The Effects of Visual Mapping and Science-Related Attitudes on Students’ Critical Thinking and Problem Solving Skills

Abstract

The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, totally 141 students. It was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test. The results showed that: (1) there were the significant effects of visual mapping on students’ critical thinking skills (F=87.082; P=0.000), (2) there were the significant effects of science-related attitudes on students’ critical thinking skills (F=2.493; P=0.040), (3) there were the interactions between visual mapping and science-related attitudes on students’ critical thinking skills (F=2.037; P=0.000), (4) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), (5) there were the significant effects of science-related attitudes on students’ problem solving skills (F=3.397; P=0.031), and (6) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000).

Remote School Students’ Perspectives on Endemic and Endangered Animals: Knowledge, Reasons, and Solutions Approach

“…As we know in facing the 21 st century, people are expected to be aware of the existence of the earth and be able to better manage the environment (Leonard, 2018;Rahayu & Widodo, 2019;Syahmani et al, 2021). The teaching and learning process at school is one of the ways to develop the capacity and the 21 st -century potential skills of each student (Ajidayanti & Abbas, 2019;Jamhari et al, 2020). In addition, it is also very important to provide a forum for students who are observing EA to be able to spread actions and attitudes of caring for EA in remote schools.…”