scholarly journals How Do Critical Thinking Ability and Critical Thinking Disposition Relate to the Mental Health of University Students?

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhiyuan Liu ◽  
Shuangshuang Li ◽  
Shouwei Shang ◽  
Xuezhu Ren
Keyword(s):  
Mental Health ◽  
Critical Thinking ◽  
Individual Differences ◽  
University Students ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Thinking Disposition

Theories of psychotherapy suggest that human mental problems associate with deficiencies in critical thinking. However, it currently remains unclear whether both critical thinking skill and critical thinking disposition relate to individual differences in mental health. This study explored whether and how the critical thinking ability and critical thinking disposition of university students associate with individual differences in mental health in considering impulsivity that has been revealed to be closely related to both critical thinking and mental health. Regression and structural equation modeling analyses based on a Chinese university student sample (N = 314, 198 females, M age = 18.65) revealed that critical thinking skill and disposition explained a unique variance of mental health after controlling for impulsivity. Furthermore, the relationship between critical thinking and mental health was mediated by motor impulsivity (acting on the spur of the moment) and non-planning impulsivity (making decisions without careful forethought). These findings provide a preliminary account of how human critical thinking associate with mental health. Practically, developing mental health promotion programs for university students is suggested to pay special attention to cultivating their critical thinking dispositions and enhancing their control over impulsive behavior.

scholarly journals UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL

2020 ◽  
Vol 7 (2) ◽  
pp. 340-358
Author(s):  
Elsa Ernawati Nainggolan ◽  
Hanifah
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Self Regulation ◽  
Complex Problem ◽  
Listening Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Ability ◽  
Listening Skill ◽  
Thinking Ability

The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.

scholarly journals A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong

2007 ◽  
Vol 31 (2) ◽  
pp. 138-146 ◽  
Author(s):  
Man Sang Wong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Assessment Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Positive Tendency ◽  
Thinking Disposition

Critical thinking skill is considered to be one of the important attributes to nurture students to cope with the challenges coming from this ever-changing world. The training of critical thinking skill could be quite different from the conventional education. Thus, special arrangements should be considered in the curriculum design and effective assessment method should be employed to test the subsequent learning outcome. This study was to evaluate prospectively the development of critical thinking disposition of the student prosthetists and orthotists in Hong Kong and a validated instrument, the California Critical Thinking Disposition Inventory (CCTDI) was used. The results showed that there was significant improvement in 5 out of the 7 domains, namely Truthseeking, Open-mindedness, Systematicity, Analyticity, Critical thinking self-confidence, Inquisitiveness and Maturity of judgment in 3 years' time. Further curriculum enhancements were suggested as the sum of all the domains was just slightly above the threshold of positive tendency.

scholarly journals DEVELOPING AN ARGUMENT-BASED SCIENCE TEXTBOOK FOR JUNIOR HIGH SCHOOL STUDENTS TO IMPROVE STUDENT’S CRITICAL THINKING DISPOSITION AND CRITICAL THINKING SKILL

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
I Ketut Sudiana
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Text Book ◽  
Critical Thinking Disposition ◽  
Thinking Disposition

This study was aimed at producing an argument-based science teaching textbook for junior high school students to improve student’s critical thinking disposition and critical thinking skill. This text book was produced by following Borg and Gall’s (1983). Research and development model for three years. The first year research collected information (need analysis) used to design the draft of the product in the form of argument-based science text book for junior high school to improve student’s disposition and critical thinking skill. The product of the first year research was in the form of a draft of the argument-based science textbook. The second year research tried out the argument-based science text book for junior high school in a limited scope, conducted in three SMP’s in Bali province. This try-out used pretest-posttest one group design. The number of students involved in the second year research was 88 students. The result of the second year research showed that the argument-based science text book for junior high school could improve students’ disposition skill by 21.48% and critical thinking skill by 57.22%. The third year research tried out the argument-based science text book for junior high on a large scale in three SMP’s in Bali province. The study used the pretest--posttest one group design. The number of students involved was 194 students, the control group and experiment group had 97 students respectively.  As the comparison the text book entitled Buku Ajar IPA SMP Kurikulum 2013 was used. The data obtained from this third year research were in the form of scores for critical thinking disposition and critical thinking skill. These data were analyzed using multivariate covariance analysis at 5% level of significance. The large scale tries out in the third year was aimed at determining the effectiveness of the argument-based science teaching textbook for junior high school to improve student’s disposition and critical thinking skill. The results showed that there was a significant effect of the argument-based science teaching text book for junior high school students to improve student’s disposition and critical thinking skill on the student’s critical thinking disposition and critical thinking skill both simultaneously and partially or individually. Based on the test of means difference, the argument-based science teaching text book for junior high school students was better than Buku Ajar IPA SMP Kurikulum 2013 in improving the student’s critical thinking disposition and critical thinking skill both simultaneously and partially.

scholarly journals The Development of Physics Teaching Materials Based On Local Wisdom To Improve Students’ Critical Thinking Ability

2020 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Landiana Etni Laos ◽  
Meti Tefu
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Teaching Material ◽  
Field Validation ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teaching ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Interview Questionnaire

A research and development study had been conducted to evaluate the appropriateness of local wisdom based physics teaching material in order to increase students’ critical thinking skill. This study was based on 4-D development model including Define, Design, Develop, and Disseminate. Data was gathered from 30 research participantsin SMK Kristen Fautmolo. Observation, interview, questionnaire and test were data collection techniques. Before applying the instruments in data field, validation was garnered from 4 physics experts with 3.75 total score in very good category which indicated the developed material’s applicability in teaching and learning process. The result revealed that the local wisdom-based physics teaching material was effective to improve students’ critical thinking skill with 0.80 of N-gain score (high) and 89.91% of students’ responses toward learning using the material. Therefore, it could be concluded that the developed local wisdom-based physics material was appropriate to be used in physics learning and could improve student’s critical thinking skill.

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PEMBELAJARAN IPS MELALUI METODE PROBLEM SOLVING BERBANTUAN MEDIA INFORMASI

2015 ◽  
Vol 2 (1) ◽  
pp. 71-86
Author(s):  
Nur Hestiningsih ◽  
Sugiharsono Sugiharsono
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Social Studies ◽  
Mastery Learning ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Information Media

Penelitian ini bertujuan untuk: (1) meningkatkan kemampuan berpikir kritis peserta didik melalui penerapan metode pembelajaran problem solving berbantuan media informasi, dan (2) mendapatkan bukti peningkatan kemampuan berpikir kritis peserta didik setelah penerapan metode pembelajaran problem solving berbantuan media informasi. Penelitian ini merupakan penelitian tindakan kelas yang terlaksana dalam dua siklus. Jenis tindakan yang dilakukan adalah pembelajaran IPS dengan metode problem solving berbantuan media informasi. Hasil penelitian dengan analisis statistik deskriptif persentase, menunjukkan terdapat peningkatan kemampuan berpikir kritis yang ditunjukkan dengan peningkatan skor rata-rata pada pra siklus = 63,58 (kurang kritis), siklus I = 73,30 (cukup kritis), dan siklus II = 80,40 (kritis). Persentase jumlah peserta didik yang memiliki skor individual dengan kriteria kritis juga mengalami peningkatan, yaitu pada pra siklus = 16,67%, siklus I = 58,33%, dan siklus II = 91,67%. Peningkatan kemampuan berpikir kritis tersebut diikuti dengan peningkatan nilai hasil belajar kognitif, yaitu pada pra siklus = 68, pada siklus I = 76, dan pada siklus II = 83. Persentase ketuntasan hasil belajar individu juga mengalami peningkatan, yaitu pada pra siklus = 25%, siklus I = 50%, dan siklus II = 83%, yang berarti telah mencapai target ketuntasan belajar klasikal. Dengan demikian metode problem solving berbantuan media informasi terbukti dapat meningkatkan kemampuan berpikir kritis peserta didik pada pembelajaran IPS di kelas VIII F SMP Negeri 1 Salaman, Kabupaten Magelang. Kata kunci: metode problem solving, kemampuan berpikir kritis, media informasi. ______________________________________________________________INCREASING THE CRITICAL THINKING SKILL OF STUDENTS IN SOCIAL STUDIES THROUGH THE PROBLEM SOLVING METHOD ASSISTED BY INFORMATION MEDIAAbstract This study aims: (1) to increase students’ critical thinking skill  through the implementation of the problem solving method assisted by information media, and (2) to gain evidences the increase of students’ critical thinking ability after the implementation of the problem solving method assisted by information media. This research was a classroom action research study which was carried out in two cycles. The action done was the teaching of social studies through the problem solving method assisted by information media. The result shows that the problem solving method assisted by information media is able to increase students’ critical thinking ability, as shown by the average score of critical thinking ability, which was 63.58  (less critical) in the Pre Cycle test, 73.30 (quite critical) in Cycle I,  and  80.40 (critical) in Cycle II. The percentage of the students that have individual score in critical criteria increased too, which was 16.67% in the Pre Cycle, to 58.33% in Cycle I, and was 91.67% in Cycle II. The increase in the critical thinking skill is followed by the increase in the cognitive learning result which was proved by the increase in the average of learning achievement, which was 68 in the Pre Cycle, 76 in Cycle I, and 83 in Cycle II. The percentage of the students reaching individual mastery learning (80)  increased too, which was 25% in the Pre Cycle, and increased to 50% in the Cycle I, and increased 83% in Cycle II, which means that the target classical mastery learning (80%) can be achieved. Thus the problem solving method assisted by information media can improve the critical thinking skill in social studies of the students of grade VIII F of SMP Negeri 1 Salaman, District of Magelang. Keywords: problem solving method, critical thinking ability, information media

scholarly journals THE APPLICATION OF GUIDED DISCOVERY LEARNING MODEL TO IMPROVE STUDENTS’ CRITICAL THINGKING ABILITY AT THE EIGHTH GRADE STUDENTS’ OF MTs AL-HUDA PEKANBARU

2018 ◽  
Vol 6 (1) ◽  
pp. 39
Author(s):  
Arif Fadillah ◽  
Yennita Yennita ◽  
Muhammad Sahal
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability

Critical thinking is one of the high-level thinking stages that can be interpreted as a process of thinkingprecisely, directed, reasoned, and reflective in decision-making that can be trusted. This study was aimed todetermine the improvement of critical thinking skills toward Guided Discovery Learning model of grade VIIIstudents at MTs Al-Huda Pekanbaru on light material. The type of research used was experimental research.Descriptive analysis was used to analyze the data. This analysis gave the description about influence ofGuided Discovery Learning model toward student's critical thinking ability. The subjects of this study were58 students. The data was collected based on critical thinking skill's test result which consisted of 15 essayquestions for 5 indicators after Guided Discovery Learning model was applied on experiment class andconventional model on control class. Mean score of sudents' critical thinking ability on experiment class was78.45 which was in a high category and average score of students' critical thinking skill on control class was70.52 which was in low category. Based on the result of students' critical thinking skill, it can be concludedthat there was an improvement of critical thinking ability after guided discovery learning model was appliedby 11.24% compared to conventional learning model.

scholarly journals A formative assessment model of critical thinking in mathematics learning in junior high school

2015 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
R Rosnawati ◽  
Badrun Kartowagiran ◽  
Jailani Jailani
Keyword(s):  
Critical Thinking ◽  
Structural Equation ◽  
Formative Evaluation ◽  
Junior High ◽  
Evaluation Model ◽  
Equation Modeling ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Thinking Disposition

This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg & Gall's model and  Plomp's development model. The ten steps Borg & Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM). The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data.

scholarly journals Critical Thinking Dispositions and Self-esteem among Nursing Students

2020 ◽  
Vol 15 (2) ◽  
pp. 9-16
Author(s):  
Hng Siew Hong ◽  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Nursing Student ◽  
Self Esteem ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical thinking skill is an important skill for nurses to make a better clinical decision in providing safe care. Critical thinking dispositions development is supported with sufficient self-esteem. The present study aimed to measure the level of critical thinking disposition and self-esteem among undergraduate nursing students in a public university in Malaysia. A cross-sectional study was carried out in a university involving 99 students. Data were collected by self-report questionnaires and analysed quantitatively. A total of 97% of the nursing student had a high level of critical thinking dispositions. Almost¾3/4 of the students had a moderate level of perceived self-esteem (74.7%). The critical thinking dispositions were significantly related to perceived self-esteem (p<0.044). Overall, the nursing student of this study had high critical thinking disposition and moderate self-esteem, which is very important for them to become a good nurse with critical thinking skill in the future.

scholarly journals Upper Primary Learners’ Level of Critical Thinking Skill and Its Effect on Students’ English Language Achievement in relation with Sex

2019 ◽  
Vol 2 (4) ◽  
pp. 54-63
Author(s):  
Yohannes Sisay Molla
Keyword(s):  
Critical Thinking ◽  
Linear Regression ◽  
English Language ◽  
T Test ◽  
Language Achievement ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Pearson Product Moment Correlation ◽  
Critical Thinking Ability ◽  
Thinking Ability

The present study examined the nature of upper second cycle elementary school students’ critical thinking ability, investigated the correlation of critical thinking skill with learners’ English language achievement and sex, and explored the effect of critical thinking ability on learners' English language achievement. The study involved 99 grade seven students from two government full cycle primary schools in Woldia town. In order to gather data, standardized critical thinking test was administered and semester based learners’ English language achievement scores were used. So, T-test, Pearson product moment correlation and linear regression ware employed to analyze the data. Results of t-test applied to analyze the critical thinking test results revealed that participants’ level of critical thinking skill was very low, and the mean difference between female and male students’ critical thinking score was not statistically significant. However, the result of Pearson product moment correlation coefficient showed that there was a positive significant correlation between the critical thinking ability and English language achievement; whereas, correlation was not found between learners’ critical thinking proficiency and sex. The finding from the linear regression also exposed that learners’ critical thinking proficiency could predict approximately 36 % of learners’ English language achievement. Finally, the researchers made conclusions and forwarded recommendations based on the findings.

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