Critical Thinking Skills in Education: A Systematic Literature Review

Nor, Hanzalah Mohamed; Sihes, Ahmad Johari

doi:10.6007/ijarbss/v11-i11/11529

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…Even as we increased the difficulty along the process, the students were still willing to collect their SCoins. This proves the effectiveness of gamification in motivating them to learn and solve more complicated questions that foster the process of higher-order thinking, such as critical thinking, to develop, which is aligned with Dwyer (2018); Bourke (2019); Novitaningrum and Lestari (2020); Tzelepi et al (2020); Nor (2021); Heliawati et al (2022) and Angelelli et al (2023). Though the classes were online and the students were not very familiar with or fond of this circumstance, critical thinking could still be fostered using elements of both approaches online since it was shown that students' critical thinking skills, in general, were improved, as found by Tzelepi et al (2020) and Palloan et al (2021).…”

Section: Discussionmentioning

confidence: 71%

“…Even though drawing conclusions came second in its level of improvement, it scored the lowest among the other subskills in the post-test. One possible reason is that the test for this subskill consists of three sections, which contains a multiple-choice question that needed careful consideration and context-rich questions that might hinder their engagement in thinking about the question, as mentioned by Nor (2021). Table 7 shows that there were no longer any students at a poor level, while the number of students at an excellent level drastically increased.…”

Section: Discussionmentioning

confidence: 99%

“…Critical thinking can improve creativity, time management and logic, which results in better learning. Furthermore, it may prevent students from ignoring reasonable possibilities that could be useful in real -life situations (Karakoc, 2016) and developing other necessary life skills (Nor, 2021), while self-efficacy makes the connection between…”

Section: Introductionmentioning

confidence: 99%

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A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

Supnoon,

Chonchaiya

2024

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The main objective of this research is to understand the development of the critical thinking skills and self-efficacy of eleventh grade students at a girls’ school in Bangkok by using classrooms implemented with active learning pedagogy through gamification on the topic of elementary counting principles. The study uses a mixed method pre-experiment research design, which also acquires in-depth data from interviews. The study involved 29 out of 182 students retrieved from cluster sampling. The data was analyzed using descriptive statistics, including mean, percentage, and standard deviation. A t-test was chosen as the inferential statistic for data analysis. The results indicated that students’ critical thinking skills were improved (Sig. (1-tailed) 0.011 < 0.025), while self-efficacy remained unchanged (Sig. (2-tailed) 0.148 > 0.050). The in-depth data from the interviews suggests that the students’ self-efficacy did not develop because of the stress from their school life. As the findings revealed the effectiveness of active learning pedagogy with gamification toward critical thinking and self-efficacy, the use of this combined approach in schools and universities is recommended to promote the competencies needed in the 21st century. We also suggest further management of stressful academic environments, which will benefit both students and teachers. Furthermore, to obtain more practical data, a more specific context of self-efficacy and critical thinking skills could be used.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

Supnoon,

Chonchaiya

2024

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“…Efektivitas blended learning, yang merupakan metode pembelajaran yang dibantu oleh teknologi, juga telah diteliti dalam kaitannya dengan peningkatan keterampilan berpikir kritis siswa (Sukma & Priatna, 2021). Sebuah tinjauan literatur sistematis tentang keterampilan berpikir kritis dalam pendidikan menemukan bahwa banyak tujuan pendidik termasuk mempersiapkan siswa untuk berpikir kritis, yang juga merupakan kualitas yang dicari oleh pemberi kerja dari lulusan universitas (Nor & Sihes, 2021).…”

Section: A Pemikiran Kritis Pada Siswaunclassified

Pengembangan Keterampilan Kritis dan Kreatif melalui Pendidikan Berbasis Masalah: Pendekatan Praktis di Kelas (Studi Pada Salah Satu Sekolah Dasar di Sukabumi)

Supriandi

2023

JPDWS

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Studi penelitian ini menyelidiki pendekatan praktis yang digunakan di sebuah sekolah dasar di Sukabumi untuk mengembangkan keterampilan kritis dan kreatif di kalangan siswa melalui pendidikan berbasis masalah. Penelitian ini mengadopsi metodologi penelitian kualitatif, menggunakan observasi kelas, wawancara dengan guru dan siswa, dan analisis dokumen untuk mengumpulkan data. Temuan penelitian ini memberikan wawasan yang berharga mengenai implementasi strategi pendidikan berbasis masalah dan efektivitasnya dalam menumbuhkan keterampilan berpikir kritis dan kreatif pada siswa sekolah dasar. Penelitian ini berkontribusi pada literatur yang ada tentang metode pengajaran inovatif dan menawarkan rekomendasi praktis bagi para pendidik yang ingin meningkatkan kemampuan kritis dan kreatif siswa melalui pendidikan berbasis masalah.

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“…Laar et al [9] state that the role of the teacher in preparing students' critical thinking skills in the learning process is by the characteristics of constructivism itself, where the teacher has various roles that can be used in helping students during the learning process. Research Alsaleh et al [4], Nor and Sihes [10], and Rogti [11] also describe the important role of teachers in training and developing students' critical thinking skills. The important role of the teacher can be carried out by carrying out action research [12].…”

Section: Introductionmentioning

confidence: 99%

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

Mahfudz

Sukarno

2023

EduLearn

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This study aimed to determine the effect of explain-analysis-doing-discussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasi-experimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2-tailed) of 0.0000.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.

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Critical Thinking Skills in Education: A Systematic Literature Review

Cited by 11 publications

References 13 publications

A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

Pengembangan Keterampilan Kritis dan Kreatif melalui Pendidikan Berbasis Masalah: Pendekatan Praktis di Kelas (Studi Pada Salah Satu Sekolah Dasar di Sukabumi)

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

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