Relationships among Critical Thinking Skills, Academic Achievement, and Misconceptions about Psychology

1992 ◽  
Vol 71 (2) ◽  
pp. 635-639 ◽  
Author(s):  
Lynn E. McCutcheon ◽  
Esther Hanson ◽  
Jennifer M. Apperson ◽  
Vincent Wynn
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Stepwise Multiple Regression ◽  
Multiple Choice Test ◽  
Beginning Students ◽  
Introductory College ◽  
Common Misconceptions

Two groups of 60 students each were selected from introductory college psychology classes. One consisted of high academic achievers, the other of average achievers. They were given the McCutcheon Test of Misconceptions, a 65-item, multiple-choice test designed to measure common misconceptions about psychology. Subsequently, they were also given the Watson-Glaser Critical Thinking Appraisal. Both groups made many errors on the McCutcheon test, but high academic achievers made significantly fewer errors on both the McCutcheon test and the Watson-Glaser than average achievers. A stepwise multiple regression consisting of Watson-Glaser subscales 1 (the ability to draw valid inferences) and 4 (ability to weigh and interpret evidence) and GPA successfully predicted McCutcheon test scores ( R = .43). This suggests that even beginning students with high grades and good critical thinking skills are likely to harbor many misconceptions about psychology.

scholarly journals Four-Tier Multiple Choice Test Characterized by Local Wisdom Values for Analyzing Critical Thinking Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Zuafatun Ni'mah ◽  
Qisthi Fariyani ◽  
Agus Sudarmanto
Keyword(s):  
Critical Thinking ◽  
Confidence Level ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Instrument ◽  
Category Type

<p>This study aims to develop a four-tier multiple choice test instrument characterized by the values of local wisdom to describe the characteristics of the instrument, determine the validity and reliability of the instrument, determine the characteristics of items, and analyze the critical thinking skills of class X students on Momentum and Impulse material. This research is Research and Development (R&amp;D) and uses the Borg and Gall development model. The research methods used included interviews, tests, questionnaires, and documentation. The four levels of the four-tier multiple choice test instrument consist of: multiple choice questions, answer confidence level, reason choice, and reason confidence level. Validity testing by the three validators obtained the result that the instrument developed was valid. Reliability testing shows that the developed question instrument is reliable with the acquisition of a value of 0.946. The test questions consist of 14 questions in the medium category and 7 questions in the difficult category. The difference in power index is 0.22 to 0.53 which consists of 11 good enough questions, 6 good questions, and 4 very good questions. Overall results of critical thinking skills of students 11.93% in the very critical category, 5.93% in the critical category, 12.2% in the less critical category type 1A (LC1A), 10.87% in the less critical category type 1B ( LC1B), 8.56% in the less critical category type 2A (LC2A), 9% in the less critical category type 2B (LC2B), and 41.36% in the non-critical category.</p>

scholarly journals Pengaruh Model Pembelajaran Probing Promting Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar Biologi Siswa Kelas XI Mas Cipta

2021 ◽  
Vol 9 (3) ◽  
pp. 242-250
Author(s):  
Nurliana Nurliana ◽  
◽  
Indayana Febriani Tanjung ◽  
Khairuddin khairuddin
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Quasi Experimental ◽  
Biology Learning

This study aims to determine the effect of the probing learning model on critical thinking skills and biology learning outcomes for class XI students. This type of research is quasi-experimental research. The sample of this research is class XI IPA 2 opens 30 people as experimental class and XI IPA 3 opens 30 people as control class. The instrument used to collect data is a multiple-choice test consisting of 20 critical thinking skills questions and 20 learning outcomes test questions. Data analysis in this study was a paired simple t test with the help of the SPSS 20.00 program. The results of the analysis of critical thinking skills obtained tcount = 24,418 and ttable = 2,045, which means Ho is rejected, Ha is accepted. This shows that there is an effect of the probing learning model on the critical thinking skills of class XI MAS Cipta Simpang Dolok T.P 2019/2020 students. Meanwhile, from the results of the analysis of the results obtained tcount = 22,381 and ttable = 2.405, which means that Ho is rejected, Ha is accepted. This shows that there is an effect of the probing prompting learning model on the learning outcomes of class XI Mas Cipta.

Development of reasoned multiple choice tests to measure students critical thinking skills in rain theme science subjects

2019 ◽  
Author(s):  
Ema Sukaesih
Keyword(s):  
Critical Thinking ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Ability Test ◽  
Multiple Choice Tests ◽  
Test Instrument

The purpose of this study was to produce a reasoned multiple choice test instrument that was used to measure students critical thinking skills. This research is a development research by adapting the 4-D model according to Thiagarajan which consists of the define, design, develop, and disseminate stages which aim to produce the product. The product developed in this study is a critical thinking ability test instrument on rain theme science subjects. Based on the results of the study, obtained a reasonable, valid and reliable reasoned multiple choice test instrument used to measure students critical thinking skills. The products produced from this study are form of reasoned multiple choice questions accompanied by answer keys and scoring guidelines.

Prediction of Performance in an Academic Course by Scores on Measures of Learning Style and Critical Thinking

1997 ◽  
Vol 81 (2) ◽  
pp. 595-602 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
Dean W. Ginther ◽  
G. Wendell Bryant
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Test Scores ◽  
Function Analysis ◽  
Thinking Skills ◽  
Learning Processes ◽  
Critical Thinking Skills ◽  
Deep Processing ◽  
Psychology Courses ◽  
Undergraduate Psychology

Three scores were used to predict how 38 students who received A grades and 25 students who received C grades in introductory psychology courses differed in learning style and critical thinking skills. The subjects were 63 students enrolled in undergraduate psychology classes with one instructor. Students were given course outlines, test schedules, and scores on their tests and reports and computed their own course standing throughout the semester. At the beginning of the semester, students responded to the Inventory of Learning Processes and Watson-Glaser Critical Thinking Appraisal. Ten scores on the two inventories were analyzed by discriminant function analysis which showed that the combination of the three test scores: Deep Processing and Methodical Study (from the Inventory of Learning Processes) and the Total Critical Thinking (from the Watson-Glaser Critical Thinking Appraisal) correctly classified 84.2% of the students with A grades and 68.0% of the students with C grades.

scholarly journals THE EFFECTIVENESS OF WORKSHEET-ASSISTED PROBING PROMPTING LEARNING MODEL ON STUDENTS’ CRITICAL THINKING SKILLS IN THE SUBJECT OF REACTION RATE AT MAS ULUMUDDIN LHOKSEUMAWE

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Pocut Intan ◽  
Riska Imanda ◽  
Sirry Alvina
Keyword(s):  
Critical Thinking ◽  
Reaction Rate ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Control Group ◽  
Group Research ◽  
Quasi Experimental ◽  
The Subject

This study aimed to determine the differences in critical thinking skills (CTS) between classes using the worksheet-assisted probing prompting learning model and those using only probing prompting learning model for the subject of reaction rate at MAS Ulumuddin Lhokseumawe. The research method was quasi-experimental with the Nonequivalent Control Group research design. The sample used were two classes with 30 students in each. The data was collected by using multiple choice test questions. The results showed that there were differences in the critical thinking skills of students who were taught using the worksheet-assisted probing prompting learning model and students who were taught with only probing prompting learning model. Since there was a significant value of 0.000 0.05, then the Ha was accepted while the H0 was rejected. It can be concluded that there is a significant effect of the probing prompting learning model assisted with students’ worksheet on the critical thinking skills of students at MAS Ulumuddin Lhokseumawe.

scholarly journals Exploring the Relationship between Critical Thinking Skills and Academic Achievement

sjesr ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 236-242
Author(s):  
Uzma Shahzadi ◽  
Nimmi ◽  
Dr. Itbar Khan
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Intermediate Level ◽  
Choice Test ◽  
Continuous Assessment ◽  
Intermediate Students ◽  
Multistage Sampling

The present study investigated the correlation of critical thinking skills (CTS) and academic achievement of intermediate students in the province of Punjab, Pakistan. The study was quantitative. The population of the study comprised all the students enrolled for intermediate in the province of the Punjab. Multistage sampling technique was used to select a sample size of 300. CTS test scores were obtained from a self-developed multiple-choice test having dimensions of analysis, evaluation, and logic.  Scores of the academic achievement was obtained from the selected sample. It was found that the majority of students at intermediate level performed low on analysis, evaluation, and logic dimensions of the critical-thinking skills. The study also revealed that there was a significant positive relationship between CTS and academic achievement of  students at the intermediate level. The study recommends introducing teacher guides for teaching CTS at the intermediate level. The study also recommends introduction of continuous assessment procedures for the development of the CTS in students at the intermediate level.

scholarly journals Improving Critical Thinking Skills of Vocational School Students Using Problem-Based Learning

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Aulia Prima Kharismaputra ◽  
Sigit Santoso ◽  
Tri Murwaningsih
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Quasi Experimental ◽  
Academic Year

This study aims to determine the differences in critical thinking skills between students who learn using the problem based learning model and STAD model. This research is a quantitative study with a quasi-experimental method. The population of this study is the X grade students of SMK Negeri 3 Surakarta in the academic year 2017/2018. Samples were obtained by using cluster random sampling technique consisting of two classes namely X PM 1 class as the experimental class with problem-based learning and X PM 3 class as the control class with STAD learning. The technique of collecting data uses a multiple choice test to determine students' critical thinking skills. Data Analysis is using MANOVA. The results of the study indicate that there is a significant influence between the learning model on critical thinking skills. The application of the problem-based learning model proved to be more able to improve students' critical thinking skills compared to the STAD learning model.

Psychometric Analysis of the Minnesota Test of Critical Thinking

2004 ◽  
Vol 95 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Laird R. O. Edman ◽  
Jennifer Robey ◽  
William M. Bart ◽  
Jenzi Silverman
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Latent Trait ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Psychometric Analysis ◽  
Postsecondary Students ◽  
The Past ◽  
Adult Participants ◽  
Critical Thinking Instruction

With the increase over the past two decades in interest in critical thinking instruction, reliable and valid means for measuring critical thinking are necessary. The Minnesota Test of Critical Thinking was developed to measure critical thinking as defined by the American Philosophical Association in 1990. The present purpose was to explore the structure and reliability of the intervention and its instantiation of the critical thinking framework. Analyses of responses from 151 adult participants gave estimates of reliability varying from .29 to .78. A factor analysis of the test scores supported critical thinking conceptualized as a single, latent trait. With further refinement, the invention should become a valuable measure of general critical thinking skills of upper-division secondary and postsecondary students.

scholarly journals Peningkatan berpikir kritis dan prestasi belajar melalui metode inquiry pada siswa kelas IV SD

2017 ◽  
Vol 5 (1) ◽  
pp. 68
Author(s):  
Lastriningsih Lastriningsih
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Rating Scale ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Integrative Learning ◽  
Learning Achievement ◽  
Fourth Grade Students ◽  
Inquiry Method

Penelitian ini bertujuan meningkatkan kemampuan berpikir kritis dan prestasi belajar pada ranah pengetahuan, sikap, dan keterampilan melalui metode inquiry pada pembelajaran tematik integratif siswa kelas IV SD Kasongan Bantul. Penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari dua pertemuan. Subjek penelitian adalah siswa kelas IV SD Kasongan Bantul sebanyak 20 siswa. Teknik pengumpulan data yang digunakan adalah tes, dan observasi. Instrumen yang digunakan adalah soal tes uraian, pilihan ganda, dan rating scale. Hasil penelitian menunjukkan bahwa penerapan metode inquiry pada pembelajaran tematik integratif dapat meningkatkan kemampuan berpikir kritis dan prestasi belajar dalam ranah pengetahuan, sikap, dan keterampilan.Kata kunci: berpikir kritis, prestasi belajar, metode inquiry. Improving critical thinking and learning achievementthrough inquiry method on grade IV elementary schoolAbstract This study aims to improve the ability of critical thinking and learning achievement in terms of knowledge, attitudes, and skills through inquiry method on integrated thematic learning of the fourth grade students of Elementary School Kasongan Bantul. This research was classroom action research (CAR) which was implemented in three cycles. Each cycle consisted of two meetings. The subjects were 20 grade IV students of Elementary School Kasongan Bantul. Data collection techniques used were tests, and observations. The instruments used were an essay test, multiple choice test, and rating scale. The results show that the application of the inquiry method on thematic integrative learning can improve critical thinking skills and learning achievement in terms of knowledge, attitudes, and skills.Keywords: critical thinking, learning achievement, inquiry method.

scholarly journals PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MELALUI PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN EDMODO

2020 ◽  
Vol 5 (1) ◽  
pp. 61-70
Author(s):  
Nova Cola ◽  
Murbangun Nuswowati
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Choice Test ◽  
Control Group ◽  
Control Group Design ◽  
Post Test

This study aimed to determine the improvement of students' critical thinking abilities through the application of edmodo's assisted discovery learning model. The study was conducted on students of class XI MIPA 2 high school 2018/2019. This study used a true experimental design in the form of a pre-test and post-test control group design. Sampling was done by a cluster random sampling technique. Data collection used reasoned multiple choice test instruments and questionnaires. The result of test analysis of students' critical thinking skills showed that the average post-test value of the experimental class was lower than the control class. The N-gain test result showed that the magnitude of the increasing of the experimental class was 0.43 lower than the control class which is equal to 0.57. The application of edmodo assisted discovery learning model had a positive effect on students' critical thinking abilities with a low category as indicated by the correlation coefficient of 0.37 and the magnitude of the influence given is 14.08%. The conclusion of this study is the application of edmodo assisted discovery learning model can improve students' critical thinking skills. Furthermore, students agree to use edmodo's assisted discovery learning model for acid base learning.

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