Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia

Vong, Sam Aun; Kaewurai, Wareerat

doi:10.1016/j.kjss.2016.05.002

Cited by 90 publications

(82 citation statements)

References 7 publications

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“…From the results, it was found that the experimental group who used the PUCSC model to enhance the critical thinking ability had a better ability to think critically, and the learning achievement after class was higher than before. This is consistent with Vong and Kaewurai (2017), which evaluated the critical thinking process of teacher trainees in Cambodia, and determined that triggering activity, identifying problems, investigating related data, discussing findings, evaluating findings, creating solutions, presenting solutions, and reflecting on the learning outcome were key.…”

Section: Discussionsupporting

confidence: 73%

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Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

321

179

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Abstract. Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the 'PUSCU Model'. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor's use of the developed learning materials.

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Section: Discussionsupporting

confidence: 73%

“…For the study, the Watson-Glaser Critical Thinking Appraisal (CTA) test was used (Vong & Kaewurai, 2017). The test consisted of a 30-item test with 5 options and included inferences, recognition of assumptions, deductions, interpretation, and evaluation of arguments.…”

Section: Critical Thinking Testmentioning

confidence: 99%

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Changwong

Sukkamart

Sisan

2018

Journal of International Studies

321

179

View full text Add to dashboard Cite

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“…The result of validity and reliability test of multiple choice questions using Iteman 4.3 software is presented in Table 6. Good instruments must meet two important requirements that are valid and reliable (Arikunto, 2006). Based on the results of the validity and reliability test, the test instrument with ten multiple choice questions and five descriptive descriptions is used to measure students' critical thinking skills.…”

Section: Validty and Realiabilitymentioning

confidence: 99%

The Effectiveness of Discovery Learning to Improve Critical Thinking Skills College Student on Mastery of Arrhenius Acid Base

Rudibyani

2018

SEEDS

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The Effectiveness of Discovery learning to Improve Critical Thinking Skills college student on Mastery of Arrhenius Acid-Base. This research was aimed to describe the effectiveness of discovery learning to improving critical thinking skills on mastery of Arrhenius acid-base. The renewal of this research is the integration of discovery learning models, The 2013 curriculum structure, Arrhenius acid-base material with aspects of critical thinking skills according by Ennis.This research used quasiexperiment with pretest-postest non-equivalent control group design. The population in this research is all college students of Master Program of Chemistry Education, Faculty of Teacher Training and Education, Lampung University Academic year 2017/2018. The sample is taken by cluster random sampling technique and obtained sample that is class A as experiment class were 31 students and Class B as control class was 30 students. The results showed that the effectiveness of discovery learning by n-Gain value had high criteria and effect size had large criteria. Based on the result of this research shown that discovery learning effective and have a high effect size in improving critical thinking skills on mastery of Arrhenius acid base.

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“…Research conducted by Anderson and Soden carried out that peer interactions can develop critical thinking skills that contain some of things that are done over and some tasks that are given in a structured manner will form explicitly different people views and into contrast and weighted contrast in Competition and this is included in the proof (Anderson, Tony and Soden, 2001). Critical thinking-based learning has stages of analysis, evaluation, and use of alternative sources of information that have been collected in the form of problems, especially encouraging students to form new knowledge through the exposure of possible solutions or the prognosis of a problem and some options for solving problems based on experience (Aun & Kaewurai, 2017).…”

Section: Critical Thinking Skillsmentioning

confidence: 99%

Adolescent Development in the 21st Century: Developing Critical Thinking Skills Through Expressive Drawing Techniques

Marfu’i¹

2017

IJASOS- International E-Journal of Advances in Social Sciences

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Adolescent is a formal operational stage of cognitive development. The development of an educational program prioritizes four skills to support success in meeting the challenges of the 21st century. One of the priority skills of the four skills is critical thinking skill. Critical thinking skill is a skill which shows the performance of individual cognition in interpreting, analyzing, and doing self-regulation regarding problems and information received. Critical thinking skill is closely related to problem-solving skill and decision-making skill. This study aimed to figure out the implementation of expressive drawing techniques to adolescents in sharpening and developing critical thinking skill in solving their life problems. In addition, this study was conducted to examine the relationship between problem solving strategies used by adolescents with their critical thinking patterns related to the problems they have. This research used a qualitative approach with descriptive data on exploring the implementation and impact of expressive drawing technique in stimulating adolescents' thinking skill as well as the form of adolescents' critical thinking pattern which is seen on the mapping pattern drawn after answering questions in interview. The data of the study were collected through interviews, documentation studies, and observation. The data collected in the form of documentation study of the image were analyzed to get the development result of expressive drawing technique toward adolescent development in critical thinking. Before the data were analyzed, the data were divided into 2 parts, namely the application in the early teens and the image data of the late adolescents. Data analysis techniques used were (1) data collection; (2) data reduction; (3) data interpretation; (4) perform data triangulation; and (5) drawing conclusions. The results of this study indicate that: (1) providing critical thinking skills materials through expressive drawing techniques can develop and stimulate the ability of adolescents in critical thinking to their problems; (2) the pattern of adolescent thinking on their problems through expressive drawing techniques can develop the critical thinking skills of adolescents in determining the action priority as decision-making to determine strategies and to make choices in life; (3) the average adolescents are able to think critically better in determining the priority of complex life problems to be solved systematically and more structurally when compared to early adolescents.

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Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia

Cited by 90 publications

References 7 publications

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

Critical thinking skill development: Analysis of a new learning management model for Thai high schools

The Effectiveness of Discovery Learning to Improve Critical Thinking Skills College Student on Mastery of Arrhenius Acid Base

Adolescent Development in the 21st Century: Developing Critical Thinking Skills Through Expressive Drawing Techniques

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