Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Abstract

This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.

Problem-based learning utilizing assistive virtual simulation in mobile application to improve students’ critical thinking skills

“…This is in accordance with the results of previous studies that expository teaching methods are considered as traditional or conventional teaching, and are considered inadequate for the purpose of providing in-depth knowledge and training in critical thinking (Bilad et al, 2022). Meanwhile, PBL is considered feasible as a pedagogy that leads students to develop their CT through deep conceptual knowledge (Fitriani, Samsuri, Rachmadiarti, Raharjo, & Mantlana, 2022). The difference in learning results in the posttest of the experimental and control groups is evidence of the impact of PBL interventions using PhET assistive virtual simulations that are effective to improve students' CT skills (see Table 6).…”

Validity of Inquiry-Based Textbooks on Scientific Literacy Skills

“…Education in the 21st century has heavy demands, so the community or students must have extensive knowledge to become a quality society (Wijaya, 2016). Students are facing significant changes in all aspects of life (Fitriani, 2022). Several skills must be possessed by students in 21st-century education, namely critical thinking, communication, collaboration, and creativity, or what is known as the 4C (Septikasari, 2018).…”

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

“…The LTs were declared as having a good degree of validity if the minimum score was valid. If the score attained was low, the validity was revised (Fitriani et al, 2022). The reliability of the LTs was determined according to the assessment by the validators, using a percentage of agreement (Emmer & Millett, 1970).…”