scholarly journals Students’ critical thinking skills and academic achievements in basic biology course: correlation-based analysis

2021 ◽  
Vol 6 (2) ◽  
pp. 231-243
Author(s):  
Nur Hayati ◽  
Nur Kuswanti
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Regression Line ◽  
Correlation Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Education Department ◽  
Basic Biology ◽  
Natural Science Education

Critical thinking has become an important discussion over the last few decades and it is required skills of the 21st century. Critical thinking is thought to play a role in determining student success in education related to their academic achievement. The purpose of this study is to explain the correlation between critical thinking skills and students’ academic achievement in the natural science education department, Universitas Hasyim Asy'ari Tebuireng Jombang. This research is a quantitative research with a correlation method which was conducted in the even semester of 2018/2019. The research sample taken was 57 students who had taken a Basic Biology course. The instrument used in the research is in the form of descriptive questions. Data were analyzed descriptively quantitative with correlation product moment analysis and continued with the ANOVA test. The research results show that there is a correlation between critical thinking skills and students’ academic achievement. The contribution of critical thinking to academic achievement is 66.8% with the regression line equation Y= -37,652 + 30,177 X.

scholarly journals The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

2021 ◽  
Vol 12 (1) ◽  
pp. 219-228
Author(s):  
Vera Rosalina Bulu ◽  
Femberianus Tanggur
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Test Results ◽  
Stem Learning ◽  
Learning Models ◽  
Normality Test ◽  
Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

scholarly journals Rural Student Analysis : Correlation Science Process Skills and Critical Thinking at a State Senior High School in Jambi Province

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 47
Author(s):  
Darmaji Darmaji ◽  
Astalini Astalini ◽  
Dwi Agus Kurniawan ◽  
Wita Ardina Putri
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Sample Selection ◽  
Sampling Technique ◽  
Female Gender ◽  
Total Sample ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills

Science process skills and critical thinking skills are skills and abilities that must be possessed by students. So the purpose of this study is to determine the science process skills and students' critical thinking skills in the physics learning process in terms of female gender and male gender. In addition, the purpose of this study is to see how the differences and the relationship between science process skills and students' critical thinking skills are. This type of research is quantitative research with an experimental research design. The population of this study itself is the students of SMAN 6 Batanghari with a total sample of 101 people from class XII IPA1, XII IPA 2 and XII IPA 3. The sample selection technique used is total sampling technique. The instruments used in this study were observation sheets and critical thinking test instruments and interest questionnaire. The data analysis technique used is descriptive statistics and inferential statistics, Correlation hypothesis testing. The results of this study are both science process skills and students' critical thinking skills are in the good category. However, the dominant gender is women who are in the good category with a percentage of 57.6% and men in the good category with a percentage of 51.9%. Meanwhile, for students' critical thinking skills, women were in a good category with a percentage of 59.8 and men in a good category with a percentage of 47.3. There are differences in science process skills and critical thinking skills between men and women. And there is a relationship of 0.357 between science process skills and students' critical thinking skills.

scholarly journals Penerapan Permainan What’s In Here Berbasis Model TGT untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 125
Author(s):  
Novika Hapsari Susilo ◽  
Arfilia Wijayanti ◽  
Filia Prima Artharina
Keyword(s):  
Critical Thinking ◽  
Hypothesis Testing ◽  
Quantitative Research ◽  
Fourth Grade ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Team Games ◽  
Normality Test ◽  
Fourth Grade Students

This study aims to determine the application of What 's In Here game based on the Team Games Tournament (TGT) model to foster critical thinking skills of fourth grade students at Gabus 04 SDN Pati. This research is quantitative research. This study uses One Group Pretest-Posttest Design. The population in this study were all fourth grade students at Gabus 04 Pati SDN totaling 31 students in the 2018/2019 school year. The instruments used are (1) Test. (2) Questionnaire, (3) Observation, and (3) Documentation. Data analysis using technical analysis of normality test data, hypothesis testing (t-test), and N-Gain Test. The normality test is used to find out whether the class is normally distributed or not. Hypothesis testing uses the t-test. The N- Gain test is used to calculate students' critical thinking abilities. The results of the research conducted can be concluded that the game What 's In Here can be applied to foster critical thinking skills of fourth grade students at Gabus SDN 04 Pati. This can be seen from the improvement of students' critical thinking skills. Besides that it is reinforced by the results of t-test calculations obtained by tcount for critical thinking skills of 7.232 and ttable of 1.694 because of tcount (7.232)> ttable (1.694), so this shows that the t test of critical thinking skills is significant. While the results of the observations carried out the highest aspects, namely the synthesizing skills of 78.2%.

scholarly journals Critical thinking and academic succes of english language students

2018 ◽  
Vol 64 (2) ◽  
pp. 141-155
Author(s):  
Amir Pušina ◽  
Amina Osmanović
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Environmental Factors ◽  
Effect Size ◽  
English Language ◽  
Demographic Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Medium Effect ◽  
Small Effect Size

The goal of this study is to examine the relationship between critical thinking skills and academic achievement of English language learners in relation to different personal and environmental factors. In total, 117 female and 54 male (N=171) English language and literature students (age of M=20.99, SD=2.43) from four different universities in Bosnia and Herzegovina participated. Critical thinking skills and socio-demographic characteristics were examined by Ennis-Weir Critical Thinking Essay Test (EWCT) and Demographic Data Questionnaire. Nonparametric statistical procedures were used to test relations of critical thinking skills and academic achievement (GPA) clustering for gender, age, family education level, university affiliation and year of study. Analysis indicated only one significant relation between the socio-demographic variables, EWCT and GPA scores: very weak negative correlation between age and GPA (rs=-.160, p˂.05), with a small effect size, accounting for 2.56% common variance. A statistically significant positive moderate correlation (rs=.41, p<.001) with medium effect size (16.81% variance) between EWCT and GPA was found. Furthermore, difference between EWCT mean rank scores by GPA grade levels was a statistically significant: χ2(4)=35.751, p<.001. According to these results, critical thinking skills are important for students’ academic achievement. Forthcoming research needs more clarification of socio-demographic, environmental factors and critical thinking skills relationship

scholarly journals The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models

2020 ◽  
Vol 17 (1) ◽  
pp. 80-91
Author(s):  
Neni Hasnunidah ◽  
◽  
Herawati Susilo ◽  
Mimien Irawati ◽  
Hadi Suwono ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Training And Education ◽  
Concept Understanding ◽  
Skill Test ◽  
Basic Biology ◽  
Support Students

We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.

scholarly journals PENGGUNAAN METODE ESTAFET LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH METODE NUMERIK

2020 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Heri Herwanto
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Study Program ◽  
The Relationship

The purpose of this study was to determine the effect of the application of estafet learning method to improve students' critical thinking skills, increase student learning outcomes, to determine the relationship of critical thinking to student learning outcomes and to determine the responses of students about the application of estafet learning method. This research is a quantitative research. The research instruments included test questions, observation sheets, and questionnaire sheets. The subjects in this study were students of the computer faculty of the fourth semester informatics engineering study program. Data analysis techniques used the gain test, correlation test and Likert scale analysis. The results showed an increase in critical thinking skills and learning outcomes in the medium category. The relationship between critical thinking skills and learning outcomes has a strong enough relationship in the very significant category. Student responses to the application of estafet learning method showed a positive response.

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 Pengembangan Perangkat Pembelajaran Problem Based Learning dengan Pendekatan Saintifik untuk Melatihkan Keterampilan Berpikir Kritis Mahasiswa

2019 ◽  
Vol 4 (2) ◽  
pp. 102-114
Author(s):  
Adi Candra Kusuma ◽  
Dwi Setia Mujiono
Keyword(s):  
Critical Thinking ◽  
Quantitative Data ◽  
Quantitative Research ◽  
Lesson Plan ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis Techniques ◽  
Scientific Approach ◽  
Scale Range

The research aims to obtain the validity of Problem Based Learning teaching instruments (including lesson plan, textbooks, student worksheets and test for critical thinking skills) through a scientific approach. This type of quantitative research, Quantitative data obtained from the average results of the recapitulation of the validation of experts and colleagues then as an evaluation given through descriptive advice, with the method of collecting observational data, questionnaires and interviews. Data analysis techniques use content and construct validity specified by several experts in the appropriate fields. Construct validation by 2 expert validators and 3 peer validators. The results of the average validation of the learning device recapitulation were obtained RPS (4.00), RPP (4.10), textbooks (4.03), Student Worksheets (4.01) and Tests for students' critical thinking skills (4.00) in the scale range 5 with the title of good to be used as a research instrument. Each of the results of the validation construct of the learning device is given suggestions to be improved before it is used in learning.

scholarly journals The Effectiveness of a Self-Questioning Strategy at Developing Academic Achievement and Critical-Thinking Skills among Secondary-School Students in Saudi Arabia

2021 ◽  
Vol 20 (8) ◽  
pp. 278-299
Author(s):  
Ali Tared Aldossari ◽  
Mohammed Msnhat Aldajani
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
School Students ◽  
Kingdom Of Saudi Arabia

This study aims to examine how effective a self-questioning strategy is at developing academic achievement and critical-thinking skills in the jurisprudence curriculum (Fiqh), followed by secondary-school students. The research sample is taken from secondary-school students in Dammam, the Kingdom of Saudi Arabia (KSA); 64 students from two different schools were selected: 32 as a control and 32 as an experimental group. The research instruments consist of an achievement test, a test to see how critical-thinking skills are applied to the Fiqh curriculum, and a teachers’ guide to teaching the Fiqh curriculum, using the self-questioning strategy. The study recommends the use of the self-questioning strategy when teaching the Fiqh curriculum to secondary-school students. It also highlights the need to raise teachers’ awareness of the importance of teaching critical-thinking skills. Considering the research results and recommendations, the researchers recommend several further avenues of research related to the current research variables.

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