Critical thinking analysis based on Facione (2015) – Angelo (1995) logical mathematics material of vocational high school (VHS)

Seventika, Siti Yuliana; Sukestiyarno, YL; Mariani, Scolastika

doi:10.1088/1742-6596/983/1/012067

Cited by 45 publications

(52 citation statements)

References 3 publications

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“…The intellectual abilities described by E. Glazer were developed in the studies of R. Ennis, R. Paul, S. Norris, A. Fisher, and others [14]. The classification of critical thinking abilities of students with special needs based on a modified indicator of critical thinking is widespread (according to Facione-Angelo); it covers: interpretation of a problem (recognition of a problem and a description of it without bias, identification of the author's goal, topic or point of view), analysis of an alternative solution (identifying causation, analysis of the author's arguments), assessment (the ability to evaluate the plausibility of statements or other forms of statements (representations)), inference (the ability to learn and connect (connect) the elements necessary to draw valid conclusions), explanation (the ability to present convincingly and consistently the results of one's reasoning), self-regulation (introspection and self-correction) [15]. This approach allows us to measure the level of formation of critical thinking by defining criteria for the level of development of these skills [16].…”

Section: Discussionmentioning

confidence: 99%

On the Formation of Critical Thinking of Students of a Higher Educational Institution

Yessekeshova

Ibrayeva

Kaltayeva

et al. 2020

J. Intellect. Disabl. Diagn. Treat.

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Objective: The paper examined for the first time the features of the formation of systemic critical thinking of students of a higher educational institution, using systemic methods specially developed for this.Background: Unfortunately, there is practically no specific technology or even a method that specifically solves the problem of forming critical thinking. Nevertheless, each person who did not even receive the skills of critical thinking in the learning process possesses this type of thinking to some extent. Method:The method of systemic structuring and studying information about the objects in question solves important tasks of developing ways of thinking that are very relevant for future specialists. Implementing the methods of systemic cognition of the studied objects and the surrounding reality ensured the development of the systematic knowledge, skills, and systemic and other relevant ways of thinking and a systematic approach in cognitive and other activities. Results:The peculiarity of what has been said is that students in the process of implementing this method learn and develop simultaneously the proposed types of activities (actions) and the corresponding ways of thinking, including critical ones, determined by them. The particularly important result of the implementation of a systematic approach and systematic methods developed on its basis is the formation of systematic-critical thinking. Conclusion:The concept of systematic-critical thinking has been developed. Using a systematic approach as a scientific method allowed to significantly transform not only theory and practice but also existing traditional technologies of the formation of critical thinking.

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Section: Discussionmentioning

confidence: 99%

On the Formation of Critical Thinking of Students of a Higher Educational Institution

Yessekeshova

Ibrayeva

Kaltayeva

et al. 2020

J. Intellect. Disabl. Diagn. Treat.

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“…Angelo, 1995 Intentional application of high-level, rational thinking skills, such as analysis, synthesis, problem-solving, inference, and evaluation and evaluation [17]. Halpern, 1996 Thinking that is purposeful, reasoned, and goaldirected.…”

Section: Ennis 1987mentioning

confidence: 99%

“…CT abilities can be enabled through learning in schools on the grounds that basic reasoning is a 21stcentury skill that understudies should have [11], [14]. CT skills are considered as one of the important learning outcomes of learning [15]- [17]. Also, CT skills are very important to be empowered because they can affect student cognitive learning outcomes [18].…”

Section: Introductionmentioning

confidence: 99%

Higher Order Thinking Skills in the 21st Century: Critical Thinking

Miterianifa¹,

Ashadi²,

Saputro³

et al. 2021

Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 3

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High order thinking skills (HOTS) is significant in the 21st-century learning measure since it requires the advancement of high basic reasoning aptitudes. Critical thinking (CT) skills are one piece of the aptitudes requested in the 21st century. CT skills assume a job in furnishing understudies to manage social, logical, and viable issues successfully later on. This article aims to examine the importance of approving CT skills to answer the challenges of the 21st century. The methode use in this a qualitative design with the main source of literature studies on high order thinking skills and critical thinking skills. The process of the litarature review method in this study is to choose a review topic; search for literature; collect, read, and analyze literature; write a review; reference. The result of this study that CT skills can assist understudies with improving HOTS by utilizing a learning model of stimulating thinking skills, for instance, a problem-based learning model.

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“…The majority of students are suspected of being unable to differentiate and relate the concepts of salt hydrolysis and solubility products. Seventika, Sukestiyarno, & Mariani (2018) emphasize that the weak ability of students to analyze can be caused by one of them because students solve problems without proper analysis procedures, weak mathematical logic, and cannot apply the concepts needed for analytical skills.…”

Section: Mapping Students' Analysis Ability Of Class XII Natural Sciementioning

confidence: 99%

Using HOTS-Based Chemistry National Exam Questions to Map the Analytical Abilities of Senior High School Students

2020

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High Order Thinking Skills (HOTS) are a significant part of the implementation of the 2013 Curriculum to develop student competencies in the 21st century. Not only in the context of learning are HOTS considered important. They contribute to the National Examination held in Indonesia, so careful preparation for this exam is needed. Chemistry has basic concepts that require students to search and find facts, understand concepts, apply them procedurally, and analyze deeply. This study aims to map the analysis ability of students in Yogyakarta in working on HOTS-based chemistry national exam questions. This research is a quantitative-qualitative descriptive study with XII year students at a senior high school in Yogyakarta. The instruments used in this study were HOTS essay questions, interview sheets, and questionnaire sheets, analyzed with the Rasch Model. The results show that the students' analysis ability was still relatively low, with person reliability values of 0.56 and 0.39, and a Cronbach's alpha of 0.78. The quality of the HOTS questions was very good, with item reliability 0.97 and 0.95. Not many students in the two senior high schools have good analysis ability, so students must be better trained to optimize their potential in HOTS-based chemistry learning.

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Critical thinking analysis based on Facione (2015) – Angelo (1995) logical mathematics material of vocational high school (VHS)

Cited by 45 publications

References 3 publications

On the Formation of Critical Thinking of Students of a Higher Educational Institution

On the Formation of Critical Thinking of Students of a Higher Educational Institution

Higher Order Thinking Skills in the 21st Century: Critical Thinking

Using HOTS-Based Chemistry National Exam Questions to Map the Analytical Abilities of Senior High School Students

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