Improvement Of Critical Thinking Skills Research Articles

Critical thinking skill through problem-based learning with problem posing within-solution

Problem-based learning (PBL) is considered to improve students’ critical thinking (CT) skills. However, there are several obstacles to implementing this instructional model. PBL is highly time-consuming and creates a high cognitive load, so it is not suitable for all students, especially students with low prior knowledge. To investigate this problem, we conducted a quasi-experiment to study the difference in the improvement of CT skills between students who study using PBL and student who study using PBL with problem posing within-solution (PPWS). The sample of this research is 71 high school students in Mataram City. The result revealed that there was no difference in the enhancement of CT skill between students who learn using PBL and student who learn using PBL with PPWS. This means we can substitute PBL into PBL with PPWS to foster student CT skills.

Efektivitas Perangkat Pembelajaran Terintegrasi STEM terhadap Kemampuan Berpikir Kritis Siswa

There are problems in SMP Negeri 8 Surakarta where student’s critical thinking skills are still low and need to be improved. Thissresearch and development.aims to find.out the effectiveness of lesson.plan integrated.STEM in material temperature and its changes to improve student’s critical thinking. This research using 4D.research procedure by Thiagarajan. Phase 4D consists of defining,.designing,.developing, and disseminating. The subjects of the study were class VII in odd semester 2021/2022 academic year in SMP Negeri 8 Surakarta which were divided into 2 classes, namely the experimental class and the control class by using a sampling technique that was simple random sampling. Data analysis in this research was analysis of improvement of critical thinking skill through N-gain test. The results shows that theelesson plan integrated STEM is effective in improving critical thinking skills because the average of experimental.class is.higher thannthe control class.

Critical Thinking Skill And Independence on Learning Natural Science Based on Gender During The Covid-19 Pandemic

To improve students' critical thinking skills, this study used online PBL (Problem-Based Learning) on learning Natural Science in the field of Biology. This research was conducted in pre-experimental research design with the subjects of 4th semester students in study program of PGMI (Teacher Education of Madrasah Ibtidaiyah). The results of the analysis showed that the improvement of critical thinking skill of female students is better than male groups. Based on the results of the hypothesis testing obtained from the data showed that the N_Gain critical thinking skill of male and female students were greater than α (sig. 0.051 ˃ (α) 0.05.), therefore H0 was accepted and H1 was rejected. That is, there is no difference in the improvement of critical thinking skill between male and female students. When it came from the indicators of critical thinking, the N-Gain score for all indicators of the female group was better than that of the male one. Also, for students’ independence, the average percentage of student responses in all aspects showed that they were in a Good category. The average percentage of student responses on the planning aspect was 73.65% in a Good category. The process aspect of student independent learning had the highest score among the three aspects, which was 75.73% or in the Good category, and the Learning Evaluation Aspect has the lowest score among the three aspects, which was 66.53% and was in a Good category.

Effect of Socratic Reflection Prompts via video-based learning system on elementary school students’ critical thinking skills

This study designed a Socratic Reflection Prompts via Video-Based Learning System (SRP-VBLS) and investigated the effects of the SRP-VBLS on elementary school 4th graders' critical thinking skills. Participants were divided into three groups: No-SRPs (n = 46), Receiving-SRPs (n = 42), and Responding-to-SRPs (n = 40). Participants in three groups were pre-and post-tested with a critical thinking assessment particularly designed for assessing elementary school students' critical thinking skills. Results show that the Responding-to-SRPs group and the Receiving-SRPs group significantly outperformed the No-SRPs group regarding their critical thinking skill improvement. It was also found that by responding to the SRPs, one of the critical thinking core skills, the analysis skill, of the students was significantly improved. This finding suggests that the SRP-VBLS is effective in developing elementary school students' critical thinking skills, and requiring students to respond to SRPs is especially beneficial to students’ analysis skill enhancement. Implications of the findings for designing a video-based learning system in line with the Socratic reflection prompts are discussed.

The effect of problem based learning oriented by lesson study with adobe flash on critical thinking skill

This study is aimed to determine the improvement of critical thinking skill using problem based learning oriented by lesson study with adobe flash compared to using direct instruction. A quasi-experimental design was employed for the study. The sample was selected purposive sampling technique. The experimental group was taught using problem based learning oriented by lesson study with adobe flash whiles the control group was taught using direct instruction. The data was collected using a critical thinking skill test consist of 20 multiple choices and statistically analyzed using SPSS software. The results showed that the improvement of critical thinking skill using problem based learning oriented by lesson study with adobe flash is better than using direct instruction.

CAPITALIZING ON LEAD IN STAGE TO NURTURE CRITICAL THINKING: AN ATTEMPT TO COMBAT FAKE NEWS FOR SCREENAGERS

The study aims at improving critical thinking skill of screenagers – students who frequently face their smartphone screens – to be more critical consumers of information in the Internet era. Technological advances have made the instantaneous access to information possible. However, valid information exists in the same context as the fake ones. The challenge now appears to be abilities to distinguish valid and fake information. Using a 10-minute critical thinking activities during the lead in stage as the action, the research explores how integrating critical thinking and problem solving in daily classroom activities help nurture students to be critical in the information coming to their social media accounts. To achieve the objectives, a classroom action research involving cycles of Planning, Acting, Observing, and Reflecting was conducted in an Islamic-based higher secondary school in Tangerang, Banten. This research utilized a teacher's journal, a questionnaire, and an interview guide for eliciting data. The data were analyzed descriptively and the results showed that students’ critical thinking skill improved from cycle 1 to cycle 2. Results from questionnaire showed that students could differentiate fact and opinion as well as analyze information on their screens. A focus-group interview supported students’ improvement on critical thinking skill highlighting that their ability to distinguish valid or fake information improved gradually. Innovative activities that involve teachers, students, and school policy makers with critical thinking skill improvement should be encouraged.

Evaluation of Critical Thinking Ability with Discovery Lerning Using Blended Learning Approach in Primary School

2013 curriculum suggests an active learning model for the learners. During this COVID-19 pandemic, it should go in line with online learning so the learners’ skills would be upgraded. This research aims to analyze and evaluate the critical thinking skill improvement of the learners taught by e-learning integrated into the discovery learning model. This research is classroom action research. The subjects consisted of the fifth graders of SD Negeri 2 Wonodoyo. There were 36 learners. The applied materials in this research consisted of heat-content science learning. The data were taken by observation and critical thinking skill test of the learners. The technique of analyzing data was N-gain. The obtained results were the learners’ critical thinking skill improvement with the N-gain score, 0.485, categorized as moderate. The improvement occurred due to the discovery using blended learning approach made learners interact in a small group in online learning. Then, teachers could also interact during the learning.

Assessment for learning through written feedback to develop 21st-century critical thinking skills on plantae learning

The development of 21st-century skills becomes essential life skills in supporting individuals to adapt well to 21st-century life. One of the 21st-century skills that need is critical thinking skills. The development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to research the application of assessment for learning to improve students’ critical thinking skills. This study uses the quasi-experiment method with the pretest-posttest control group design. Assessment for learning through written feedback is applied to the experimental group, while the control group is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The result showed that assessment for learning through written feedback can improve the critical thinking skill of students. This is indicated by the experimental group has higher critical thinking skill improvement than control groups in Pteridophyta and Bryophyta chapter.

Implementation of formative assessment through oral feedback to develop 21st century critical thinking skills of student on plantae learning

The challenges of 21st century globalization require students to have various skills needed in compete at the global level. One of the 21st century skills students need to have is critical thinking skills, but student’s critical thinking skills in Indonesia are still relatively low. To develop this skill, learning is needed along with appropriate assessment. The application of formative assessment in learning is one of the efforts in developing the skill. Through formative assessment, teacher can make appropriate learning strategies to facilitate student learning needs. However, the practice of assessment for learning rarely facilitates student learning needs. Thus, this study was needed for investigating the effect of formative assessment in develop critical thinking skill of students. The quasy experiment method is used in this study with the pretest posttest control group design. The experimental group was given the application of formative assessment through oral feedback during learning, while the control group was given the conventional assessment. The result showed that formative assessment through oral feedback can develop critical thinking skill of students, indicated by the experimental group has higher critical thinking skill improvement than control groups in Spermatophyta and Bryophyta chapter.

Integration conceptual scaffolding in the group investigation: its influence on students’ critical thinking skills

The enhancement of critical thinking skills (CTS) is one of the learning targets of universities. Although research on enhancing CTS has been achieved, the improvement of CTS through physics instruction is still becoming a problem. This study attempts to find out the integration of conceptual scaffolding to group investigation (GI) and its influence on students’ CTS. This mixed-method research used an explanatory design by involving 59 students in the Fundamental Physics III course in the Department of Physics, State University of Malang. The experimental group received treatment of conceptual scaffolding in GI, whereas the control group received conventional instruction. The instrument used was the prior knowledge test consisting of 17 multiple-choice items (Cronbach Alpha = 0.72) and the tests of CTS consisting of 11 essay items (Cronbach Alpha = 0.67), interview guidelines, and think-aloud protocol. The results of the study show that there are no differences in CTS between the experimental group and the control group. However, for the low prior-knowledge students, CTS of students who use conceptual scaffolding in GI higher than that of students who study with conventional instruction. Low prior-knowledge students who use scaffolding in the GI can use high-level strategies and exhibit more focused actions in solving problems.

Utilization of the school environment as a learning resource to improve critical thinking skills and scientific attitudes

This study aims to determine the effect of utilization of the school environment as a learning resource in improving critical thinking skill and scientific attitude. This study compares differences in the improvement of critical thinking skills and scientific attitudes between the agricultural and coastal environment. The research method used is quasi experiment method. This design used two experimental groups and two control groups. The experimental and control class I are the experimental and control classes located in the agricultural environment. Experimental and control class II are experiment and control class located in coastal environment. Data collection techniques in this study were conducted through tests. The conclusion of this research is the utilization of the school environment as a learning resource, both in the agricultural and coastal environments can improve critical thinking skill and scientific attitude. However, the improvement of critical thinking skill and scientific attitudes between the agricultural and coastal environment do not have a significant difference.

PENGEMBANGAN BAHAN AJAR MATEMATIKA DENGAN MODEL DISCOVERY LEARNING UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS

This research aimed to find out the validity and effectivity of Discovery Learning Model-integrated mathematics instructional materials on SPLDV topic viewedthrough critical thinking skill improvement and percentage of students’ learning completion. It occupied Reserach and Development utilizing procedures established by Borg and Gall, with only performing up to main product revision. The research subject was students VIII G class of SMP Negeri 1 Seputih Agung, with moderate to high skill characteristic. Meanwhile, data of students’ critical thinking skill improvement were gained through pretest and posttest, using N-Gain test. Eventually, the research result pointed out that validation of mathematics instructional materials developed through Discovery Learning Model on SPLDV topic attained good and effective interpretation. It was seen through moderatecategorized calculation of N-Gain and accomplishment level of students’ learning result exceeding ideal accomplishment percentage (75%).

Peningkatan Keterampilan berpikir Kritis Siswa dengan menggunakan model inkuiri terbimbing bervisi SETS

The process of teaching and learning in the schools only emphasized on the knowledge and understanding aspects and lack develop the skill of critical thinking of students so that they are poorly trained to develop reasoning power in responding and solving problem or applied the concept of science in life. The objective of this study was to improve the critical thinking skill of student using guided inquiry model with SETS (Science, Environment, Technology and Social) vision. This research was conducted in Senior High School (SMAN) 1 Kampar, class of XI IPA-1 and XI IPA-3. Improvement of critical thinking skill of student is measured using pre-test and post-test. The score of pre-test and post-test was analyzed using the N-Gain tested. The result of this study showed that skill to basic explanation, constructing of basic practice, generalization, and hypothesis making as the indicator of thinking ability of student were catagorized as moderate, meanwhile indicator of applied the concept was high with 0.834 of N-Gain value. The critical thinking of students for each indicator were increased that reflected from average value of pre-test and post-test of students. The finding of this study was guided inquiry model with SETS vision able to improve the critical thinking of student of SMAN 1 Kampar.

PENERAPAN MODEL PEMBELAJARAN ASSURE DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SMP

The research is based on the law of critical thinking and the less of the students’s activation in learning process. The research objective is to know the improvement of critical thingking which the learning process used is ASSURE learning model with conventional learning. The research is Quasi Experimental research.The research design is used Nonequivalent Control Group Design and sample collection technique is Sampling Purposive . The population in the research is the students of class 8 th SMPN 1 Sumber Kabupaten Cirebon, academic year 201 7/ 201 8 . The sample of the research is the 8 th qraders 36 th student class 8 th D is classes eksperimental and 38 th student class 8 th F is classes control. Based on the result of the difference of the average of post-test using the test of Independent Sample T-Test equals sig (2 tailed) score 0,000 < 0,05 means H 0 rejec ted. And then the difference of the average using of N-gain using the test of Independent Sample t-test equals sig score (1 tiled) 0,0005 < 0,05 means H 0 rejec ted. On the other hard, based on the result of questionnaire using the test of Mann Whitney U-Test eguals Asymp. Sig(2 tailed) 0,000 < 0,5 means H 0 rejected. The research result shows that: The improvement of critical thinking skill which is using ASSURE learning model is better than the students who are learning by conventional learning process. Key Words : ASSURE, Critical Thinking

Addressing an Undergraduate Research Issue about Normalized Change for Critical Thinking Test

<p>Normalized change is a familiar expression used to measure student’s improvement in physics education research, including critical thinking skill improvement. A widely used standardized critical thinking test is the Cornell Critical Thinking Test. The CCTT scoring method, rights minus one-half the number wrong, results from possible interval scores ranging from the negative minimum score to positive maximum score. The problem then arises in the use of the normalized change in CCTT scores, particularly in the situation when the post-test score is worse than the pre-test score. We reveal the used equation deficiencies and demonstrate the mistakes made by undergraduate researchers, as well as suggesting a modified equation that can be used under the normalized change rationale, i.e. the ratio of the gain or the loss of the maximum possible gain or loss. Some frequently asked questions about normalized change are also discussed.</p>

Profile of Students’ Critical Thinking Skill Measured by Science Virtual Test on Living Things and Environmental Sustainability Theme

The aims of this study are: (1) to investigate the level of students’ critical thinking skill on living things and environmental sustainability theme for each Inch’ critical thinking elements and overall, (2) to investigate the level of students’ critical thinking skill on living things characteristic, biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics. The research was conducted due to the important of critical thinking measurement to get the current skill description as the basic consideration for further critical thinking skill improvement in lower secondary science. The research method used was descriptive. 331 seventh grade students taken from five lower secondary schools in Cirebon were tested to get the critical thinking skill data by using Science Virtual Test as the instrument. Generally, the mean scores on eight Inch’ critical thinking elements and overall score from descriptive statistic reveals a moderate attainments level. Students’ critical thinking skill on biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics are in moderate level. While students’ critical thinking skill on living things characteristic is identified as high level. Students’ experience in thinking critically during science learning process and the characteristic of the topic are emerged as the reason behind the students’ critical thinking skill level on certain science topic.

A Practical Coaching Model for Critical Thinking Skill and Leadership Development (C/CTSLD)

Critical thinking skills are a core competency needed by today’s leaders. However, a deficiency in critical thinkingskills in the workplace has been well documented, and research has shown dire consequences for the individual andthe organization. This paper espouses a practical coaching model for improving critical thinking skills andfacilitating leadership development. Using a solution-focused approach with the six critical thinking skills asidentified by the APA Delphi Research Report, its iterative nature fosters the formation of “habits of mind”. Usingcoaching (questioning) techniques on the first four skills, qualitative (interview) data was gathered from new entrantsinto the workforce. Improvements in their critical thinking skills were measured using quantitative data (pre, mid andpost) gathered from the California Critical Thinking Skills Test. Results showed improvements in critical thinkingskills for almost all participants (future leaders). These findings support the value and use of coaching and criticalthinking skill development in management/leadership development programs, or any program focused on personaland/or professional development. Future research warrants the use of an extended coaching schedule (for individualand group participation) and the inclusion of the last two skills. In addition, the use of a larger research sample andfollow-up testing/evaluation for a year to validate the formation of “habits of mind” is needed.

PEMBELAJARAN FISIKA BERBASIS INKUIRI TERBIMBING DENGAN MENGGUNAKAN LKS UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DITINJAU DARI SIKAP ILMIAH SISWA MADRASAH ALIYAH QAMARUL HUDA BAGU LOMBOK TENGAH

This research aimed at 1). Developing learning design of guided inquiry based physics learning using student worksheet. 2). Knowing the difference of improvement of the critical thinking between students those who learned using guided inquiry based physics learning and those who learned physics conventionally. 3). Knowing the difference of improvement of the critical thinking between students with a highly scientific attitude and those with a low one. 4) Knowing the interaction between learning physics and scientific attitude toward the improvement of students’ critical thinking skill. The research was conducted through two steps, namely: 1) Development research using Dick’s and Carey’s development model, 2) Experimental research using 2x2 factorial design. The population of this research was the students of MA Qamarul Huda Bagu, central Lombok, year eleven. The sample of the research consisted of 2 classes taken by simple random sampling technique. Data collection using questioner to know the students’ scientific attitude, and test to know the students’ critical thinking skill score. Hypothetical test for experimental research used two path ANAVA by using SPSS. The result of development research was yielded a good learning equipment of the guided inquiry based physics learning using student worksheet. The experimental research showed that: 1) There was difference of improvement of critical thinking skill between the students who got a guided inquiry physics learning using student worksheet and those who got conventional learning. This was shown by value of Ftest=42,480, was higher than that of Ftable=4,11, and the value of sig=000 was lower than 0,05; 2) There was difference of improvement of critical thinking skill between the students with a high scientific attitude and those with a low one. This was shown by value of Ftest=13,150, was higher than that of Ftable=4,11, and the value of sig=0,001 was lower than 0,05; 3). There was no interaction between the physics learning (guided inquiry based using student worksheet and that of conventionally) and scientific attitude towards the improvement of critical thinking skill. This was shown by value of Ftest=1,277 was lower than that of Ftable=4,11 and value of sig=0,265 was higher than 0,05. It was expected that the guided inquiry based physics learning using student worksheet was combined with other learning models to enhance critical thinking skill more optimal mainly for the abstract materials of physics.Key word: guided inquiry, student worksheet, scientific attitude, critical thinking skill,

Using scaffolding to promote sport management graduates' critical thinking

Graduates require a capacity to critically think and analyse to successfully assimilate within the workforce. This study uses scaffolding as a framework to improve graduate critical thinking (CT) skills. Graduate students (N = 27) in the Master of Business, at an Australian University, majoring in sport management participated in this study. The study involved (1) the use of Beyer' 10-item scale to measure student perceptions of their CT skill improvement and (2) a rubric based on Bloom's taxonomy to measure teacher evaluations of CT skill development. Scaffolding was used as a method to design progressive assessment items to allow CT skills to develop. Building on sequential assignments, the results show that students' capacity to explain and analyse issues substantially improves. However, the highest levels of CT are challenging to develop. The paper discusses implications from using scaffolding and recommends strategies for further enhancing CT skills in sport management curricula.

Creating Learning Opportunities for the Enhancement of Critical Thinking Skills in BSW Education

The Council on Social Work Education has identified the enhancement of critical thinking skills as a vital component in social work education. Educators are challenged to create learning opportunities for knowledge and skill development as it relates to critical thinking. This article offers a description of a specific project to emphasize improvement in critical thinking skills through a newly created Writing Skills for Social Workers course and increased rigor in a BSW capstone project. The process of obtaining funding for the project and the methods in place to sustain it are also provided. Results indicate 88% of the students involved in the overall project demonstrated the ability to use social work critical thinking skills necessary to examine evidence, provide a clear explanation of reasonable alternatives, and evaluate possible consequences. Recommendations to continue providing learning opportunities to enhance critical thinking skills in BSW education are discussed.