scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

scholarly journals Implementasi Model Problem Based Instruction terhadap Penguasaan Materi Hukum Newton dan Kecakapan Berpikir Kritis Siswa

2021 ◽  
Vol 4 (2) ◽  
pp. 82-90
Author(s):  
Umayya Ulfa ◽  
Anggu Winata
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Psychomotor Activity ◽  
Newton's Law ◽  
Newton’S Law ◽  
Significant Difference ◽  
Average Change ◽  
Post Test ◽  
Based Instruction

This study aims to determine the difference in the achievement of students' average scores between the implementation of the problem based instruction (PBI) model and conventional learning on student activities, mastery of Newton's Law material, and students' critical thinking skills. This research method is a true experiment using a randomized control-group pre-test-post-test design, where the experimental class and the control class are given pre-test and post-test. The results of this study indicate, a) in the psychomotor aspect, the percentage of the good category for the experimental class is on average higher than the control class, while in the affective aspect there is no significant difference; b) there is a significant difference in the mastery of Newton's Law material between students taught through the implementation of the PBI model with an average change in value of 56.59 compared to conventional learning of 46.14; c) there is a significant difference in critical thinking skills between students taught through the implementation of the PBI model with an average change in score of 55.85 compared to conventional learning of 45.62. The conclusion, that the implementation of PBI the average score of psychomotor activity, mastery of Newton's Law material, and students' critical thinking skills are significantly different compared to conventional learning. Keywords: Critical Thinking Skills, Newton's Law Material, Problem Based Instruction Model, Conventional Learning

scholarly journals The Effectiveness of Problem Based Learning (PBL) Based Socioscientific Issue (SSI) to Improve Critical Thinking Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Muflichatu Nur Fita ◽  
Budi Jatmiko ◽  
Elok Sudibyo
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Innovative Solution

The purpose of this research was to see how effective the Problem Based Learning (PBL) based Socioscientific Issues (SSI) is at improving critical thinking skills. The sample used was grade seven in SMPN 4 Lamongan with 2 classes and each class contains 15 students. The design of the learning materials trial used  One-Group pre-test post-test design. Tests of critical thinking skills and student answer sheets were used to collect data. Techniques of data analysis used N-gain, paired t-test, and independent t-test. The result of this research is as follows: The effectiveness in terms of the critical thinking skills test the category increase is high, there is a significant difference between the test before and after learning with PBL based SSI and there is no difference N-gain in the two group classes and students' responses are classified as very good. Based on data analysis, it can be concluded that PBL with SSI is effective to improve critical thinking skills. The implications of this study are PBL-based SSI has the potential to be an innovative solution and alternative for improving critical thinking skills.

scholarly journals Penerapan Strategi Pembelajaran PDEODE untuk Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar Peserta Didik Kelas VII SMPN 14 Kendari pada Materi Pokok Kalor dan Perpindahnnya

2020 ◽  
Vol 5 (3) ◽  
pp. 271
Author(s):  
Putri Supraningsi A.B ◽  
Muhammad Anas ◽  
Hunaidah M
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study is motivated by the low critical thinking skills and learning outcomes possessed by the students of VII grade of SMPN 14 Kendari. This study aims to determine the enhancement in critical thinking skills and learning outcomes on the subject Matter of Heat and Its Transfer. The population of this study were all students of VII grade of SMPN 14 Kendari who were registered in the odd semester in 2019/2020 school year, with total 204 students. The sample of this research was group VII3 with total 41 students as the experimental group and group VII4 with total 41 students as the control group who were taken by using random sampling techniques. The research data were analysed by using descriptive and inferential statistics. Research results show: 1) There is no significant difference between the pre-test average scores of students critical thinking skills in the experimental group and the control group; 2) There is no significant difference between the pre-test average scores of the experimental group students and the control group; 3) The post-test average score of students from critical thinking skills in the experimental group was significantly higher than in the control group; 4) The post-test average score of the experimental group students was significantly higher than in the control group; 5) The average value of N-gain critical thinking skills of students in the experimental group was significantly higher than the control group; 6) ) The average value of N-gain learning outcomes of students in the experimental group was significantly higher than the control group.

scholarly journals The Influence of Problem Solving Model Toward Students’ Critical Thinking Skills

2019 ◽  
Vol 3 (2) ◽  
pp. 113-120
Author(s):  
Nindya Ananda Latifa ◽  
Heffi Alberida
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Group Problem Solving ◽  
Significant Difference ◽  
Problem Solving Model ◽  
Post Test ◽  
Experimental Group

The aims of this study was to find whether there was an influence of the Problem Solving Model towards critical thinking skills of students of grade XI in SMAN 9 Padang. A Quasi Experiment method with The Post-test Control Group Only Design was used in this study. Students were grouped in an experimental group (Problem Solving model) and a control group (Direct intruction). The data from a test were analyzed using t-test with a=0,05. The findings showed that there was a significant difference of critical thinking skills enhancement in experimental group than the control group.

scholarly journals THE IMPLEMENTATION OF INQUIRY LEARNING ON STUDENTS' LEARNING OUTCOMES AND CRITICAL THINKING SKILLS IN THE DIGESTIVE SYSTEM MATERIAL

2021 ◽  
Vol 8 (1) ◽  
pp. 29-37
Author(s):  
Nurlaili Nurlaili ◽  
Ruqiah Ganda Putri Panjaitan ◽  
Laili Fitri Yeni
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Average Percentage ◽  
Multiple Choice Tests ◽  
Significant Difference ◽  
Post Test

This research is aimed to determine the students’ achievement and critical thinking on the digestion system topic. This study was conducted using a quasi-experiment with a control group pre-test and post-test design. Furthermore, the samples were chosen using the purposive sampling technique. The instrument consisted of 20 multiple-choice tests. Findings indicate that the average student achievement is 16.71 in the experiment and 12.92 in the control class. The t-test also can be known as t-count t-table (1.71 1.68), which means a significant difference between experiment average and control average. Based on the test result in the experiment class, it can be assumed that there is an enhancement of the average percentage of students' critical thinking from 63% to 84%. Thus, it can be concluded that inquiry learning model can increase the students’ achievement and critical thinking.

scholarly journals The Use of Simulation to Increase Critical Thinking of Perinatal Nurses in the Care of Preeclampsia Patients

2017 ◽  
Vol 1 (2) ◽  
pp. 1-7
Author(s):  
Catherine Olubummo
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Deductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Evidenced Based ◽  
Medical Leadership

Objective: To increase critical thinking in perinatal nurses caring for patients with preeclampsia, with the support of key nursing, education, and medical leadership, an evidence-based practice. Design: Quantitative, Descriptive study Setting: Metropolitan area of New York Participants: A total of six nurses were involved at a time: two from antepartum, two from labor and delivery, and two from postpartum Methods: This included 45 minutes for completion of the CCTST, a one-hour lecture supplemented with PowerPoint slides and two studies, two hours engaged in the simulation, 30 minutes for debriefing, and 15 minutes for a post-CCTST. Results: The test results indicated that there was a significant difference between pre-test and post-test scores. A paired-samples t-test was used to examine the difference between pre-test and the post-test CCTST analysis scores, as reflected in Table 4. The analysis score increased from pre-test to post-test by 0.75 points; the difference between the scores was statistically significant (t(15) = -3.50, p < .01).Simulation increased critical-thinking skills in perinatal nurses in all domains as measured by the CCTST overall scores and the scores in the areas of analysis, evaluation, inference, inductive reasoning, and deductive reasoning. Conclusion: The simulation was a successful EBP change project that increased nurses' critical thinking and delivered and evaluated evidenced-based care to improve patient outcomes. Simulation increased critical-thinking skills in perinatal nurses. Keywords: Critical thinking, Perinatal nurses, Key nursing, Education and medical leadership, An evidenced based practice.

scholarly journals Pengaruh Pengaruh Model Problem Based Learning Berbantuan Media Ludo Tematik Terhadap Kemampuan Berpikir Kritis IPA

2021 ◽  
Vol 1 (01) ◽  
pp. 23-30
Author(s):  
Ainun Andriyani ◽  
Septiyati Purwandari ◽  
Kun Hisnan Hajron
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Wilcoxon Test ◽  
Average Score ◽  
Research Subjects ◽  
Test Analysis ◽  
Significant Difference ◽  
Post Test

This study aims to determine the effect of the Problem Based Learning Model assisted thematic ludo learning media on the critical thinking skills in science of V class student of Madrasah Ibtidaiyah Mamba'ul Hisan Tempuran, Magelang Regency. This research uses a type of pre-experimental design with a model of One Group Pre-test Post-test Design. The research subjects were selected by means of non probability sampling with a saturated sampling model. The samples taken were 12 students. by using data collection methods in the form of test descriptions and performance assessments of critical thinking skills. The data analysis used was the Wilcoxon test. The results showed that the average calculation of the post-test description test score was 71.83 which was greater than the pretest result with an average score of 49.75. The calculation of the performance assessment in the pre-test activity was 56.83 and the post-test was 70.25. This was evidenced by the results of the Wilcoxon test analysis which shows the -0.065 with a significance value of 0.002 <0.05, which means that there was a significant difference between the pre-test and post-test. The results of this study concluded that the use of problem-based learning models assisted by ludo thematic media had a significant effect on students' critical thinking skills in science subjects.

scholarly journals Implementing Multimedia Teaching to Improve Students’ Motivation and Critical Thinking Skills Based on the Students’ Learning Styles at Mahatma Gading School

2021 ◽  
Vol 1 (3) ◽  
pp. 202
Author(s):  
Usha Naraindas Bharwani
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Wilcoxon Test ◽  
Control Group ◽  
Multimedia Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Academic Year

<div><p class="1eAbstract-text">This study investigated implementing multimedia teaching to improve students’ motivation and critical thinking skills based on students learning styles at Mahatma Gading School. Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively supports students with different learning styles. The study employed quantitative weak experimental of static group pre-test post-test. The respondents were 67 students from Mahatma Gading School academic year 2016. There was no control group. The data was computed using SPSS VERSION 22. Results of the pretest were observed before teaching and results of the posttest was conducted after teaching. Instruments used for data collection were in the form of test and questionnaire. The test was to measure students’ critical thinking skills and questionnaire to measure students learning styles and motivation. The researcher analyzed the data through Descriptive Statistics, and Wilcoxon Test. The data was then analyzed, which showed there was a statistically significant difference between students after implementing multimedia during the Science class. However, the result of the Wilcoxon Test on reading learners had no significant differences in students learning styles.</p></div>

scholarly journals Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Melalui Model Pembelajaran Stad dengan Peta Konsep Materi Pencemaran Air di SMP N 3 Slawi

2020 ◽  
pp. 52-63
Author(s):  
Indri Puspita Sari ◽  
Antonius Tri Widodo ◽  
Muriani Hayati
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Concept Maps ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
Cognitive Learning Outcomes

This study aims to improve cognitive learning outcomes, critical thinking skills, and determine students' responses to the STAD type cooperative model with the concept map media. The study uses a Pre Test Post Test Comparation Group Quation Experiment Design. The sampling technique using Cluster Random Sampling, obtained 2 sample classes namely control class 32 experimental class 32. Data collection techniques using questionnaires, documentation, and tests. The research instrument was tested for validity and reliability. The data analysis technique uses Independent Sample T Test. The results showed a significant difference from the critical thinking skills and learning outcomes, namely the average value of the Post Test critical thinking ability of the experimental class 74.94 higher than the average value of the Post Test control class 65.78 and the average value of the Post Test learning outcomes cognitive experimental class 82.97 higher than the average value of the control class Post Test 66.75. There is an increase in the average N-Gain critical thinking of the experimental class 0.47 the moderate category is greater than the control class 0.2 the low category, while the cognitive learning outcomes of the experimental class 0.65 the medium category is greater than the control class 0.29 the low category. The results of students 'responses differed significantly between the experimental class and the control class, where the STAD learning model with concept maps can improve cognitive learning outcomes and students' critical thinking abilities.

scholarly journals CONCEPT MAPPING – AN EFFECTIVE TOOL TO PROMOTE CRITICAL THINKING SKILLS AMONG NURSES

2011 ◽  
Vol 01 (04) ◽  
pp. 21-26
Author(s):  
T. Nirmala ◽  
B. S. Shakuntala
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Care Plans ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Abstract Title: Effect of Concept Mapping in Development of Critical thinking (CT) Skills among B. Sc Nursing Students Objectives: To evaluate the effectiveness of concept mapping as a teaching strategy to develop critical thinking skills. Materials and Methods: Pretest, post test control group design was used. The IV year B.Sc nursing students were included as experimental group (n=40) and control group (n=44). The experimental group was given a training to prepare nursing care plans using concept mapping. The training programme was for 12 weeks where the participants were given case study scenarios every week to prepare nursing care plans using concept map. The experimental group and control group were again assessed for the critical thinking skills. The concept maps were evaluated using scoring criteria. Results: In the post test, there was a significant difference in the critical thinking scores of both the groups at 0.05 level. (t=2.16). A significant improvement was identified between the pretest and post test critical thinking scores of experiment group at 0.05 level (t=2.0). Comparison of concept mapping scores of the experimental group in the pretest and post test showed a highly significant difference at 0.041 level. Conclusion: The study was able to show a significant improvement in the critical thinking skills of nursing students. However, the critical thinking scores were poor due to the high standard of the assessment tool. It is needed to develop critical thinking skill assessment tool which will suit the nursing community and further research is required to promote concept mapping as a teaching and learning strategy.

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