The quality of student critical thinking: A survey of high schools in Bengkulu, Indonesia

Abstract

Critical thinking skills are among the main skills in the 21st Century. However, many schools in Indonesia have not trained their students' critical thinking skills optimally. The purpose of this study was to identify the quality of high-school students' critical thinking skills. A survey was conducted to 175 tenth graders who were registered in the academic year of 2017/2018. The participants came from five different state senior high schools in Bengkulu, Indonesia. An essay test was used as an instrument to measure the students' critical thinking skills. The results showed that the students' average scores on providing simple explanations, presenting advanced delineation, and making assumptions and integration were in low category (48.15, 49.46, 50.25, respectively). On the other hand, the participants obtained medium scores on decision making (68.04) and conclusion drawing (65.24) and a good score on the management of strategies and tactics (70.00). It can be concluded that the overall rating of the students' CTS was weak, and therefore requires appropriate handling. These results indicate that it is necessary to apply learning strategies that can improve students' critical thinking skills in class.

Analisis Bibliometrik Kontribusi dan Kesenjangan pada Tren Penelitian tentang Pendidikan Karakter Dalam Meningkatkan Kualitas Pemikiran Mahasiswa

“…Pengembangan kualitas pemikiran menjadi sangat penting di abad ke-21, karena merupakan kompetensi inti yang dibutuhkan untuk perkembangan sosial (Esa et al, 2019). Banyak sekolah di Indonesia belum secara optimal melatih keterampilan berpikir kritis siswa, yang menunjukkan perlunya strategi yang sesuai untuk meningkatkan kualitas pemikiran mereka (Fitriani et al, 2022).…”

Implementation of the Jigsaw Model to Improve Critical-Thinking Skills

“…Many studies related to the critical thinking skills of high school students have been conducted and have revealed many problems exist with students' development of these skills (Basri, Purwanto, As'ari, & Sisworo, 2019;Fitriani, Zubaidah, & Hidayati, 2022;Hidayati & Sinaga, 2019;Mahanal, Tendrita, Ramadhan, Ismirawati, & Zubaidah, 2019;Mulyanto, Gunarhadi, & Indriayu, 2018). Ennis (1996) identified twelve critical thinking skills into twelve indicators and grouped them into five activities, namely:…”

Efecto de la familiaridad del tema en la calidad del texto de ensayos en inglés.

“…Por otra parte, conocer el tema, permite al estudiante establecer su postura al respecto, organizar la información y establecer sus argumentos para plantear los objetivos del ensayo (Juárez y Fernández, 2022). Todo lo anterior, está en correspondencia con las características del aprendizaje autónomo, cuyos métodos están en el centro de los objetivos de la educación del siglo XXI para formar egresados integrales, capaces de pensar de manera crítica, aprender por sí mismos de manera constante, enfrentar los retos y demandas de la vida laboral en la sociedad actual (Ramos et al, 2021), (Fitriani et al, 2022). En el caso particular de la escritura en inglés, su dominio resulta esencial para el éxito académico y laboral, en tanto permite una comunicación eficaz en el ámbito profesional, local y extranjero (Cabezas et al, 2019).…”