Level Of Critical Thinking Skills Research Articles

ESL Students’ Perception Towards Their Level of Critical Thinking Skills

The ability to think critically is an important skill to be acquired, especially at tertiary level. Nonetheless, it has been found that tertiary students’ level of critical thinking (CT) skills to be at the moderate level. An effective level of CT skills has been proven to be beneficial in navigating real-world challenges. Thus, this study is an attempt to answer these research questions: i) What is the perceived level of CT skill among ESL students?, ii) Is there any significant mean difference in the level of CT skills between male and female students?, iii) Is there a significant mean difference in the level of CT skills between LG240 and LG243 programmes?, and iv) Is there any significant mean difference in the level of CT skills among students with different grades?. This study employed a fully quantitative approach and cross-sectional study as its research design. A questionnaire was distributed for approximately three (3) weeks, and 107 responses were received. The data obtained showed that the students perceived their level of CT skills to be at a high level and they had positive views towards their level of CT skills. Moreover, there was no significant difference between genders and programmes, but there were significant differences between grades. Hence, it is important for educators to know their students’ level of CT skills as to prepare suitable lesson plans and materials to develop and enhance this set of skills. For future research, this study would suggest focusing on the development of materials that would assist both educators and tertiary students in developing a good set of CT skills.

CORELATION OF CRITICAL THINKING ABILITY TO LEARNING ACTIVITY AFTER FLIPPED CLASSROOM-PjBL LEARNING MODEL APPLICATION

This study aimed to determine the correlation of critical thinking skills with learning activities after the application of the flipped classroom-PjBL learning model. The sample used in this study were students who took the assessment of the process and learning outcomes of chemistry class C in the 2022/2023 academic year of the Jambi University Chemical Education Study Program. The research method used is the correlation method with a quantitative approach. Research data were obtained using a questionnaire before and after the application of the flipped classroom-PjBL learning model to data on critical thinking skills and student learning activities. The questionnaire on critical thinking consists of 5 statements, while the questionnaire on learning activity consists of 10 statements. Data regarding critical thinking skills and learning activities were carried out Pearson correlation test to determine the relationship between the dependent variables, the correlation level of critical thinking skills and learning activities was carried out product-moment correlation test. The results of this study are that there is a very good correlation between students' critical thinking skills and learning activities after the application of the flipped classroom-PjBL learning model, the correlation level of critical thinking skills to learning activities is very high with a value of 0.813.

Implementing the rasch model to assess the level of students' critical and reflective thinking skills on the photoelectric effect

This study aims to determine the level of students’ critical and reflective thinking skills on the topic of photoelectric effects. In this study, the cross-sectional survey approach was employed in conjunction with purposive sampling techniques. The data collection instruments are questionnaires for critical thinking and reflective thinking skills, with 20 critical thinking items and 24 reflective thinking items. A total of 35 students, 6 males and 29 females, with an average age of 20 years, agreed to fill out the questionnaire that was distributed. The acquired quantitative data were evaluated using the Rasch model, with critical thinking skills showing that 11% of students were at a very low level, 49% were at a low level, 26% were at a high level, and 14% were at a very high level. Meanwhile, data analysis of reflective thinking skills revealed that 20% of pupils had low levels, 63% had moderate levels, and 17% had high levels. As a result, it is suggested that critical thinking and reflective thinking skills be continuously debriefed.

Entrepreneurial Acumen and Financial Literary of Self-employed Rural Mothers

The purpose of this study was to evaluate the financial literacy and entrepreneurial prowess of rural mothers who work for themselves. One hundred fifty eight (158) self-employed rural mothers made up the study's sample. Self-employed rural mothers were found to have low interpersonal skills and low levels of critical and practical thinking skills, with mean scores of 2.37 and 2.61, respectively, and moderate levels of entrepreneurial skills in terms of personal characteristics and practical skills, with mean scores of 2.89 and 3.41 and 3.41 and 2.89 respectively. In terms of actual financial knowledge and self-perceived financial knowledge, the respondents' levels of financial literacy are both ambiguous, with means of 3.2036 and 3.5048, respectively. It is highly advisable to take short-term courses like the training that DTE provides to all SMEs regarding managing a business. Financial literacy and entrepreneurial skill have a strong association. It shows that there is a strong correlation (r =.251*) between self-perceived financial knowledge and actual financial knowledge. The level of association between self-perceived financial knowledge and business acumen was then quite strong (r =.554**). Finally, there is a strong correlation (r =.539**) between actual financial knowledge and entrepreneurial skill. This result demonstrates that there is a great need to raise the financial literacy of rural mothers who work for themselves. Governments, academia, and those in the financial industry should collaborate to create a better financial future for rural women who work for themselves as well as for the nation as a whole. The link discovered should be further supported by future study.

COMPARISON OF 21st CENTURY SKILLS AMONG SCIENCE AND ARTS SECONDARY STUDENTS OF ISLAMABAD PAKISTAN

To cope up with this competitive digital era, students’ top priority should be tech-fluency. Therefore, education system must be embedded with essential 21st century skills to confront the life challenges in this competitive 21st century. The study delimited to three skills out of most highlighted fifteen components of 21st century skills. These three essential abilities were Critical and Logical Thinking Skill, Digital Literacy Skills and 3Rs Skills. Population of the study consisted of 151 F.G. secondary schools of Islamabad. The number of sampled science students was 100. The number of sampled arts students was 100. Therefore, 200 sample of students was taken for data collection through stratified random sampling. The survey approach using scales to measure the perceived level of critical thinking skill, digital literacy skill and 3Rs skill was employed in the study design. Hypotheses were tested by taking alpha 0.05, as level of significance. Data was analyzed using ttest. The findings revealed that there was no significant difference in the overall perceived level of 21st century skills among secondary schools students when compared according to their academic stream. It was also found that science group students were higher on digital literacy, whereas students showed non-significant difference was found in the perceived level of critical thinking. It is concluded that the significant difference was found with respect to digital literacy skill.

Critical Thinking and Problem Solving Among Students

The development of the times is the background of increasingly rapid technological advances. The times have become the basis for the education industry to continue to grow. The development of education is expected to produce high-quality human resources and are able to think critically and creatively in solving problems. Quality education will lead to quality human resources as well. Critical thinking and problem solving as skills that need to be mastered by students, especially the younger generation. It has been widely recognized as one of the most important skills. Someone who has the ability to think critically and problem solving is considered to have many benefits because he has the ability to analyze certain situations and make the right decisions for the situation at hand. The research was conducted to determine the level of critical thinking and problem solving skills among students and students using three variables. The results of the study were analyzed using descriptive analysis to determine the distribution of data and inferential analysis to determine the level of validity and reliability. Validity is calculated to determine the level of data validity is above 95% or 99% and reliability is calculated to determine the level of data. The results of this study indicate that the level of a person's ability to identify problems affects the level of ability to solve the problems experienced. However, a person's ability to identify problems has no effect on the ability to make the right decisions on the problems experienced.

Studi Tingkat Keterampilan Berpikir Kritis Siswa Pada Materi Bentuk Aljabar Kelas VII Di SMPN 1 Narmada

This study aimed to describe the level of critical thinking skills in Year 7 students of SMPN 1 Narmada related to the subject of Algebra. This study was quantitative descriptive. The instruments of this study implemented the indicators based on Perkins and Murphy’s levels of critical thinking skills, which are (1) clarification, (2) assessment, (3) strategy, and (4) inference. There were 352 students in this study population with 64 students as the samples were obtained with a simple random sampling technique. Written test and interview was applied as the data collection technique with descriptive statistics as the data analysis technique. The results showed that 4,69% of the students grouped as having a high level of critical thinking skills had already had the ability to answer all questions completing all stages of critical thinking skills. While 4,69% of the students categorized as having the middle level had answered the questions using their level of critical thinking skill except for numbers 3 and 4 leaving some incompleted stages of critical thinking skill. Significantly, 90,62% of the students categorized as low level were not able to answer the questions with the stages of critical thinking skills. This concluded that the level of critical thinking skills on the subject of Algebra in Year 7 students of SMPN 1 Narmada is low categorized.

Validity of Mathematical Critical Thinking Ability Asessment Instruments

This study aims to produce an instrument for assessing mathematical critical thinking skills on material derived from algebraic functions that have been tested for validity. The form of research carried out is research and development and the development model used is a 4-D model (Define, Design, Develop, Disseminate). The research location is at SMAN 1 Tembilahan Hulu in the even semester of the 2021/2022 academic year. The object of research is an instrument for assessing mathematical critical thinking skills in class XI class derivatives of algebraic functions. The data collection instrument used an instrument validation sheet. Data analysis shows that the results of the validation of the mathematical critical thinking ability assessment instrument obtained an average value of the Aiken index of 0.811 with a very valid category and content validity with an average of 0.723 with a valid category. In terms of discriminating power, there are 2 questions with poor discriminating power and 6 questions that can be used to measure the level of students' mathematical critical thinking skills. So, it can be concluded that the development of an instrument for assessing mathematical critical thinking skills is to produce an instrument that has been tested for validity.

Professional development e-course on how to integrate interdisciplinary approach into the learning process in schools that practise multimodality and use interactive educational online services

Problem and goal. The problem of implementation and realization of interdisciplinary approach in the learning process at schools is demonstrated. The goal of this research is to create professional development e-course for teachers, which can include practical approaches to integrate interdisciplinarity and to develop multimodality through the application of online services. Methodology. The practical research is carried out based on organizing an experimental (93 people) and control (71 people) groups of students in different ages (4-8th grades) and disciplines. The students from an experimental group are taught by the teachers who took part in the designed e-course. These teachers use practice-based methods and strategies to integrate interdisciplinary approach in the lessons of Geography, Mathematics, Russian, English, Social Studies and Literature in a primary school. They apply online services such as Padlet, Zoom and Google Tools as well. Analysis of interdisciplinary skills level is carried out with the help of control diagnostics before and after the experiment. Results. The tools for the integration of interdisciplinary approach and the application of online services in educational process have appeared to be effective. The evidence of this conclusion is the toolbox with methodological interdisciplinary materials and resources which has been created for the learning process with the help of online services which can help students develop transfer skills, creative and critical thinking. The tools and services demonstrated in this research allow students and teachers to develop agency, i.e. the ability to be responsible for their life, in particular for their learning, to make a choice and to have a voice. They also help increase motivation to the process of learning. Such tools and online services can play a significant role for informatization of the learning process because they have an impact on the development of students’ multimodality. Conclusion. The results allow to identify the effectiveness of the implementation and integration of interdisciplinary approach in educational process, especially in the framework of narrow disciplines, with the help of online services. Teachers, who had taken part in a designed professional development e-course, used strategies and tools, online services in practice. The students demonstrated an enhanced level of creative and critical thinking and transfer skills during control diagnostics after the research.

The Effectiveness of "Philosophy for Children-Based Educational Program" on Breakfast Consumption of Elementary Students: A Randomized Clinical Trial

Background: Attention to children's nutrition is important; since they are the most sensitive and vulnerable group in the community against malnutrition and food shortages. Therefore, this study aims to design, implement, and evaluate the effect of educational programs based on (philosophy for children) on thinking skills about healthy breakfast consumption of sixth-grade elementary school students in Yazd. Methods: The present clinical trial study was performed on 120 sixth-grade students of public schools in Yazd. Data were collected using a researcher-made questionnaire in control and experimental groups before and after the educational program. Results: The results showed that the mean score of critical thinking after the intervention (38.7 ± 81.1) in the experimental group (EG) increased compared to before the intervention (29.2 ± 96.4), which was statistically significant (P < 0.001). Based on the results, the difference observed in the mean score of critical thinking, caring, and creative thinking of sixth-grade students before and after the intervention in the two groups was significant (P < 0.001). On the other hand, the mean score of students' critical, caring, and creative thinking in the EG increased. In other words, the designed educational program improved all three skills in the EG. The mean scores of critical, caring, and creative thinking of sixth-grade students in the control group (CG) before and after the educational program in two stages were not significant (P > 0.05). Conclusion: According to the obtained results, the implementation of philosophy education programs for children raises the level of critical thinking, caring, and creative skills in students to eat a healthy breakfast. Therefore, increasing philosophical thinking in students and improving the studied skills through education, even virtually, can be very valuable and effective.

THE STUDENTS' MENTAL PROCESS OF CRITICAL THINKING SKILL ANALYZING LITERARY WORK

Purposive behavior directly convey the students' mental process of critical thinking skill in analyzing literary work and producing composition. There is a theoretical and practical gap between the critical thinking process and products. This research descriptively designs to answer research problems. The previous study investigates the students’ written products and claims that they have a good critical thinking when they have multi references. In contrast, critical thinking is process of mental which students not only finding new information from some resources but also realizing their learning objective, identifying problems to motivate themselves to write a composition. As the results, the students who have a low level of critical thinking skill and they strongly aware of their gaps will analyze the literary work well, and a high level of critical thinking makes a power of analysis, an accurate and precise composition. Student’s mental process of critical thinking appears on the students’ process to read and cite a number of literacies, detect self-problem, encourage themselves to make a written texts based on the learning outcomes.

The Use of Binary Online Lessons in the Context of Forming Critical Thinking in Future Journalists

The emphasis is placed on changes in the educational field of Ukraine and the importance of forming the competencies of future journalists. Features of the application of modern information technologies in distance learning are outlined. A review of scientific sources of Ukrainian and foreign scientists on the stated issues. The relevance of the introduction of integrated technologies in modern journalism education, which contributes to improving the training of future professionals, the formation of his competencies. Definitions of the concepts "integrated learning", "interdisciplinary approach", "team learning" are defined. The focus is on the need to use an integrated approach - binary classes to increase the level of cognitive activity and activity of higher education. The focus is on forming multi-qualification of the modern journalist working in convergent newsrooms. Means of practical training of students that significantly affect the formation of professional competencies are identified. The importance of media literacy and critical thinking for the training of future journalists has been updated. According to the results of an online survey of students, it was found that interactive teaching methods increase the level of critical thinking and form skills of verification of information as a program competence of future media professionals. Scientific approaches to understanding the concept of "binary class", the organization and methods of its implementation, the features of distance learning during the pandemic. The binary online lesson "Critical Thinking: Verification of Online Content" for students-journalists in the disciplines of journalism (photo and online journalism) on the Zoom platform is described. The skills and abilities necessary for the future mediator, which create a positive professional image and public authority, are generalized and classified. Summarized the application of new learning technologies for self-realization of students, the atmosphere of cooperation, increased responsibility of teachers for the results of their work. Vectors of further research of integrated interdisciplinary classes in the educational process are outlined.

English Language Teachers’ Understanding of Project-Based Learning

The study aimed to explore the English language teachers’ understanding of Project-Based Learning (PBL). It was carried out within the theoretical framework of social constructivism. I used narrative inquiry as a research method. I selected two English language teachers purposively as the participants for the study from two community schools of Rupandehi. I used in-depth interview as a major technique for the required information. The study revealed that the English language teachers had good understanding and positive views towards PBL. Moreover, it maximizes learning opportunities of students addressing mixed-ability learners, developing high level of confidence, critical thinking and social skills along with increased interaction. However, poor educational background of the students, lack of resourceful, skilled and professional teachers, lack of professional training and collaborative culture among them had been realized as challenges for effective implementation of PBL. This study may contribute to the quality improvement of the teachers and students providing some knowledge and insights for developing project-based learning such as developing students’ life skills, communication skills, self-confidence, collective responsibility through collaboration and authentic meaningful language use.

Implementation of the Junior High School Mathematics Curriculum

Uplifting the quality of education, the Department of Education pushed for the full implementation of the Enhanced Basic Education Program. The purpose of this study is to examine the status of implementation of the Junior High School Mathematics Curriculum in Ilocos Sur division during the school year 2017-2018. A questionnaire was used to gather the data from selected secondary schools in Ilocos Sur division. The data gathered were treated using mean, correlation analysis and multiple regression analysis. The overall rating of the status of the implementation of the Junior High School Mathematics Curriculum was perceived high. However, it was noted that some students were found weak in some content areas. Furthermore, the result revealed that the respondents considered the teachers’ teaching methodologies and strategies significantly influenced the status of implementation of the Junior High School Mathematics Curriculum. Nevertheless, students found satisfactory in their levels of critical thinking and problem solving skills as they were not significantly influenced by the teachers’ teaching methodologies and strategies. The findings of this study must be the basis of the school administrators and teachers to improve the levels of performances of the students.

Sınıf Öğretmeni Adaylarının Eleştirel Düşünme Becerilerinin Belirlenmesi

In this study, it is aimed to determine the critical thinking skills of prospective classroom teachers. Average scores of prospective classroom teachers' critical thinking skills and sub-dimensions are compared according to gender and grade variables. In the study, the scanning model, which is one of the quantitative research approaches, is grounded on and the Critical Thinking Appraisal Test is used as a data collection tool. The study was carried out in the fall semester of the 2019-2020 academic year and 671 prospective classroom teachers participated in the study. Average scores of prospective classroom teachers' critical thinking skills are calculated as 0.63 in the study, and this value shows that the prospective classroom teachers have an intermediate level of critical thinking skill. Additionally, the average sub-dimension scores of critical thinking skills are also calculated, and it is concluded that while the prospective classroom teachers are at a high level with a large effect in interpreting and performing deductions, they are at low-end level with a large effect in inference. It is determined that the critical thinking skill average scores of female prospective classroom teachers are higher than those of male teacher candidates with a small effect, and the rank average scores of sub-dimensions of Awareness of Assumptions and Interpretation of female candidates are higher than those of male teacher candidates with a small effect. It is observed that the rank average scores of critical thinking skills of the prospective classroom teachers who are in second grade are the highest, while the rank average scores of critical thinking skills of the prospective classroom teachers who are in fourth grade are the lowest. It is found that critical thinking skill levels decrease with a large effect for prospective classroom teachers in third and fourth grades. If undergraduate education of prospective classroom teachers is far from memorization, experiencing different activities that can be used in their prospective professional lives, either will provide development as a profession and will increase their critical thinking tendencies by enhancing critical thinking skills.

Students’ learning difficulties in integral calculus based on critical thinking skills

This study aimed to describe students’ learning difficulties in integral calculus based on critical thinking skills. This study used descriptive exploratory methods with instruments: test, interview, documentation, and observation. Data was taken from 20 undergraduate students from the study program of mathematics education at Universitas Negeri Semarang. The results showed that: (1) there were 24 types of student difficulties identified in calculus lectures; these difficulties consist of 20 types of difficulties related to calculus material (types of difficulties number 1 to 20) and four types of difficulties that were not related to material (types of difficulties number 21 to 24), and (2) these types of difficulties were graded according to the level of student critical thinking skills. A higher level of critical thinking skills had fewer types of difficulties; on the other hand, a lower level of critical thinking skills had more types of difficulties and more fundamental. The fundamental types of difficulties based on the critical thinking skills aspect include understanding integral concepts and drawing graphics.

Guided Discovery in Genetic Learning: Implementation and Impact on Higher-Level Thinking Skills

The challenges of 21st century education today require students to have high-level thinking skills given the many dynamic changes that occur in the field of education. High-level thinking skills are divided into several aspects including critical, creative and collaborative thinking skills. One of the appropriate learning model to improve critical thinking in students is the guided discovery model .The purpose of this study was to determine the implementation of guided discovery. Model in learning genetics to increase higher thinking skills of students of SMAN 1 Lawang which include critical, creative, and collaborative thinking skills. This quasi-experiment was carried out by means of a pre-test and post-test control group design. The sample involved in this study is student of class XII IPA 3 (eksperiment class and student of class XII IPA 4 obtained by purposive sampling techniqueThe results showed that there are differences in the critical, creative and collaborative thinking skills of students who studied with the guided discovery model with a level of significance <0.05. The implementation of the guided discovery model can increase the level of critical, creative and collaborative thinking skills of students of SMAN 1 Lawang. This increase can be seen from the post test results of the experimental class, which are higher than the control class; the ability to analyze the results of the practicum that the experimental class has done; the creativity of students in processing and utilizing laboratory tools and materials; and the collaborative attitude of the students when participating in practicum activities.

IMPLEMENTATION OF THE ACADEMIC INTEGRITY PRINCIPLES AT THE UNIVERSITY: EXPERIENCE OF CONDUCTING EDUCOLOGICAL DEBATES

The article analyzes the experience of introducing academic integrity on the example of an intellectual educational game – a debate at the Borys Grinchenko Kyiv University. Such work has become traditional for the University residents on the basis of the educational circle «Educological Discourse» of the Research Laboratory of Educology and the Pedagogical Institute of the University. The purpose of the scientific article is to present the experience of conducting Educological debates on the introduction of academic integrity and their impact on improving the quality of higher education. The theoretical basis of the «Educological Debate» is the scientific direction of integrated research in the field of education – Educology, which is a synergy of such educational sciences as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, cultural education. These educational sciences make up the content of educational training, provide an opportunity to analyze and reveal various aspects of academic integrity. The «Educological debates» have polemical nature. The teams are able to demonstrate the main areas of work during the «Educological Debates». The principles, mechanisms of academic integrity introduction which can improve quality of education are resulted. The role of meetings in the format of an intellectual educational game is emphasized. The game serves as an impetus for awareness and desire to continue working on the creation and search for tools and mechanisms for the academic integrity introduction in the academic space. The conclusions of this work on the importance of informing students about the normative and legal, moral and ethical principles of combating plagiarism, teaching students the rules of ethical behavior in the academic environment are made. It is mentioned about the interactive teaching method of debates, which is effective for the development of both professional and general competencies of students. It helps to increase the level of critical thinking and communication skills.

The Teaching Practices of Social Studies Teachers and the Four Cs of 21st Century Skills of Aeta Learners in Subic District, Schools Division of Zambales, Philippines

The aim of this study was to determine the relationship of the teaching practices in the field of Social Studies and the Four Cs of the 21st Century Skills of the Aeta Learners in the District of Subic, Zambales, Philippines. The study has a descriptive correlational design. It was made use of the descriptive-survey, checklist method and rubrics. Based on findings, the Aeta students were found to have a "Good” level of Creativity, Collaboration, Critical Thinking and Communication Skills in both pre assessment and post-assessment while the social studies teacher’s Teaching Practices were found to be “sometimes” applied in the teaching and learning process. The results also show a positive moderate relationship between the teachers' Teaching Practices as to "Delivery" and the Aeta learners' Creativity, Critical Thinking and Communication Skills and a positive low relationship between the teacher-respondents' applied Delivery and the Aeta learners' Collaboration Skill. Results also show a positive moderate correlation between the Teaching Practices under "Evaluation" and the Creativity, Critical Thinking and Communication Skills of the Aeta learners. Based on the results, the researcher recommended School Administration and Teachers to adopt initiatives and establish good two-way communication, create opportunities to connect, establish a school-wide structured opportunities for parents’ involvement and communicate often about the need for and importance of parental involvement, and teachers must engage students more on learner-centered approach, expose students on experimenting, exploring, questioning, creating assumptions, using analysis, imagination, synthesizing information and evaluation.

DEVELOPMENT OF HIGHER ORDER THINKING SKILL TEST INSTRUMENTS ON OPTICAL MATERIALS

This study aims to develop HOTS (Higher Order Thinking Skill) test instruments that are able to measure the level of students' critical and creative thinking skills in optical material. The research method used is the ADDIE Research and Development method (Analysis, Design, Development, Implementation, & Evaluate). The research subjects used students from Medan An-Nizam Private High School T.P 2018/2019. The study produced 20 items of test instruments consisting of multiple choices and essays showing that HOTS thinking skills (Higher Order Thinking Skill) from the study sample amounted to 39 people were 18% of students had creative thinking skills, 23% of students had Creative-Critical thinking skills, 54% of students had skills critical thinking, and 5% of students with superior skills are critical.Keywords: Development of HOTS Test Instrument, Optical Material, ADDIE Method.