Profile of students’ critical thinking processes on the topics of Hydrostatic Pressure and Archimedes’ principle

Abstract

In learning physics, students often have difficulty in understanding concepts. This certainly has an impact on students’ critical thinking skill. This study aims to analyze students’ critical thinking skills related to the concept of hydrostatic and Archimedes’ principle. This research was conducted using a qualitative descriptive design. The research subjects were students of class XII MIPA in Malang (N = 127). Data collection was carried out through a series of tests in the form of essay and interview questions. The indicator used to create critical thinking questions refers to the five main perspectives presented by Hughes. The results show that the majority of students have relatively low critical thinking skill. It is shown by the average score of critical thinking skill of students which only reached 36.1 from the maximum score of 90. The main cause of the low critical thinking skill of students was the presence of misconceptions experienced by students. The low critical thinking process of students are also caused by students have not yet accustomed to applying the concepts of physics in daily life.

The effects of the multiple representation approach on undergraduate students understanding of Archimedes Principle

“…This shows that low-ability students still have difficulty in understanding the Archimedes force concept while this of course has an impact on students' critical thinking processes, especially when they had to explain the concept. Our findings concur with that of Rosyidah et al (2020) who indicated that low-ability students were not able to provide correct reasons and conclusions with regard to the Archimedes' principle. This is because students were misled by the size of the volume of different objects.…”

“…Furthermore, Rosyidah et al (2020) found that high-ability students remembered and could apply the concepts when objects were floating and sinking, while low-ability students did not remember the concept of the Archimedes force including the requirements of the objects floating and sinking. This shows that low-ability students still have difficulty in understanding the Archimedes force concept while this of course has an impact on students' critical thinking processes, especially when they had to explain the concept.…”

Recycled Steel Slag as a Porous Adsorbent to Filter Phosphorus-Rich Water with 8 Filtration Circles

“…The yield strength and relative strength (defined as the ratio of the strength of the porous material to that of the solid material) were then obtained. The resulting porosity measurement of disc samples was carried out using the method following Archimedes' principle due to its experimental simplicity and reasonable reliability [36]. The mineral composition of SSD_P (x, y) was obtained by X-Ray Fluorescence (XEPOS, Spectro, XRF, Kleve, Germany) [37].…”

Levels of Inquiry-Interactive Demonstration: Its Effect on Students' Critical Thinking Ability in Online Learning with the Topic of Waves and Sounds

“…Research conducted Kirana & Kusairi (2019) shows that the average critical thinking ability of science education study program students in the early semester is only 31.12, very low categories, and final semester students in the low category 47.06. Several other research results, namely the low critical thinking category score of 36.1 (Rosyidah et al 2020). Students need to be trained intensively to improve their critical thinking ability and be familiar with questions that stimulate critical thinking ability (Gunawan, Sarwanto & Nurosyid 2019) (Dholo et al 2019).…”