Critical Thinking Test Research Articles

PROBLEM-BASED LEARNING ASSISTED BY INTEGRATED LEARNING MEDIA BASED ON SOCIAL MEDIA TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS

SMAN 1 Besuki organizes education and learning that leads to 21st century skills. One of the 21st century skills developed is students' critical thinking skills. The critical thinking skills of class XI MIPA 1 students in the 2024/2025 Academic Year, especially in biology learning based on the results of interviews with biology subject teachers, still need to be improved, this is confirmed by the results of students' critical thinking ability tests with an average of 49.85 with a category still underdeveloped. The purpose of this study was to determine the role of Blended Problem Based Learning with integrated social media-based learning media in improving the critical thinking skills of class XI MIPA 1 students. This study is a Classroom Action Research based on Lesson Study. Data on critical thinking skills were obtained using a critical thinking test with essay-type questions. Data from students' critical thinking skills tests were analyzed descriptively qualitatively by referring to the Illinois Critical Thinking Essay Test. The results show that the results of students' critical thinking tests in cycle I and cycle II increased by 9.83%, which means that the critical thinking skills of class XI MIPA 1 students in the 2024/2025 Academic Year have developed well in biology learning using Blended-Problem Based Learning with integrated social media-based learning media.

Felsefi Sorgulama, Eleştirel Düşünme ve 21. Yüzyıl Becerileri Öz Yeterliliği: Öğretmen Adayları ile Bir Çalışma

This research aims to examine the effects of philosophical inquiry sessions on self-efficacy perception and critical thinking skills of the 21st century and to determine the opinions of the participants about the sessions. The research was designed according to Single Group Pre-Test - Post-Test" experimental model. “21st Century Skills Efficacy Perceptions Scale” and “Ennis-Weir Written Test of Critical Thinking” were used as quantitative data collection tools, and semi-structured interview form was used as a qualitative data collection tool. It was determined that philosophical inquiry sessions positively affected both 21st-century learning and renewal skills and critical thinking skills. It was determined that it had a positive effect on the critical thinking skills and renewal and learning skills of pre-service teachers. The results of the interviews revealed that philosophical inquiry sessions drew attention to skills such as asking questions, developing different perspectives.

Methodological proposal for analyzing critical thinking test scores as a tool for development in higher education

The development of critical thinking (CT) enhances academic and professional opportunities. A review of literature reveals the use of fragmented analysis techniques, such as descriptive and correlational methods, among others, which hinder a deeper understanding of CT levels. This research aims to develop a methodology for analyzing Critical Thinking test scores, integrating five phases: exploratory, item analysis, scoring, gap analysis, and correlational. Using a quantitative approach, CT skills were analyzed with the Halpern Critical Thinking Assessment, which includes both open- and closed-ended questions to measure five skills: Verbal Reasoning (VR), Argument Analysis (AA), Hypothesis Testing (HT), Probability Use (PU), and Problem Solving (PS). The sample consisted of 214 students aged 18 and older. The item analysis phase categorized the items into quadrants: satisfactory, for review, or for elimination, based on difficulty and discrimination indices. The gap analysis revealed that Verbal Reasoning and open-ended formats were less satisfactory. The correlational phase, using heat maps, showed a stronger association between Verbal Reasoning and Probability Use. The methodological contributions include a variety of strategies that provide recommended procedures for analyzing tests or questionnaires in general. In today’s digital age, the development of critical thinking is not only a desirable skill but an essential necessity for the higher education system.

The development of critical thinking in adolescents

The article describes part of the intervention program, which aims to develop critical thinking in adolescents, in a formal setting, using methods and techniques of non-formal education. The formative experiment involved 28 adolescents with low scores on the Cornell Critical Thinking Test series (14 GE and 14 GC). The program for the development of critical thinking included 10 sessions, using a wide range of creative methods.The effectiveness of the critical thinking development program was confirmed using Welch’s T-test, which showed a statistically significant difference between groups (p = 0.002), with an increase in critical thinking scores for the experimental group. These results confirm the effectiveness of the program in improving the critical thinking skills of the participants.

The Influence of Canva-Based Learning Media on Creativity and Critical Thinking of Vocational School Students

The creativity and critical thinking of class XI students at SMK Plus Bustanul Ma'arif is still relatively low. One of the reasons for this is that teachers in carrying out learning do not use media. The aim of this research is to describe the influence of Canva-based learning media on the creativity and critical thinking of class XI students at SMK Plus Bustanul Ma'arif. The method used is Quasi Experiment with a Pretest-Posttest Only Control Group Design. The research instruments used were creativity and critical thinking tests. The homogeneity test results show that the sig value. creativity of 0.115 and a sig value. critical thinking is 0.773, so it can be concluded that the sample variance is homogeneous. Meanwhile, the normality test results show that the sig. creativity and critical thinking in the control group and experimental group were normally distributed because > 0.05. After fulfilling the prerequisite tests, the researcher collected posttest data on creativity and critical thinking in the control class and experimental class which were analyzed using the MANOVA test with an error degree of 5%. The results show that there is the significant influence of Canva-based learning media on the creativity and critical thinking of class XI students at SMK Plus Bustanul Ma'arif; Ha accepted and rejected H0.

Development of Critical Thinking Test Instruments for Elementary School Students in Ambon City

The ability to think critically is a skill that must be possessed by elementary school students in the era of globalization. This ability enables learners to analyze information, solve problems, and make informed decisions. This study aimed to develop a valid and reliable critical thinking test instrument to measure the critical thinking ability of elementary school students in Ambon City. This study is a type of research and development with the stages: needs analysis, instrument development, instrument validation, and instrument testing. The subject of the study is a 5

Improving Critical Thinking using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material

This research shows that using guided inquiry with PhET simulations significantly improves students' critical thinking skills. In this study, Classroom Action Research (Penelitian Tndakan Kelas) method was used with the participation of 39 students of Class XI IPA 3 SMAN 6 Tangerang Regency. Data collection spanned three learning cycles comprising planning, action implementation, observation, and reflection. outcomes consistently showed progress across cycles, with the average score on critical thinking tests rising from 65 pre-intervention to 80 by the third cycle. Moreover, the percentage of students achieving a "Very Good" rating increased significantly from 10% to 20% in cycle III. Observations highlighted heightened student engagement and underscored the pivotal roles of teacher and peer feedback in advancing critical thinking skills. Consequently, the guided inquiry method complemented by PhET simulations effectively cultivated a vibrant and efficacious learning atmosphere that fostered students' critical thinking capabilities.

Metacognitive Involvement and Critical Thinking in Technical Students in Information Environment

Metacognitive involvement in activities and critical thinking are the soft skills students require as a basic adaptation resource in information environment at university, in life, and at work. This research explored the correlation between metacognitive involvement and critical thinking which university students of technical specialties used to navigate information environment. The study involved 58 male and 12 female fourth-year students (21.26 ± 0.47 y.o.) of the Penza State University, Penza, Russia. The list of methods employed included scientific review, survey, testing, and Spearman’s correlation analysis. The survey involved the following questionnaires: Metacognitive Involvement in Activity (G. Schraw, R. Dennison, 1994; eight-factor version by E. I. Perikova, V. M. Byzova, 2022); Critical Thinking Test (J. Kincher, 1990); author’s own questionnaire of Students and Information Environment (N. N. Krylova, 2024). The correlation analysis revealed strong relationships between nine indicators of metacognitive involvement in activities and critical thinking (p ≤ 0.001 and p ≤ 0.01). The Structure of Error Correction factor of metacognitive involvement depended on such a parameter of information environment as the input intensity. The metacognitive involvement in activities correlated with the students’ assessment of mental and information load in the curriculum, e.g., the Metacognitive Knowledge factor correlated with the mental and information load in Physics and Mathematics while the Error Correction Structure factor was associated with the load assessment in technical disciplines. In addition, some individual parameters of information environment correlated with the students’ assessment of mental and information load. In this study, metacognitive involvement in activities correlated with critical thinking in university students as they interacted with information environment because these phenomena are not isolated psychologically from each other.

Learning Tools on Literacy and Numeracy to Enhance Students' Critical Thinking Skills

This study seeks to describe the validity and practicality of learning tools, as well as to assess the effectiveness of literacy and numeracy-based learning tools. The study was conducted in an IX-grade class at SMP State 1 Kabila Junior High School, Bone Bolango Regency, involving 30 students. This development research utilized the Borg and Gall development model, modified by Sugiono, and focused on learning tools that include lesson plans, student worksheets, learning media, and test instruments. Data were collected using validation sheets, learning implementation sheets, student activity sheets, critical thinking tests, and student response questionnaires. The data obtained were analyzed by calculating the percentage of each score. The results showed that the teacher activity score averaged 89.75, while student activity was categorized as very good, with an average score of 94.5. Student responses were categorized as very good, with 49% of students strongly agreeing and 51% agreeing. Students' critical thinking abilities, measured through n-gain, were categorized as moderate to high. The analysis of the critical thinking test results also indicated improvements in every critical thinking indicator. Keywords: Literacy, Numeracy, Critical Thinking

Enhancing self-directed learning with custom GPT AI facilitation among medical students: A randomized controlled trial

ABASTRACT Objective This study aims to assess the impact of LearnGuide, a specialized ChatGPT tool designed to support self-directed learning among medical students. Materials and methods In this 14-week randomized controlled trial (ClinicalTrials.gov NCT06276049), 103 medical students were assigned to either an intervention group, which received 12 weeks of problem-based training with LearnGuide support, or a control group, which received identical training without AI assistance. Primary and secondary outcomes, including Self-Directed Learning Scale scores at 6 and 12 weeks, Cornell Critical Thinking Test Level Z scores, and Global Flow Scores, were evaluated with a 14-week follow-up. Mann-Whitney U tests were used for statistical comparisons between the groups. Results At 6 weeks, the intervention group showed a marginally higher median Self-Directed Learning Scale score, which further improved by 12 weeks (4.15 [95% CI, 0.82 to 7.48]; p = 0.01) and was sustained at the 14-week follow-up. Additionally, this group demonstrated notable improvements in the Cornell Critical Thinking Test Score at 12 weeks (7.11 [95% CI, 4.50 to 9.72]; p < 0.001), which persisted into the 14-week follow-up. The group also experienced enhancements in the Global Flow Score from 6 weeks, maintaining superiority over the control group through 12 weeks. Conclusions LearnGuide significantly enhanced self-directed learning, critical thinking, and flow experiences in medical students, highlighting the crucial role of AI tools in advancing medical education.

Design and Application of Augmented Reality in Science Education to Develop Students' Critical Thinking Skills

The goal of this project is to create instructional materials based on augmented reality (AR) that will enhance students’ critical thinking abilities. There were 25 pupils enrolled in the public junior high school where the study was done. The ADDIE approach is being used in this development research study. The resulting product is AR-based media equipped with learning devices consisting of a Learning Implementation Plan, Student Worksheets, test instruments. Data collection was carried out using validation sheets, learning implementation sheets, student activity sheets, critical thinking tests and student response questionnaires. The percentage of each score attained was calculated in order to analyse the data. The findings indicated that the student worksheet’s validity scored 85.3 in the very valid category, the learning implementation plan’s validity scored 87.3 in the same area, and the learning outcome test’s average validity score was 90 very valid. With an average of 93.6%, learning implementation indicated very good outcomes; student activities in learning showed very good results with an average of 94.3%; and 88% of student responses fell into the very good category. The critical thinking test’s findings indicated that the critical thinking indicators of interpretation, analysis, and explanation had the biggest increases, and the conclusion indicator saw the lowest. The study’s conclusion is that teachers can use the augmented reality-based learning tool to teach the Life Organization System’s content since it is valid, practical, and effective.

The Influence of Problem Based Learning Model on Critical Thinking of Grade VI Elementary School Students in Pancasila and Citizenship Education Learning

The aims of this research is to examine the effect of the Problem Based Learning model on students' critical thinking skills in Pancasila and Citizenship Education Learning at SDN Citrodiwangsan 02 Lumajang. The type of research used is quantitative research with an experimental approach. The sample selected was grade VI students with 3 classes, each consisting of 27 students. Critical thinking ability data was obtained through student critical thinking tests. Data testing was carried out with a significance level of 5%. Data processing was carried out using SPSS with the One Way Annova test. Based on the results of data processing, it can be seen that there was an increase in the average value in each class. In addition, the results of the hypothesis test with a significance level of 5% showed a result of 0.028 0.05 so that H0 was rejected and Ha was accepted. So the results showed that there was an effect of the Problem Based Learning model on Students' Critical Thinking Skills in Pancasila and Citizenship Education Learning at SDN Citrodiwangsan 02 Lumajang.

Assessment of Critical Thinking Skills in Primary Education: Validation of Challenges of Thinking Test

The global demand for 21st century competencies raises critical thinking (CT) as a priority educational objective, which in turn projects the need for CT evaluation. The lack of CT assessment instruments for youngsters justifies the aim of this study: to develop a CT test for Primary Education and unveil its psychometric properties. The methodology follows the test development prescriptions through the elaboration of the six-skill CT test, the test application to primary sixth-graders and the confirmatory factor analysis on the answers. Starting from a 48-item test form, the empirical analysis confirms a six-factor structure, interpret the six empirical factors in face of the postulated CT skills, confirm a one-dimension structure for the whole test and for each of the six factors (except Comparison), and describe the goodness-of-fit psychometric parameters that support the reliability and validity of the 31-item test form. Finally, the properties, utility, limitations, and prospective improvements, developments and applications of the test for education and CT research are discussed.

Development Of Invertebrate Instruments To Improve Critical Thinking

Research instruments are tools used to collect research data, both qualitative and quantitative data. Qualitative data can be in the form images, words, and/or other objects that are non-numerical, while quantitative data is data that is or is in the form of numbers. This research was used as an assessment test to measure students' critical thinking in junior high school, specifically invertebrate material. For students, assessment instruments function as a means of evaluating their understanding of the material taught by the teacher. Therefore, teachers need to develop assessment instruments that can stimulate students to develop critical thinking skills. This research uses the RND method with the ADDIE model. Five descriptive questions will be developed, each reflecting an indicator of critical thinking skills which serves as a guide in making test instruments. The five indicators of critical thinking skills and the detailed questions that represent them. This test assessment instrument was tested on 40 individuals using validity and reliability tests, including students, prospective teachers and teachers.The research results show that this instrument can be used and is declared valid with a validity value of 81.11% and is declared valid, while for reliability it gets a score above 0.6 which is categorized as reliable and Critical thinking test assessment instruments on invertebrate material can be used by teachers.

Exploring the use of ChatGPT to foster EFL learners’ critical thinking skills from a post-humanist perspective

The use of ChatGPT for educational purposes is in its infancy, and its practical classroom application remains underexplored. While some studies have investigated the impact of ChatGPT on English as a Foreign Language (EFL) learners’ critical thinking skills, they have not focused on structured pedagogical designs, leading to limited pedagogical insights. This study aims to fill this gap by examining specific pedagogical designs that leverage ChatGPT to cultivate critical thinking skills among 58 university EFL learners in Macau. Data were collected through pre- and post-tests of critical thinking skills and student reflection journals. Drawing on a post-humanist perspective, this study uncovered innovative results. While the statistical analysis of critical thinking tests suggested that the student participants did not experience significant changes in their critical thinking skills after attending the programme, findings from their reflection journals indicated that the utilisation of ChatGPT assisted students in becoming spatially advised critical thinkers. They perceived ChatGPT as a valuable tool for enhancing cognition and stressed the significance of maintaining a balance between technology and human thought processes to develop critical thinking skills. The findings offered a useful guide on how to use ChatGPT to enhance critical thinking skills and illuminated the influence of ChatGPT on the advancement of students’ critical thinking skills. Implications for both research and practice were discussed.

The Role of Multimedia Resources in the Development of Critical Comprehension of Texts in Teaching of Language and Literature in Higher Education Institutions

The aim of the article is to determine the possibilities of using multimedia technologies for the development of critical thinking of students of higher education institutions (HIEs) in the philological context. The research used L. Starkey's test of critical thinking, observation, and conversation to study the ability to comprehend texts critically. Such criteria as the ability to argue a position, the depth of the analysis, the independence of the analysis, the level of difference between the results of one's own cognitive search and theoretical constructs from textbooks, and the quality of reflection were studied. Each of the criteria was evaluated at three levels - low, medium and high. The formative experiment made it possible to test the formulated hypothesis. The experiment's independent variable is a system of exercises aimed at developing critical thinking, which involves the use of multimedia technologies. The dependent variable is the critical thinking of education seekers. In general, the research hypotheses were confirmed, as the experimental programme demonstrated effectiveness depending on the students’ year of study. A gradual increase in the values of the studied components during undergraduate studies is recorded. The developed programme began to partially demonstrate effectiveness starting from the second year, and the greatest positive effect was recorded in the fourth year. The use of multimedia technologies provided additional developmental opportunities for the development of critical thinking in students’ work with text material. At the same time, critical reading of texts turned out to be more sensitive to pedagogical influence, compared to critical thinking in general. The obtained data can be used to strengthen the developmental effect of educational programmes of HEIs. In particular, experimental data will help to optimize the teaching of educational components in the context of developing students’ critical thinking and active civic position in the information field. The practical aspect of increasing distance learning opportunities is especially important. Further research prospects are to determine the effectiveness of using multimedia technologies for the development of students’ critical thinking when studying different academic subjects.

A Bibliometric Analysis of Online Assessment Platforms in English as a Foreign Language (EFL) Classrooms

This study presents a bibliometric analysis of research on online assessment platforms in English as a Foreign Language (EFL) classrooms, with a focus on Indonesian educational contexts from 2018 to 2022. The analysis highlights the growing recognition of digital tools in enhancing student assessment and learning outcomes. The findings reveal a significant increase in the number of publications on online assessment tools, reflecting the shift toward technology-driven education, especially during the COVID-19 pandemic. Quantitative research methods are predominantly used, emphasizing the objective evaluation of student performance through standardized tests, such as the Cornell Critical Thinking Test (CCTT). However, a noticeable gap exists in qualitative research, which could provide deeper insights into the contextual factors affecting the effectiveness of these tools. Additionally, the study identifies concerns regarding the transparency of data collection instruments, particularly their validity and reliability. The study concludes that while quantitative approaches dominate the field, there is a need for more balanced research methodologies and rigorous validation of assessment tools to ensure credible and comprehensive insights into the role of online assessments in EFL education.

Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking

The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.

Mathematical Critical Thinking Skills through STEM/STEAM Approach: A Systematic Literature Review

The STEM/STEAM approach provides opportunities for students to develop critical thinking skills through the integration of different disciplines. This study aims to provide a comprehensive picture of the extent to which the STEM/STEAM approach develops critical thinking skills in mathematics teaching and learning. A systematic literature review (SLR) was conducted using guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We searched Springer Link, Eric, and Google Scholar for 21 articles on critical thinking published between 2018 and 2022. The results show that most of the lead authors studying critical thinking through STEM/STEAM are from Indonesia, with fewer contributions coming from the United States, Taiwan, Saudi Arabia, Turkey, Japan, and Malaysia. The most common research methods used are quantitative research and R &amp; D. These methods correspond to the types of data collection tools used by researchers and critical thinking tests to identify critical thinking skills for the cognitive aspect and questionnaires for the affective aspect. The best practice for improving learner’s mathematical critical thinking skills in STEM/STEAM is Project-Based Learning (PBL). However, this practice is not used by many development researchers. The authors find distinctive features in the interventions used by researchers to improve the critical thinking of learners from each country. The most common intervention was an analysis of the implementation of the STEM/STEAM approach in Indonesia. Many Indonesian researchers also developed learning models and media. Other countries focused more on computer-based activities, developing community programs, and identifying participants' perceptions of critical thinking. These differences give each country its own characteristics in improving and identifying the critical thinking skills of its people. These differences in practices and interventions can also provide alternatives for researchers in their research on critical thinking through the STEM/STEAM approach.

Developing critical thinking test for adolescents: A validity and reliability study from the Czech Republic

This article presents a comprehensive validation study of a Critical Thinking Test (CTT) conducted among Czech adolescents in 2023. It offers valuable insights into the psychometric properties, correlations, and predictors associated with analytical, evaluative and inferential abilities of critical thinking. While there are tools available for measuring critical thinking, they tend to be lengthy and inaccessible in the Czech language. Our study seeks to address this gap by developing a concise and effective tool that students can complete within a single class period. Our study is based on a large sample of Czech adolescents in their first year of secondary school (N = 9,495), which allows us to apply Item Response Theory (IRT), which is the best method for validation. The results showed that the abbreviated 33-item version of the CTT is a reliable and valid instrument that measures three distinct abilities (analysis, evaluation, and inference) that are highly correlated. Limitations and implications for the use of the instrument are discussed.