Exploring higher education students’ critical thinking skills through content analysis

Hart, Claire; Costa, Caterina; D'Souza, Daryl; Kimpton, Amanda; Ljbusic, Jelena

doi:10.1016/j.tsc.2021.100877

Cited by 50 publications

(41 citation statements)

References 21 publications

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“…Critical thinking skills must be integrated into learning to develop knowledge and be accustomed to solving difficulties. Importance critical thinking skills must be based on the quality of reasoning rather than just the ability to choose the right answer (Hart et al, 2021). Until critical thinking skills, It is very important to be integrated into learning because it is related to reasoning abilities.…”

Section: Discussionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

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The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

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Section: Discussionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

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“…Critical thinking is a higher order thinking which includes having awareness, having inquiry skills, making judgments, conducting evaluation, being open minded, and having the ability to use oral and written language effectively (İşlek & Hürsen, 2014). Critical thinking also serves as a self-regulatory assessment to produce interpretations, analysis, evaluation, and inference, as well as clarifications of evidential, conceptual, methodological, criteriological, or contextual considerations that helps students have initiative in thinking, make self-evaluation based on the assessments of learned knowledge, accuracy, processes, theories, methods, backgrounds, and arguments, resulting in logical decision-making about what they do and what they believe (Hart, Da Costa, D'Souza, Kimpton & Ljbusic, 2021;Qing, Ni & Hong, 2010). Therefore, it is crucial to develop these skills continuously through this learning.…”

Section: Ability To Provide Elementary Clarification and Advanced Cla...mentioning

confidence: 99%

Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the Covid19 pandemic

Ijirana

Aminah²,

Supriadi³

et al. 2022

J. Technol. Sci. Educ.

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Critical thinking skills has to be sharpened particularly during the COVID19 pandemic. This circumstance leads to the lack of students passion to apply their thinking skills in doing something necessary. Therefore, it requires a learning improving critical thinking skills. This study aims to describe the critical thinking skills of chemistry education students taking part in the lecture of Team Project Based STEM-metacognitive skills. The method utilized is a Pre-Experimental Design One-Shot Case Study consists of 130 chemistry education students taking part in 3rd and 5th semester. The 3rd semester students attend lectures on the development of chemistry learning programs (P3K) and the 5th semester students attend lectures on the basics of analytical chemistry (DDKA). The instruments utilized in this research are learning scenarios, worksheets, critical thinking test instruments, critical thinking skill assessment rubrics, and project implementation feasibility observation sheets. There are three critical thinking skills very well demonstrated by students in P3K and DDKA subjects, consist of (1) strategies and tactics, (2) providing simple explanations, and (3) providing further explanations. Two other skills, namely concluding and building basic skills shown by students in the good category. The results of this study contribute to chemistry learning in the future, thus efforts are inevitably required to train critical thinking skills for prospective chemistry teachers in order to produce teachers having good thinking skills.

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“…Critical thinking is one's cognitive skill to state something with confidence because it is based on logical reasons and substantial evidence (Meilana et al, 2020) and related to the students' skill to deal with everyday problems (Odebiyi & Odebiyi, 2021) by providing opportunities for students to use information sources to generate solutions and build relationships (Polat & Aydın, 2020). Critical thinking skill is one of the important learning outcomes in education (Hart et al, 2021;Yu et al, 2021;Pramesti et al, 2022), so innovative learning is needed to develop students' critical thinking skills (Seibert, 2020;Silberman et al, 2021). These skills are very much required in teaching disaster mitigation materials.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

Astawa

Citrawathi²,

Sudiana³

et al. 2022

JPII

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Disaster mitigation material in geography learning requires not only critical thinking skills but also independence and optimism from students. In this regard, the effective approach needed relies not only on theory but also on practice in independent assignments and exercises. It makes limited face-to-face learning, which has been applied recently, unable to optimize learning outcomes. This study aims to analyze the impact of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials. The study used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of the experimental class (30 students) and the control class (30 students), which were determined randomly after the equivalence test. Data on critical thinking skills were collected using a test method in 10 description items, and self-efficacy data were collected using a questionnaire consisting of 30 statements. The data were analyzed using quantitative descriptive and inferential statistical analysis with MANOVA. The results show a significant effect simultaneously or partially with the sig value. 0.05, so it can be concluded that there is an effect of flipped classroom learning based on disaster map visualization on students' self-efficacy and critical thinking skills in disaster mitigation materials.

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Exploring higher education students’ critical thinking skills through content analysis

Cited by 50 publications

References 21 publications

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the Covid19 pandemic

The Effect of Flipped Classroom Based on Disaster Map Visualization in Disaster Mitigation Learning on Students’ Self-Efficacy and Critical Thinking Skills

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