Critical Thinking for Life

Facione, Peter A.; Facione, Noreen C.

doi:10.5840/inquiryct20132812

Cited by 236 publications

(377 citation statements)

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“…The CCTST consists of 34 multiplechoice items that measure students' ability to infer, explain, analyze, evaluate, and interpret information. The CCTST takes approximately 45 minutes to complete and has acceptable reliability and validity when used with college students [7]. The Academic Self-Efficacy Questionnaire (ASE) is a 32 item instrument designed to measure beliefs about one's capability of achieving a certain goal or standard.…”

Section: Methodsmentioning

confidence: 99%

Academic Performance of Introductory Psychology Students: The Importance of Critical Thinking

Schwanz

McIlreavy²

2015

RPBS

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The purpose of this study was to examine the importance of critical thinking for academic performance of students enrolled in introductory level psychology courses. Critical thinking skills and academic self-efficacy were significantly related to how students performed at the end of an introductory psychology course. Critical thinking skills along with high school GPA were the best predictors of student learning at the end of the course. Critical thinking was not predictive of overall academic performance as measured by cumulative GPA at the end of the semester. Instead, high school GPA emerged as the sole predictor of cumulative GPA, accounting for 22% of the variance. Results indicated no significant difference in critical thinking, academic self-efficacy, or final exam performance at the end of the semester for students enrolled in psychology courses taught using two different methods; Team-Based Learning vs. a traditional lecture format. The implications for these findings as they relate to academic performance and overall student learning in higher education are discussed.

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Section: Methodsmentioning

confidence: 99%

Academic Performance of Introductory Psychology Students: The Importance of Critical Thinking

Schwanz

McIlreavy²

2015

RPBS

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“…Facione states that the core of critical thinking is a detailed description of a number of interrelated characteristics, including: interpretation skills, analytical skills, inference skills, evaluation skills, explanatory skills, and self-regulatory skills [27].…”

Section: Skill 2 Higher Order Thinking (Critical Thinking and Problem mentioning

confidence: 99%

Promoting the 21st century scientific literacy skills through innovative chemistry instruction

Rahayu

2017

AIP Conference Proceedings

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Corresponding author: sri.rahayu.fmipa@um.ac.id Abstract. Students need to be equipped with the 21 st century skills/capabilities to ensure their competitiveness in the knowledge era. So, it is imperative that education at school should be changed in order to fulfill the need. However,there is not any specified approach on how to educate young students for the 21 st century capabilities. Regardless the impediment for ts exist, we need to construct an innovative instruction that can develop the students' 21 st century skills by incorporating the skills needed, based on contemporary theory of learning, necessary context of learning and appropriate assessment in a chemistry subject matter. This paper discuss the feasible skills to be promoted through chemistry course. Those skills/capabilities are scientific literacy, higher order thinking, communicationand collaboration and curiosity. The promoted are called the 21 st century scientific literacy skills in which it emphasis on scientific literacy and embedded the other 21 st century skills into the innovative chemistry instruction. The elements involve in the instruction such as inquiry and constructivist approach, nature of science, contemporary/socioscientific issues, critical thinking (higher order thinking).

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“…Inti dari keterampilan berpikir kritis mecakup: interpretasi, analisis, evaluasi, inferensi, eksplanasi, dan regulasi diri (Facione 2013). Interpretasi diartikan sebagai memahami dan mengungkapkan makna atau arti dari berbagai macam pengalaman, situasi, data, peristiwa, penilaian, konvensi, keyakinan, aturan, prosedur, atau kriteria.…”

Section: Pendahuluanunclassified

Karakteristik Pengembangan Tes Keterampilan Berpikir Kritis Bumi dan Antariksa Untuk Calon Guru

Ramalis¹,

Rusdiana²

2015

JPPPF

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The purpose of this study was to analyze the characteristics of the f critical thinking skills test and measurement errors according to classical test theory and item response theory. The test is based on the basic concepts and essential principles of the Earth Space, with reference to the core critical thinking skills. The research method used a mixed methods design with embedded experimental models. The analysis in this study is based on 41 responses of students teacher prospective who have taken IPBA courses at the Physics education department of FPMIPA UPI. Based on classical test theory indicates that of 18 test items were analyzed 15 items were good quality, reliability index of 0.89. From information function and standard error measurement of item response theory, the overall conclusion of this evaluation is that the model 2PL is better to use when evaluating the test.Keywords: critical thinking skills, earth and space, classical test theory, item response theory AbstrakTujuan penelitian ini untuk menganalisis karakteristik tes keterampilan berpikir kritis serta kesalahan pengukuran menurut teori tes klasik dan teori respons item. Tes disusun berdasarkan konsep dasar dan prinsip esensial sains Bumi dan Antariksa, dengan mengacu pada inti keterampilan berpikir kritis. Metode penelitiannya menggunakan mixed methods dengan desain embedded experimental model. Analisis dalam penelitian ini didasarkan pada respons 41 mahasiswa calon guru yang telah mengambil matakuliah IPBA di departemen pendidikan Fisika FPMIPA UPI. Berdasarkan teori tes klasik menunjukkan bahwa dari 18 item tes yang dianalisis 15 item yang berkualitas baik, indeks reliabilitas 0,89. Dari fungsi informasi dan pengukuran kesalahan baku pada teori respons item, kesimpulan keseluruhan dari evaluasi ini adalah bahwa model 2PL adalah lebih baik untuk digunakan ketika mengevaluasi tes.Kata-kata kunci: keterampilan berpikir kritis, bumi dan antariksa, teori tes klasik, teori respon item. PENDAHULUANBerpikir kritis merupakan suatu kemampuan yang dapat menciptakan para pemikir tangguh dan pemecah masalah yang handal, hal inilah yang menyebabkan berpikir kritis sangat penting dilatihkan karena kegiatan pembelajaran seharusnya bukan hanya bertujuan mengarahkan siswa dalam rangka memperoleh nilai semata. Berpikir kritis merupakan salah satu berpikir tingkat tinggi yang digunakan untuk pembentukan system konseptual siswa.

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Critical Thinking for Life

Cited by 236 publications

References 0 publications

Academic Performance of Introductory Psychology Students: The Importance of Critical Thinking

Academic Performance of Introductory Psychology Students: The Importance of Critical Thinking

Promoting the 21st century scientific literacy skills through innovative chemistry instruction

Karakteristik Pengembangan Tes Keterampilan Berpikir Kritis Bumi dan Antariksa Untuk Calon Guru

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