scholarly journals The Relationship between Critical Thinking with Emotional Intelligence and Creativity among Elementary School Principals in Bojnord City, Iran

2015 ◽  
Vol 9 (6) ◽  
pp. 33-40 ◽  
Author(s):  
Hamid Saremi ◽  
Sosan Bahdori
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
Critical Thinking ◽  
Elementary School Principals ◽  
Deductive Reasoning ◽  
School Principals ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Relationship

This study aimed at investigating the relationship between critical thinking with emotional intelligence and creativity among elementary school principals in Bojnord. The research method was descriptive. Simple random sampling method was used and the sample included 47 public elementary school principals in Bojnoord. Critical thinking skills were measured in five subgroups by California Critical Thinking Skills Test (CCTST), emotional intelligence was measured by Shering's emotional intelligence questionnaire and creativity was measured by using Rand Sip creativity questionnaire. Data was analyzed by SPSS software and descriptive statistics, Pearson correlation and t-test. The results indicated that there is a positive significant correlation between critical thinking and emotional intelligence among principals (r=385%, p=0.008%) suggesting that by increasing every dimensions of evaluation, inference, inductive reasoning and deductive reasoning, emotional intelligence increases too. It was also found that among five subscales of critical thinking, only analysis didn't have a significant correlation with emotional intelligence. The findings also indicated that there was a significant positive correlation between critical thinking and creativity among principals (p=%47, r=%294) suggesting that by increasing every dimensions of analysis, evaluation, inference, inductive reasoning and deductive reasoning, creativity increases too.

scholarly journals Critical Thinking Skills in Elementary School Curricula in some Arab Countries—A Comparative Analysis

2019 ◽  
Vol 12 (4) ◽  
pp. 217 ◽  
Author(s):  
Raja Omar Bahatheg
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Inductive Reasoning ◽  
Arabic Language ◽  
Thinking Skills ◽  
Arab Countries ◽  
Critical Thinking Skills ◽  
Science Textbooks ◽  
School Subjects

This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN SCRAMBLE BERBASIS KONTEKSTUAL TERHADAP KEMAMPUAN BERPIKIR KRITIS IPS SISWA KELAS III SD NEGERI KEBONDALEM 01 BATANG

2017 ◽  
Vol 1 (3) ◽  
pp. 192
Author(s):  
Umul Farida ◽  
Ferina Agustini ◽  
Husni Wakhyudin
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Social Science ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Third Grade ◽  
Mastery Criteria ◽  
The Relationship ◽  
Better Than

The low level of of third grade learning results on Subjects of social science is encouraging in this research ?. The goal in this research is to know the effectiveness of contextual-based scramble learning model in improving the critical thinking skills of third grade Social Science of Kebondalem 01 Batang Elementary School. This type of research is quantitative. The research method used is one group pretest-posttest design. After the treatment obtained an average grade of 79,833, while for ttest with dk = 23 and α = 5% obtained tcount = 10,866 and ttable = 1,714. Because tcount > ttable so Ho rejected Ha accepted. The critical thinking skills of third grade social science reaches the minimum mastery criteria that is 65. In comparative test  the critical thinking skills of Social Science obtained tcount = 13,273 with ttabel = 1,680, so critical thinking skills of Social Sciences after using contextual-based scramble learning model better than before using contextual-based scramble learning model. Based on the calculation of double correlation of the relationship between creative character and cooperation to the critical thinking skills of Social Science of 0,2733. On the significant test of double correlation coefficient with Fcount = 8,469 this price is consulted with Ftabel = 3.47 with α = 5% dk numerator = 2 and dk denominator = 21. From the above calculation turns Fcount > Ftabel then there is a correlation between creative character and cooperation to the critical thinking. It can be concluded “that the contextual-based contextual scramble model effectively improves the critical thinking skills of third-grade Social Science of Kebondalem Elementary School 01 Batang”.

scholarly journals Developing Critical Thinking with Debate: Evidence from Iranian Male and Female Students

2016 ◽  
Vol 36 (1) ◽  
pp. 64 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Sara Haghighi
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Deductive Reasoning ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Male And Female ◽  
Five Dimensions ◽  
Significant Difference ◽  
The Difference

The purpose of this study was to investigate the difference between the performance of Iranian male and female EFL learners on the five dimensions of the California Critical Thinking Skills Test.88 learners, out of 120, who were selected through convenience sampling method, participated in this study. The researcher used a quantitative research method with one-group pretest posttest design. This group received some treatment in the form of “the Meeting-House Debate” strategy. Data analysis was done using descriptive and inferential statistics. Result showed that there was no significant difference in the performance of males and females on the sub-scales measured; i.e. evaluation, analysis, inference, deductive reasoning, and inductive reasoning. It was concluded that gender did not have a significant effect on the students’ critical thinking skills.

scholarly journals Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study

2021 ◽  
Vol 18 ◽  
pp. 14
Author(s):  
Akbar Soltani ◽  
Mahboobeh Khabaz Mafinejad ◽  
Maryam Tajik ◽  
Hamideh Moosapour ◽  
Taha Bayat ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Deductive Reasoning ◽  
Medical Curriculum ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

Purpose: Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.Methods: A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.Results: Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).Conclusion: The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

scholarly journals Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

2018 ◽  
Vol 11 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Siti Zubaidah ◽  
◽  
Aloysius Duran Corebima ◽  
Susriyati Mahanal ◽  
Mistianah Mistianah ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Relationship ◽  
Reading Interest
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