scholarly journals The use of controversial public issues with video and macromedia flash player media in civic education learning

2018 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Hendra Hermawan ◽  
Samsuri Samsuri ◽  
Diah Putri Kurniawati ◽  
Vinni Sofyaningsih ◽  
Danang Prasetyo
Keyword(s):  
Critical Thinking ◽  
Civic Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
P Value ◽  
Gain Score ◽  
Anova Test ◽  
Public Issues ◽  
One Way Anova

The study aimed to find out the effect of controversial public issue learning models with video and Macromedia flash player media on students’ critical thinking skills in Civic Education subjects at SMA Negeri 1 Rancah. The particular research was a quasi-experimental research using pretest, posttest control group design. Data analysis techniques used independent t-test and one-way ANOVA test. The results showed that critical thinking skills on students taught using Controversial Public Issues model with video media had a significant effect on the critical thinking ability. This finding might be seen from the one-way ANOVA test results that the Fcount> Ftable (61.146> 3.13) or the p-value is lower than 0.05 (p = 0.000 <0.05) and the gain score. The experimental class 1 obtained a gain score of 0.49 in the category of "medium" effectiveness. The experimental class 2 obtained a gain score of 0.34 in the category of "medium" effectiveness. The control class obtained a gain score of 0.00 in the category of “low".

scholarly journals Implementation of Oriented Literated Science E-Module to Improve Critical Skills Thinking About in Hydrocarbon Material

2020 ◽  
Vol 4 (2) ◽  
pp. 347
Author(s):  
Bella Oktari ◽  
Susilawati Susilawati ◽  
Jimmi Copriady
Keyword(s):  
Critical Thinking ◽  
Scientific Literacy ◽  
Score Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Gain Score ◽  
A Value ◽  
Critical Skills ◽  
Quasi Experimental

The purpose of this study is to determine the increase in students critical thinking skills after using e-modules oriented towards scientific literacy. This research is a quasi-experimental study using the Design Randomized Control Group Pretest-Posttest. The research sample consisted of 2 classes, namely class XI MIA 8 and XI MIA 10. The analysis results using the independent sample t-test obtained that a significance value of 0.026 <0.05. The results of the analysis of critical thinking skills test data using the N-gain score test for the experimental class obtained a value of 77.2% including the very high category. While the average N-gain score for the control class obtained a value of 55.2% included in the medium category. It can be concluded that there are significant differences in students critical thinking skills in the experimental class with the control class.

scholarly journals Keefektivan pendekatan contextual teaching and learning (CTL) untuk meningkatkan kemampuan berpikir kritis dan rasa ingin tahu mahasiswa pada mata kuliah pendidikan Pancasila

HUMANIKA ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 70-81
Author(s):  
Triyani Triyani
Keyword(s):  
Critical Thinking ◽  
Civic Education ◽  
Teaching And Learning ◽  
Research Output ◽  
Mastery Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Gain Score ◽  
Contextual Teaching ◽  
Very High

This study aims to develop and apply the Contextual Teaching and Learning (CTL) approach to the Pancasila (civic) education course with the aim of strengthening the attitudes, knowledge, and skills of students regarding Pancasila education. The research output produced is the publication of research results in scientific journals. The research instruments used in this study were a curiosity questionnaire and a description of the questions to test the students’ critical thinking skills. The subjects of the trial in this study were 55 sophomore students in the third semester. The effectiveness of the data analysis based on the results of the test was done by determining the percentage of students’ mastery learning and determining the gain score g in the class used as the research subject. Based on the achievement of mastery learning, classical learning reached 83.64% with the number of students 46 out of 55 students. Gain score g is 0.61 or is in the “moderate” category. Based on the results of tests of students’ critical thinking skills, the CTL approach was effective to improve students’ critical thinking skills. The achievement of students’ curiosity based on the results of the questionnaire is in the “very high” category, by the percentage reaching 72.73% or as many as 40 students from 55 students. In addition, the gain score g is 0.61 or is in the “moderate” category. Based on the curiosity questionnaire, it showed that the CTL approach is effective for developing a student’s curiosity. Penelitian ini bertujuan untuk mengembangkan dan menerapkan pendekatan Contextual Teaching and Learning (CTL) pada mata kuliah pendidikan Pancasila dengan tujuan untuk memperkokoh sikap, pengetahuan, dan keterampilan mahasiswa mengenai pendidikan Pancasila. Luaran penelitian yang dihasilkan adalah publikasi hasil penelitian pada jurnal ilmiah. Instrumen penelitian yang digunakan dalam penelitian ini adalah angket rasa ingin tahu dan soal uraian untuk uji kemampuan berpikir kritis mahasiswa. Subjek uji coba dalam penelitian ini adalah mahasiswa semester tiga (3) yang berjumlah 55 mahasiswa. Analisis data keefektivan berdasarkan hasil tes dilakukan dengan cara menentukan persentase ketuntasan belajar peserta didik dan menentukan gain score g pada kelas yang dijadikan subjek penelitian. Berdasarkan pencapaian ketuntasan pembelajaran secara klasikal mencapai 83.64% dengan jumlah mahasiswa 46 dari 55 mahasiswa. Gain score g sebesar 0.61 atau berada pada kategori “sedang”. Berdasarkan hasil tes kemampuan berpikir kritis mahasiswa menunjukkan bahwa pendekatan CTL efektiv untuk meningkatkan kemampuan berpikir kritis mahasiswa. Ketercapaian rasa ingin tahu mahasiswa berdasarkan hasil angket pada kategori “sangat tinggi” yakni dengan persentase mencapai 72.73% atau sebanyak 40 mahasiswa dari 55 mahasiswa. Selain itu gain score g sebesar 0.61 atau berada pada kategori “sedang”. Berdasarkan angket rasa ingin tahu menunjukkan bahwa pendekatan CTL efektif untuk mengembangkan rasa ingin tahu mahasiswa. 

scholarly journals THE EFFECT OF INQUIRY BASED LEARNING WITH SOCIOSCIENTIFIC ISSUES CONTEXT ON CRITICAL THINKING SKILLS AND SCIENTIFIC EXPLANATION

2020 ◽  
Vol 3 (1) ◽  
pp. 53-68
Author(s):  
Intan Mahanani ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh
Keyword(s):  
Critical Thinking ◽  
Scientific Explanation ◽  
Socioscientific Issues ◽  
Reaction Rates ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
One Way Anova

This study was aimed at investigating the application of inquiry learning in the context of socioscientific issues (SSI) influences students' skills in critical thinking and scientific explanation on the topic of reaction rates. This study was quantitative research used post test only control group design. A total of 90 students who were enrolled in the 3 classes from one public senior high school in Malang regency were selected as the research sample by convenience. The data of critical thinking ability were collected through critical thinking test. The data of scientific explanation were collected through scientific explanation test. The results of critical thinking test were categorized by Ennis’s critical thinking, while the results of scientific explanation test were categorized by SOLO taxonomy. The data were analysed quantitatively by statistical parametric. The result of One-Way ANOVA showed that there were significant differences in students' critical thinking skills and scientific explanation ability who were taught by inquiry with SSI learning, inquiry, and verification model. Students who were taught by inquiry with SSI learning had a higher average of critical thinking and scientific explanation skills than the students who were taught by inquiry and verification learning. PENGARUH PEMBELAJARAN INKUIRI BERKONTEKS SOCIOSCIENTIFIC-ISSUES TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN SCIENTIFIC EXPLANATIONPenelitian ini bertujuan untuk menginvestigasi pengaruh penerapan pembelajaran inkuiri berkonteks socioscientific issues (SSI) terhadap keterampilan siswa dalam berpikir kritis dan scientific explanation pada topik laju reaksi. Penelitian kuantitatif dilakukan dengan posttest only control group design. Sampel penelitian berjumlah 90 siswa yang terbagi ke dalam 3 kelas dari satu SMA Negeri di Kota Malang yang dipilih menggunakan teknik convenience sampling. Data keterampilan berpikir kritis diperoleh dari tes keterampilan berpikir kritis. Data penjelasan ilmiah dikumpulkan dengan tes scientific explanation. Data kemampuan berpikir kritis dikategorikan menurut kategori berpikir kritis Ennis. Adapun data kemampuan scientific explanation siswa dikategorikan menurut taksonomi SOLO. One-Way ANOVA digunakan untuk menganalisis pengaruh perlakuan Hasil penelitian menunjukkan adanya perbedaan yang signifikan keterampilan berpikir kritis dan scientific explanation pada siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI, inkuiri, dan verifikasi. Siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI memiliki nilai rata-rata keterampilan berpikir kritis lebih tinggi dan lebih mampu membangun explanation hingga level tertinggi yaitu level extended abstract, dibandingkan dengan siswa yang dibelajarkan menggunakan pembelajaran inkuiri dan verifikasi.

scholarly journals Implementation of Phenomenon-based Learning E-Module to Improve Critical Thinking Skills in Thermochemistry Material

2021 ◽  
Vol 9 (4) ◽  
pp. 579-589
Author(s):  
Bella Pratiwi* ◽  
Jimmi Copriady ◽  
Lenny Anwar
Keyword(s):  
Critical Thinking ◽  
Score Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Gain Score ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Quantitative Descriptive

The covid-19 pandemic in Indonesia has affected various sectors, one of them is in the education sector. Thus, it interferes with the learning processes conventionally. A solution is needed to respond to the problem in the 21st century. Online learning is one of the alternative ways in utilizing the use of IT-based teaching materials. This study aims to improve the students’ critical thinking skills by using an e-module. The research was the quantitative descriptive method. This study was a quasi-experimental by using a nonequivalent control group design. The samples of the study consisted of 2 classes, namely XI MIPA 1 and XI MIPA 2. The analysis results using independent sample t-test showed a significance value of 0,000 0,05. The data analysis results of critical thinking skills used N-gain score test; the experimental class obtained a score of 0,72, in which it belonged to the high category. Meanwhile, the average N-gain score for the control class was 0,34, in which it belonged to the medium category. It can be concluded that there is a significant difference in the students’ critical thinking skills between the experimental class and the control class. Therefore, the implementation of a phenomenon-based learning e-module can be an alternative to improve the students’ critical thinking skills.

scholarly journals Stimulasi Critical Thinking Mahasiswa Melalui Pendekatan Concept Mapping-Vignette Pada Mata Kuliah Keperawatan Anak

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Windasari Aliarosa ◽  
Mona Megasari
Keyword(s):  
Critical Thinking ◽  
Concept Mapping ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
P Value ◽  
Pediatric Nursing ◽  
Pediatric Nursing Course ◽  
Nursing Course

ABSTRAKPermasalahan dalam pendidikan keperawatan adalah dibutuhkannya pengembangan strategi pembelajaran yang secara aktual dapat membantu meningkatkan keterampilan critical thinking mahasiswa, khususnya dalam mata kuliah keperawatan anak. Salah satu pendekatan yang dapat diaplikasikan adalah concept mapping-vignette. Tujuan penelitian ini adalah untuk mengidentifikasi pengaruh pendekatan concept mapping-vignette dalam stimulasi critical thinking mahasiswa pada mata kuliah keperawatan anak. Penelitian ini menggunakan desain quasi-experiment post-test only  with control group. Pengambilan responden menggunakan purposive sampling dengan jumlah responden sebanyak 37 orang yang terbagi menjadi kelompok intervensi sebanyak 19 orang dan kontrol sebanyak 18 orang melalui pemilihan acak. Instrumen yang digunakan dalam penelitian ini adalah California Critical Thinking Skills Test (CCTST). Hasil perhitungan statistik menunjukkan bahwa nilai p-value(0.283) lebih besar dari nilai α (0.05) yang menandakan tidak ada pengaruh signifikan pendekatan concept mapping-vignette terhadap stimulasi critical thinking mahasiswa pada mata kuliah keperawatan anak, namun responden pada kelompok intervensi memiliki nilai critical thinking relatif lebih tinggi dibandingkan dengan responden pada kelompok kontrol, khususnya pada item analisis, inferensial, evaluasi, dan deduksi. Sedangkan pada item induksi, responden pada kelompok intervensi memiliki nilai critical thinking yang lebih rendah dari kelompok kontrol. Berdasarkan pada hasil yang didapatkan, pendekatan concept mapping-vignette perlu diaplikasikan sebagai strategi pembelajaran di kelas khususnya pada mata kuliah keperawatan anak dan dapat dikembangkan untuk mata kuliah keperawatan yang lainnya. Penelitian lain perlu dilakukan dengan menggunakan instrumencritical thinking yang lain, dengan jumlah responden yang lebih besar, dan menggunakan desain pretest-posttest with control group. ABSTRACTThe problem in nursing education is the need to develop learning strategies that can help improve students' critical thinking skills, especially in pediatric nursing course. One approach that can be applied is concept mapping-vignette. The purpose of this study was to identify the effect of the concept mapping-vignette approach in the stimulation of students' critical thinking in child nursing courses. This study was used a quasi-experiment design post-test only with a control group. The respondents were taken by purposive sampling as many as 37 people who are divided into two groups, 19 respondents as intervention group and 18 respondents as control group through random selection. The instrument used in this study was the California Critical Thinking Skills Test (CCTST). The results of statistical calculations showed that the p-value is greater than the α value (0.05), which indicates that there is no significant effect of the concept mapping-vignette approach to the stimulation of students' critical thinking in pediatric nursing course, but respondents in the intervention group have relatively higher critical thinking values compared to respondents in the control group, especially in the items of analysis, inference, evaluation, and deduction. Whereas in the induction item, respondents in the intervention group had lower critical thinking values than the control group. Based on the results, the concept mapping-vignette approach needs to be applied as a learning strategy in the classroom especially in pediatric nursing course and can be developed for other nursing courses. Another research needs to conducted using other critical thinking instruments, with a larger number of respondents and using a pretest-posttest with control group design.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals MODEL INKUIRI TERBIMBING MENGGUNAKAN LKS BERORIENTASI KETERAMPILAN BERPIKIR KRITIS UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI PADA MATERI EKOSISTEM

2017 ◽  
Vol 5 (1) ◽  
pp. 703
Author(s):  
M. Salahudin Al’ Ayub ◽  
Rahardjo Rahardjo ◽  
Toeti Koestiari
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Gain Score

The aimed of this research to describe the student learning outcomes and critical thinking skills through guided inquiry model using student worksheet oriented of critical thinking skills. This Research was conducted on two stages, are development of teaching materials using Dick and Carey model, and the implementation stage into the classroom using one group pretest-posttest design with subjects were 30 students on X class of SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. The parameter is feasibility of lesson plan, student activity, learning outcomes, critical thinking skills and constraints for teaching and learning activities. Data collecting were using observation method, test, and questionnaire. After the data were analiyzed with this result: The feasibility of lesson plan could be categorized as good, student activity with instrument reliability classified as good, learning outcomes test to know mastery of student learning on Ecosystems with the average score as good and gain score high gain, critical thinking test with the average score as good and gain score high gain. Based on this research, it can be concluded that guided inquiry model using student worksheet of critical thinking skills can improve student learning outcomes and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan hasil belajar siswa dan keterampilan berpikir kritis siswa melalui model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis. Penelitian ini dilaksanakan dalam dua tahap, yaitu tahap pengembangan perangkat yang menggunakan model Dick & Carey, kemudian dilanjutkan dengan tahap implememtasi model di dalam kelas menggunakan rancangan One group Pretest-Posttest Design dengan subjek penelitian 30 siswa kelas X SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. Parameter yang diukur meliputi keterlaksanaan RPP, aktivitas siswa, hasil belajar siswa, keterampilan berpikir kritis siswa, respon siswa dan hambatan selama kegiatan belajar. Pengumpulan data menggunakan metode observasi, tes, dan angket. Selanjutnya data dianalisis secara deskriptif. Hasil penelitian menunjukkan Keterlaksanaan RPP dengan kategori baik, aktivitas siswa, dengan reliabilitas instrumen berkategori baik, ketuntasan belajar siswa pada materi ekosistem dengan nilai rata-rata baik dan gain score rata-rata  gain tinggi, ketuntasan keterampilan berpikir kritis dengan rata-rata nilai baik dan gain score rata-rata gain tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis dapat meningkatkan hasil belajar dan keterampilan berpikir kritis siswa.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

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