of philosophical concepts of critical thinking of I. Kant and M. Lipman. After all, thanks to the dynamic integration processes in the world, we pay attention to reflective models of education, which lead us to the question: What is more relevant today – memorization of information or its critical analysis? The article attempts to investigate the organization of education in Finnish schools through the prism of I. Kant's reflexive model and M. Lipman's reflexive model of educational practice. I. Kant in his work «Critique of Pure Reason» used the concept of reflection in order to explain the specifics of the work of consciousness. He divided the concept of reflection into transcendental and logical. Logical reflection only compares concepts with each other and cannot judge things a priori. Transcendental reflection – the basis for the possibility of objective comparison of ideas with each other. Based on the provisions of Kant's work on reflection as a way of forming new concepts and judgments through the comparison of existing ideas, M. Lipman proposed a reflective model of education, which is devoted to his work «Reflective model of educational practice. The article also analyzes the role of phenomenon-based teaching and learning in the education of critical thinking, which is necessary for the successful life of the individual in the modern information society. The Finnish school shows us that the study of phenomena helps the student not only to understand what is happening, but pushes him to formulate an independent opinion on any issue in life. This creates an approach called «reflective model of education», which was fully discussed by I. Kant in the field of philosophy, and M. Lipman in the field of psychology and pedagogy. The article attempts to argue that the construction of the learning process in the Finnish school has the features of a reflexive paradigm of critical practice, which is its integral feature. The experience of organizing education in a Finnish school can be used in the development of a new Ukrainian school. Key words: reflection, reflective model of educational practice, critical thinking, criteria, judgments, phenomena, phenomenon-oriented learning and teaching.

States of play: evaluating the renaissance in US military wargaming

ABSTRACT This paper introduces the topic of military wargaming into current critical debates in International Relations (IR) on games and gaming, which to date have focused on civilian, recreational forms. Identifying a renaissance which began in the US in 2014, the core argument developed is that wargaming utilizes key elements of critical/postpositivist theory in its interventions into the ‘human training dimension’ with the aim of impacting upon the inner domain of players in promotion of military ends. Drawing on Eyal Weizman’s work, the paper makes two key claims: 1) Wargaming poses a profound methodological and epistemological challenge to the quantitatively-oriented Operations Research (OR) community which has dominated DoD analysis for nearly a century. 2) By decoupling critical/postpositivist traditions from their intended ends, using them instead to impact upon players, wargaming militarizes them. The paper begins by locating the origins of the wargaming renaissance in the Defence Innovation Initiative and associated Third Offset Strategy. It then shows how US military gaming intervenes at the level of the human training dimension by cultivating specific forms of critical thinking, multiple futures planning, and reflexive decision-making using distinctively critical/postpositivist insights. From there it sets out three key challenges posed by wargaming to OR which trouble the latter’s claims to prediction, objectivity, and rationalism, before concluding that a new form of ‘post-quantitative defence analysis’ is emergent which militarizes the tools of critical/postpositivist approaches.

Exploration of Application of Confucian Conception of Critical Thinking to the Teaching English as a Foreign Language in China

Over the past years, fostering critical thinking abilities has become one of the priorities in education in China. So far, much research has been conducted to explore how to resort to Western critical thinking methods to cultivate critical thinking abilities among Chinese students. Meanwhile, among much research in incorporating Confucian educational thought into current English teaching in China, little research has been done to explore the possibility of rendering Confucian conception of critical thinking to this endeavor. This paper argues that Confucian conception of critical thinking possesses similar complementary components to those of the Western conception of critical thinking. Through literature review and text analysis, this paper reviews the Confucian conception of critical thinking and the socio-cultural background that impact its development. Reflection on a case study and field observation shows that Confucian “enlightening approach” works effectively in today’s effort in critical thinking cultivation in English teaching; Confucius’ description of five-phase comprehensive learning process could be materialized in English teaching to progress from lower level learning (knowledge, comprehension, application) towards higher level learning (analysis, synthesis, and evaluation); Confucian conception of critical thinking, described as “contextual critique’ by some Western scholar, could complement Western critical thinking in a positive way. The paper suggests in-depth research in constructing the theoretical framework for the Confucian conception of critical thinking, investigation of other approaches to foster critical thinking abilities besides the “enlightening approach,” and thorough studies of current empirical research on critical thinking in TEFL in China so as to see how they can be applied in materializing Confucian conception of critical thinking.

КРИТИЧЕСКОЕ МЫШЛЕНИЕ В ДЕЯТЕЛЬНОСТИ СЛЕДОВАТЕЛЯ (СУДА)

The paper considers the concept of critical thinking of investigators, judges, and other subjects of criminal proceedings. Its application is determined by the realities of current investigative and judicial practice. The authors note the shortcomings of the mechanism for collecting and processing evidentiary information in the investigation (judicial examination) of criminal cases. The study shows the prospects of applying critical thinking to understanding the situation of the investigation (consideration) of a case. The paper presents the advantages of a situational approach to the examination of a criminal event under the influence of negative factors. Such factors are defined as those that lead to the destruction, distortion, or falsification of evidence. The situational approach guarantees the completeness and comprehensiveness of processing the obtained evidentiary information. From the informational point of view, the authors specify the static and dynamic structures of critical thinking of subjects of criminal proceedings. The paper defines the thinking of an investigator and the court as the process of transferring the circumstances of an event under investigation (consideration) into the system of elements of the subject of evidence. Critical thinking aims at resolving contradictions between the sources of evidence. The complex nature of thinking defines criticality. This allows the subject of criminal proceedings to make proper decisions in the face of negative factors. The reliability criterion becomes an indicator of the quality of critical thinking. This criterion is included in the system of the concept of critical thinking formulated in the paper. The structure of critical thinking includes the methodology of scientific research, scientific worldview, ways of forming internal beliefs, and algorithms for making heuristic decisions. The authors outline the ways of critical thinking formation among investigators and judges, and other subjects of criminal proceedings. The study shows that it is based on the system of professional knowledge of subjects of criminal proceedings, is confirmed by the development of practical techniques for analyzing carriers of forensic information. The correct application of the evaluation method to establish the reliability of evidence is called an indicator of mastering such thinking.

Ameliyathane Hemşirelerinin Eleştirel Düşünme Eğilimlerinin Belirlenmesi

Objective: An examination of the critical thinking tendencies of nurses working in Turgut Ozal Medical center’s TOMC operating room was done descriptively with the aim.Materials and Methods: 58 nurses working in the Turgut Ozal Medical center’s TOMC operating room ,who are umreported and unauthorized?? And voluntarily accepted to participate in the study, were presented. The data were collected between November 2013 and January 2014. Personal data form consisting of 7 questions and California Critical Thinking Tendency Scale were used in data collection. The statistical analysis of the data obtained in this study was evaluated using SPSS 16, calculating frequency, percentage, arithmetic mean and standard deviations.Results: The vast majority of the nurses participating in this study were consisted of 51.7% nurses between the ages of 18-25. Considering the occupational period of service, the vast majority of the nurses 63.8% were between 1-5 years in service. In addition to this, it was noticed that 79.3% of nurses had education status and 91.4% of them had knowledge about the concept of critical thinking . 30.2% of nurses have learned the concept of critical thinking from their lessons at the university and 45.3% said that the events they experienced in the business environment affected their critical thinking. According to the critical thinking trend scale, the mean score of analytical thinking was 46.15 ± 5.53, open mindedness score 44.13 ± 9.02, curiosity score 41.77 ± 4.72, self confidence score 30.24 ± 5.18, accuracy analysis ability score 24.74 ± 4.81, systematic score average 23.82 ± 2.95. The California Critical Thinking Tendency Scale average score was found as 210.85.Conclusion: As a result of this study, it was found that critical thinking of nurses was inadequate due to the adverse effects of working conditions. It is anticipated that the tendency of critical thinking of nurses will increase if the nurses’ working hours are kept as 40 hours per week, and the nurses are being educated about their critical thinking

Essence of concept of critical thinking and its historiogenesis

Essence of concept of critical thinking and its historiogenesis

Analiza zadataka iz testova znanja iz engleskog jezika za peti i šesti razred osnovne škole u Srbiji prema Blumovoj taksonomiji

Critical thinking (CT) is a vital academic and life skill. Its development begins early in life, but it needs to be cultivated both during and after one's education. In school, CT can be taught both within the domain of different subjects or as a separate skill. For it to be properly taught, CT needs to be assessed. With that in mind, this paper investigates whether or not English language teachers in Serbia incorporate tasks at different levels of cognitive capacity in their tests so as to monitor and improve their students' domain-specific CT skills. The authors gathered 28 English language tests constructed by 14 teachers and classified the tasks according to the six levels of Bloom's Taxonomy. The analysis revealed that the tasks for the fifth grade include mostly tasks at the lowest level of the taxonomy, whereas those for the sixth grade are predominantly at the levels of understanding and application. Tasks requiring complex cognitive reasoning were shown to be rather scarce, which indicates that teachers do not assess students' free and creative use of the foreign language, i.e., complex reasoning skills. It is advisable that English language teachers be trained in the very concept of CT and its successful teaching and testing principles.