Critical Thinking: The ARDESOS-DIAPROVE Program in Dialogue with the Inference to the Best and Only Explanation

Guamanga, Miguel H.; González, Fabián A.; Saiz, Carlos; Rivas, Silvia F.

doi:10.3390/jintelligence11120226

Cited by 3 publications

(1 citation statement)

References 48 publications

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“…In addition, critical thinking involves an in-depth approach to information through investigation, exploration, experimentation, and so on to reach accurate conclusions, resulting in the construction of meaningful knowledge. The critical thinking process can be described as interpretation, analysis, evaluation, inference, and explanation (Putri et al, 2023;Rahmawati et al, 2019;Syukri et al, 2022;Guamanga et al, 2023). Conventional and monotonous learning models result in students needing more time to explore their abilities.…”

Section: Introductionmentioning

confidence: 99%

STEAM Approach to Students' Critical Thinking Ability on the Concept of Sound Waves for Developing PBL Model Learning Tools

Kohohon,

Mursalin,

Yusuf

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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One learning model that supports improving critical thinking skills and developing 21st century education is the PBL model. This research aims to describe the quality of the STEAM approach-based PBL model learning tools development for Students' Critical Thinking Ability on the concept of sound wave using the ADDIE development model. The results of the validation carried out by three validators obtained an average percentage for the learning implementation plan of 93.08%, student activity sheets of 92.58%, teaching materials of 90.82%, and critical thinking tests of 92.72%, and all included in the very valid criteria. The practicality of learning tools is seen from learning implementation of 90.72% with excellent criteria, the student's response to the learning tools was very positive with the ease aspect percentage of students' responses was 86.67%, the enthusiasm aspect percentage of 93.33%, the motivated aspect percentage of 86.67% and the involvement aspect percentage of 83.33%. The effectiveness of learning tools in student activity of 91.67% with excellent criteria, the results of the critical thinking test increased by 49.00%, from previously the overall average score of students was 30.33% to 79.33% and the effectiveness category through the N-Gain test was 0.71 with high criteria

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Section: Introductionmentioning

confidence: 99%

STEAM Approach to Students' Critical Thinking Ability on the Concept of Sound Waves for Developing PBL Model Learning Tools

Kohohon,

Mursalin,

Yusuf

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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Analysis of the contribution of critical thinking and psychological well-being to academic performance

Guamanga,

Saiz,

Rivas

et al. 2024

Front. Educ.

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This study examines the influence of critical thinking and psychological well-being on the academic performance of first-year college students. It emphasizes the importance of a model of psychological well-being focused on self-acceptance, environmental mastery and purpose in life, along with a critical thinking approach oriented to problem solving and decision making. A total of 128 first-year psychology students from a Spanish public university participated, assessed by means of Ryff’s psychological well-being scale (PWBS) and the PENCRISAL critical thinking test, complemented with grades obtained in a critical thinking course. The results show positive correlations between psychological well-being, critical thinking and academic performance, with a stronger relationship between critical thinking and academic performance. However, psychological well-being also plays a significant role in academic performance. The findings highlight the need for holistic pedagogical approaches that combine cognitive skills and personal development to enhance first-year students’ learning.

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Critical Thinking, Formation, and Change

Saiz,

Rivas

2023

J. Intell.

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In this paper, we propose an application of critical thinking (CT) to real-world problems, taking into account personal well-being (PB) and lifelong formation (FO). First, we raise a substantial problem with CT, which is that causal explanation is of little importance in solving everyday problems. If we care about everyday problems, we must treat the identification of causal relationships as a fundamental mechanism and action as a form of solution once the origin of the problem is unequivocally known. Decision-making and problem-solving skills should be the execution of the causal explanations reached. By acting this way, we change reality and achieve our goals, which are none other than those imposed by our PB. However, to achieve changes or results, we must have these fundamental competencies in CT, and these are not innate; we must acquire and develop them, that is, we must train ourselves to have CT competencies according to the demands of today’s world. Finally, in this paper we propose a causal model that seeks to identify and test the causal relationships that exist between the different factors or variables that determine the CT-PB-FO relationship. We present some results on the relevance of causality and how to effectively form and address real-world problems from causality. However, there are still questions to be clarified that need to be investigated in future studies.

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Critical Thinking: The ARDESOS-DIAPROVE Program in Dialogue with the Inference to the Best and Only Explanation

Cited by 3 publications

References 48 publications

STEAM Approach to Students' Critical Thinking Ability on the Concept of Sound Waves for Developing PBL Model Learning Tools

STEAM Approach to Students' Critical Thinking Ability on the Concept of Sound Waves for Developing PBL Model Learning Tools

Analysis of the contribution of critical thinking and psychological well-being to academic performance

Critical Thinking, Formation, and Change

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