Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses

Evendi, Erpin; Kusaeri, Al; Pardi, Habib Husnial; Sucipto, Lalu; Bayani, Faizul; Prayogi, Saiful

doi:10.29333/ejmste/12161

Cited by 32 publications

(42 citation statements)

References 78 publications

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“…This then gives impetus to the optimal performance of students' critical thinking skills (Evendi et al, 2022). In a previous study (Evendi et al, 2022), process control is needed in every problem-based learning management to achieve the goal of training thinking. On the one hand, process control is one of the evaluative-process indicators in reflection learning, which is identical to critical thinking .…”

Section: Resultsmentioning

confidence: 99%

“…Conceptual change and the involvement of cognitive roles directly affect problem-based learning (Loyens et al, 2015), not only in self-study instruction but also in a study group (Loyens et al, 2015). This then gives impetus to the optimal performance of students' critical thinking skills (Evendi et al, 2022). In a previous study (Evendi et al, 2022), process control is needed in every problem-based learning management to achieve the goal of training thinking.…”

Section: Resultsmentioning

confidence: 99%

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Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Fitriani¹,

Samsuri²,

Rachmadiarti

et al. 2022

IJECE

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This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Fitriani¹,

Samsuri²,

Rachmadiarti

et al. 2022

IJECE

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show abstract

“…al. [7], and Evendi et al [32]. We singled out three options for using the online course in the mathematics teacher training system: the parallel study of the online course "Creative Thinking through Learning Elementary Maths" and the Elementary Mathematics course; the usage of the online course as a platform to support flipped learning in two options: only for familiarization with theoretical material and obtaining practical tasks, or for organizing feedback.…”

Section: Discussionmentioning

confidence: 99%

The method of using the online course “Creative Thinking through Learning Elementary Maths” in the Mathematics teacher training system

Achkan,

Vlasenko,

Lovianova

et al. 2023

J. Phys.: Conf. Ser.

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The article offers the method of using the online “Creative Thinking through Learning Elementary Maths” and the results of checking the effectiveness of the implementation of this course in the mathematics teacher training system. The research substantiates the possibility of three methodological options for combining educational materials of the online course with the study of the educational discipline “Elementary Mathematics”. The methodological options are chosen depending on the number of credits assigned to the study of the elementary mathematics course at the university. Practical tasks of the course were focused on the organization of students’ activities (recognition, classification, solving and creation) with Rich tasks of three levels of complexity. The results of control tests in Elementary Mathematics give grounds for concluding about the effectiveness of the developed method.

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“…CT skills cannot be trained arbitrarily; they must be honed with an appropriate pedagogical model intervention (Fitriani et al, 2022;Prayogi et al, 2018;Verawati et al, 2021;Wahyudi et al, 2019). CT can be practiced by presenting authentic problems in the surrounding environment and exploring them (Evendi et al, 2022). Authentic problems can be connected to experience and scientific knowledge in the cultural context in the environment where the individual or student grows and develops.…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Verawati

Harjono

Wahyudi

et al. 2022

IJLTER

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Cultural entities and local or national wisdom can serve to provide scientific knowledge to students, and the in-depth knowledge in the fields of science must be underpinned by critical thinking (CT). In a developing perspective, inquiry is the best way to train CT skills, and creativity becomes one of the supporting aspects. This study aimed to implement inquiry-creative learning integrated with ethnoscience to develop the CT skills of prospective science teachers (PSTs). The study applied the randomized pretest-posttest control design, involving two intervention groups, one with inquiry-creative learning integrated with ethnoscience (n = 29) and the other with traditional teaching (n = 26). The participants were PSTs at two universities in Indonesia. Each group was observed for their CT skills in line with CT indicators (CTi) and individual performance (CTs) using the pretest-posttest method and compared, and a valid essay test was applied to collect data. The CT skills data analysis was descriptive based on the average pretest-posttest and n-gain parameters. The effects of the two interventions on CT skills were analyzed using the t test (p < .05). After descriptive and statistical tests were carried out, the assessment of CT performance on participants in the two intervention groups showed different results. For the CTi and CTs, inquiry-creative learning integrated with ethnoscience had a better impact on training participants’ CT skills when compared to traditional instruction. The statistical analysis results showed a significant difference in the performance of CT skills in participants between the two groups being compared. The findings of this study emphasize that in relation to improving CT performance, teaching practice with inquiry-creative learning integrated with ethnoscience is most effective in improving the CT skills of PSTs. The advantages of the learning intervention are discussed and may contribute to the literature of future studies.

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Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses

Cited by 32 publications

References 78 publications

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

The method of using the online course “Creative Thinking through Learning Elementary Maths” in the Mathematics teacher training system

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

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