The Analysis of Relationship Between Critical Thinking Ability in Early Childhood and Thematic Learning Outcomes (original) (raw)
Related papers
International Journal of Educational Research Review, 2019
This study aimed to test the influence of critical thinking ability towards the learning outcomes of the students at SMPK Stella Maris Biudukfoho. The process of collecting the sample of the experimental classroom I and the experimental classroom II was byusing the cluster random sampling technique. The subject of this study numbered 60 students of Class VIII Year 2018/2019. The used instrument was the test instrument to measure the critical thinking ability and the learning outcomes of the knowledge aspect, the non-test instrument in the form of questionnaire that was used to measure attitude, while the observation sheet was used to measure the students’ skills. The data was analyzed using the simple regression equation. The result of the research showed that there was no influence of the critical thinking ability towards the learning outcomes
The quality of student critical thinking: A survey of high schools in Bengkulu, Indonesia
JPBI (Jurnal Pendidikan Biologi Indonesia)
Critical thinking skills are among the main skills in the 21st Century. However, many schools in Indonesia have not trained their students' critical thinking skills optimally. The purpose of this study was to identify the quality of high-school students' critical thinking skills. A survey was conducted to 175 tenth graders who were registered in the academic year of 2017/2018. The participants came from five different state senior high schools in Bengkulu, Indonesia. An essay test was used as an instrument to measure the students' critical thinking skills. The results showed that the students' average scores on providing simple explanations, presenting advanced delineation, and making assumptions and integration were in low category (48.15, 49.46, 50.25, respectively). On the other hand, the participants obtained medium scores on decision making (68.04) and conclusion drawing (65.24) and a good score on the management of strategies and tactics (70.00). It can be conc...
Open-Ended Questions to Assess Critical-Thinking Skills in Indonesian Elementary School
International Journal of Instruction
Critical thinking skills are the 21st-century life skills that are needed by students. However, in elementary schools, there are no instruments that are truly effective and efficient to measure critical thinking skills. This research aims to develop an open-ended question assessment instrument to measure students' critical-thinking skills, to test its validity, reliability, and practicality. The research method used is Research and Development with the ADDIE model by Borg and Gall (2003) includes the stage: analyze, design, development, implementation, and evaluation. Data collection techniques used were test, questionnaire, and documentation methods. In this research, there are several points to be discussed namely: 1) research and information collection, 2) design, and 3) developing prototype, and 4) preliminary field test. The results of this research are in the form of question-items validity test that are valid and reliable criteria of 8 open-ended questions. Difficulty levels include difficult, moderate, and easy. The discrimination power is quite good. The students' and teachers' responses to the test instrument are categorized as high. The conclusion of this research is the open-ended question instrument for evaluating students' critical-thinking skills is valid, reliable, and practical. The open-ended question instrument is an effective assessment instrument to measure students' critical-thinking skills by taking into several important aspects such as learning materials in the curriculum, characteristics of students' cognitive development, and the functioning of the instrument and good grammar.
Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia
Critical thinking ability is a high-level thinking ability which is one of component in the issue of 21st century intelligence. The purpose of this reserch is to determine students' critical thinking skills. The type research is descriptive research using quantitative methods. This research was conducted in SD Negeri 2 Pulutan, Penawangan District, Grobogan Regency. The population in this study were all fifth grade elementary schools in Grobogan Regency which were registered in the second semester of the 2018/2019 academic year. The sample was taken in fifth grade of SD Negeri 2 Pulutan that had 29 students. The data collection is done by multiple choice questions test as many as 20 items which all include indicators of critical thinking. The results showed that the percentage of students with the ability to answer thinking questions was quite critical at 53.2%, and less critical at 51.7%, and very uncritically at 13.8%. It shows that students' critical thinking skills are in the low category. The ability to think critically is very important in order to face the rapid changes in the life order and global changes. The application of open ended models is an appropriate effort because the goals and desires of students are built and achieved openly, and required to explain various ways to get the answers.
The International Journal of Assessment and Evaluation
The purpose of this study was to provide an overview of the critical thinking skills and tendencies of math students in junior high school in the cities of Makassar and Gowa in South Sulawesi. It discusses the differences in critical thinking abilities based on the students' region of origin and gender and their parents' occupation and income. The research was conducted from April to July 2016 with a sample of as many as 927 students from Class VII. The results showed that the critical thinking skills of math students consist of three categories: good (69.3%), very good (25.1%), and poor (5.6%). There was no difference between the critical thinking skills of students who came from villages compared to those who came from towns, but there were differences between male and female students' critical thinking skills. Female students' critical thinking skills ranked higher than those of the male students. The occupation and income of the students' parents did not have a significant effect on their critical thinking skills.
The study aimed to assess the development of students' critical thinking skills by Araling Panlipunan (Social Studies) teachers at public secondary schools of Dinalupihan District, Division of Bataan during the School Year 2015-2016. Included in the study are the profiles of the respondents in terms of age, sex, highest educational attainment, length of service, and relevant seminars and trainings attended; the methods utilized in developing critical thinking skills such as asking questions, analyzing situations, interpretation of data, and panel discussion; the difficulties encountered in developing the critical thinking skills of the students; and the measures to develop the students' critical thinking skills. The study used the descriptive method of research with the utilization of survey questionnaire and unstructured interview as the main data gathering instruments. The data gathered were organized, tallied, tabulated and subjected to statistical tools such as frequency counts, percentage, ranking, and mean. From the gathered data, the following conclusions were withdrawn: majority of teacher-respondents were within the 45 to 47 years age bracket and with a mean age of 37.25 years old, females, graduates of Baccalaureate Degree with Master's Degree units, have rendered service from 1 to 9 years, and have attended 1-3 seminars and training relative to critical thinking; teachers always developed the critical thinking skills of the students in terms of asking questions, analyzing situations, interpretation of data, and panel discussion, especially the analysis of data; sometimes encountered difficulties in developing students' critical thinking skills; and always chose their best options and took necessary measures in developing students' critical thinking skills.
Procedia - Social and Behavioral Sciences, 2012
This study was conducted in order to determine the relation between the critical thinking levels of 5 th grade students in primary education and their success in Turkish Language course. The study was conducted in line with the relational scanning model. Target population of the study comprised primary education 5th grade students studying in the province of Erzurum. And the sample group comprised 610 students selected by convenience sampling from the counties of Palandöken and Yakutiye. Critical Thinking Scale developed by was used in the study. In data analysis, by means of SPSS 17.0 software package, frequencies, arithmetic mean, standard deviation levels and, for the correlation between critical thinking levels and Turkish Language course success, correlation analysis were used. In conclusion of the study, it was determined that the criticial thinking levels of students were high and there was a positive correlation between critical thinking levels and success in the Turkish Language course.
An Examination of the Critical Thinking Skill Levels of the Primary Education Students
2018
What is intended in today's renovated and updated sense of education is not to bring up individuals who merely memorize the information units without questioning, but to bring up enterprising asking, questioning, wondering, problem-solving, and researching individuals, who are equipped with decision-making skills, who may make use of information technologies, and who may think scientifically, creatively, and multi-dimensionally. It is thus intended in this study to determine the levels of critical thinking skill levels of the primary education students, and to examine whether they vary as per the grade levels thereof. Screening design, which intends to describe an existing situation as it is, is therefore used herein. This is a study having been conducted with a total of 173 students from a primary education school in Ankara, which is registered to the Ministry of National Education, 84 of whom are from 6 th Grade, 43 of whom are from 7 th Grade, and the remaining 46 of whom are...
The Effectiveness of Critical Thinking Ability on Student Cognitive Learning Outcomes
2020
This purpose of this study is to determine: differences in cognitive learning outcomes of students who have high critical thinking skills and low. The study population was students of X science class in one of the state high schools in Lombok Tengah Regency, NTB, Indonesia, which amounted to 18 schools. The research sample was selected by purposive random sampling. Cognitive learning outcomes and critical thinking are measured using essay tests. The results of testing the validity and reliability of tests of cognitive learning outcomes and critical thinking show valid and reliable results. Data were analyzed using One-Way ANOVA. The results showed that: there is a significant difference in cognitive learning outcomes between students who have high critical thinking skills and low critical thinking skills. Student cognitive learning outcomes are higher in students with high critical thinking than students with low critical thinking.
Assessment of the High School Students' Critical Thinking Skills
Procedia - Social and Behavioral Sciences, 2012
study is descriptive and done with the survey model. In order to measure the critical thinking skills of the students a 5 point Likert-type questionnaire composed of 21 questions is developed by the researcher. The sample of the study is 722 high school students from four different school types in the education year 2010-2011 from Hakkari. The Cronbach Alpha coefficient of the questionnaire is determined to be 0.87. Based on the F-test, t-test and the mean value the significance level is 0.05 and the results are evaluated with respect to this value. The results of the survey reveal that the critical thinking skills of the students vary between the school types namely,