Critical thinking skills profile of high school students in learning chemistry

Utami, Budi; Saputro, Sulistyo; Ashadi, Ashadi; Masykuri, Mohammad; Widoretno, Sri

doi:10.20961/ijsascs.v1i2.5134

Cited by 51 publications

(41 citation statements)

References 16 publications

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“…Questions should be designed to promote the facts and concepts of evaluation and synthesis [8]. Based on the research [9] it is known that teachers in the process of learning to teach chemistry in the class still find difficulty in applying the assessment on cognitive level of analysis, synthesis and evaluation. This causes the students are not familiar with the skills of critical thinking in solving high-order thinking problems.…”

Section: Introductionmentioning

confidence: 99%

“…This causes the students are not familiar with the skills of critical thinking in solving high-order thinking problems. It is also known that students' critical thinking skills in grade 10th, grade 11 th , grade 12th have adequate critical thinking skills [9]. In a student centered learning process, students have the opportunity and facilities to build their own knowledge, so that they will gain a deep understanding and ultimately improve the quality of student learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Implementation of Problem Solving with Concept Map to Improve Critical Thinking Skills and Chemistry Learning Achievement

Utami¹,

Saputro²,

Ashadi³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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This study aims to improve: (1) student achievement on chemical equilibrium material through the implementation of Problem Solving learning model with concept map, (2) students' critical thinking skills on chemical equilibrium with Problem Solving and concept map. This research is an Action Research which is conducted in two cycles. Each cycle consists of four stages: planning, action, collecting data, and reflection. The subjects of the study were students of X IPA 1 at Senior High School in Karanganyar at 2016/2017 which has been using Curriculum 2013. Data collection research was using test techniques for cognitive domain and critical thinking skills, and non-test questionnaire for affective domain, observation sheet for affective domain. Data analysis was using descriptive analysis. The results showed that the implementation of Problem Solving with concept map can improve learning achievement and students' critical thinking skills. Improvement of learning achievement can be seen from the result of cognitive and affective domains. The percentage of cognitive domains in cycles 1 and 2 are 42.5% and 88.5%. The result of affective domains on cycle 1 is very good 11%, Good 87% and less 2%, on cycle 2 very good 26% and good 74%. For the improvement of students' critical thinking skills in Cycle I, and Cycle II, they are 65% and 84%.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementation of Problem Solving with Concept Map to Improve Critical Thinking Skills and Chemistry Learning Achievement

Utami¹,

Saputro²,

Ashadi³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

Self Cite

View full text Add to dashboard Cite

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“…Thus the six components in critical thinking skills which include interpretation, analysis, evaluation, conclusions, explanations, and self-regulation [9,17,19,20] passed so only. This is different from the results of the study about the problem based learning application in developing students' skills of critical thinking skills in junior and senior high school [21,22,23] as well as at the undergraduate student level [24,25,26,27]. Inquiry-based physiology laboratories also can improve students' critical skills [28].…”

Section: Resultsmentioning

confidence: 80%

The Achievement of 21st-Century Students' Plant Literacy Through Field Trip Implementation

Diana¹,

Alfiah²,

Rizkamariana³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Research about the achievement of 21st-century students' plant literacy by field trip implementation has carried out to improve students' plant literacy. This study used a quasi-experimental method. This design includes a group of students observed in the pretest phase which is then followed by treatment with field trip implementation and ends with a posttest. The Field trip includes determining the aspects to be observed, carrying out observations, collecting data, discussion of results and reporting. Research instruments include a set of plant literacy questions and its rubric, worksheet for field trip students and its rubric, and a questionnaire about student response to the implementation of the field trip. There was a slight increase (N-gain 0.16) of students' plant literacy in the experimental class and the control class (N-gain 0.23). The result shows that the 21st-century students' plant literacy has the potential to develop through field trip implementation.

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“…Critical thinking is a crucial competency that must be possessed to solve the problems needed for individuals to live successfully and live responsibly and for society to face the challenges of the present and the future [23]. Critical thinking processes enable individuals to make reasonable judgments both in the classroom and in everyday life [24]. Critical thinking means students who are "able to think logically and sincerely, can find data and evaluate data systematically as a result of the learning process [25].…”

Section: Fig 1 the Relationship Between Science Process Skills And Cmentioning

confidence: 99%

Regression of Science Process Skills On Critical Thinking Skills In Two Junior High Schools In Jambi City

Astalini

Kurniawan

Ningsi

et al. 2020

J. Ilmu. Pend. Fisika

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This study aims to look at the effect of science process skills on Jambi City Junior High School students' critical thinking ability on the density and reflection of the material in the mirror. This research method used was mixed method, while the design used was sequential explanatory. The study was conducted at Adhyaksa 1 Junior High School in Jambi City and Al-Jauharen Islamic junior high school in Jambi. The sampling technique used was cluster sampling, so that the sample of this study amounted to 58 students. The data collection instrument consisted of an observation sheet of science process skills, a test of critical thinking skills, and an interview. Data were analyzed using descriptive statistics and inferential statistics. Based on the results of the linear regression test that has been carried out, the t value is greater than the t table, it can be said that there is a significant influence between science process skills and critical thinking skills on the density material and the reflection on the mirror.<strong> </strong>Students who have low process skills will tend to have low critical thinking skills. Low science process skills and students' thinking abilities lead to low student learning outcomes.

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Critical thinking skills profile of high school students in learning chemistry

Cited by 51 publications

References 16 publications

Implementation of Problem Solving with Concept Map to Improve Critical Thinking Skills and Chemistry Learning Achievement

Implementation of Problem Solving with Concept Map to Improve Critical Thinking Skills and Chemistry Learning Achievement

The Achievement of 21st-Century Students' Plant Literacy Through Field Trip Implementation

Regression of Science Process Skills On Critical Thinking Skills In Two Junior High Schools In Jambi City

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