scholarly journals Comparison between the Critical Thinking, Educational Self- Efficiency and Motivation of the Female and Male Students of Payam Nour University of Yasouj

2016 ◽  
Vol 10 (8) ◽  
pp. 84
Author(s):  
Bahram Movahedzadeh
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Small Scale ◽  
Test Form ◽  
Educational Achievements ◽  
Significant Difference ◽  
Educational Motivation

The current study aims to compare critical thinking, educational self-efficiency and educational motivation among female and male students of Payam Nour University and to determine effects of critical thinking training on educational achievements and motivation. Differences of these variables among students of various fields also were examined. The sample includes 120 students (60 male students and 60 female students) using stratified random sampling. In order to collect data, three questionnaires of California critical thinking skills test (Form B) (CCTST), Murise's educational self-efficiency small-scale and the questionnaire of Hermans advance motivation were applied. This research is of causal-comparative type and multi-variable variance analysis (Monova) and one-sided analysis were used in order to analyze the data statistically. Data analysis results showed that there was significant difference in critical thinking, educational self-efficiency and educational motivation among female and male students when p < 0.01. Moreover, Differences of self-efficacy, critical thinking and motivation among students of different fields were concluded.

scholarly journals IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X IPA DITINJAU DARI INDIKATOR KEMAMPUAN BERPIKIR KRITIS DAN GENDER

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Mentari Miswari ◽  
Melva Silitonga ◽  
F Fajriyah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Average Score ◽  
Critical Thinking Ability ◽  
Qualitative Approaches ◽  
Significant Difference ◽  
Thinking Ability

 This study aims to determine students' critical thinking abilities in SMA Swasta Budisatrya Medan in ecosystem material. The ability to think critically is then analyzed based on indicators and compared with gender. The method used in this research is descriptive method with quantitative and qualitative approaches. The research sample is 69 students. The instrument of data collection is a test of critical thinking skills. Tests are given after students get material from the subject teacher. The technique used to process the scores obtained is to use a benchmark reference assessment technique (PAP). The results showed that students' thinking skills in ecosystem material were on average medium criteria, followed by low categories, then high and only 4 students who had critical thinking skills in the very high category. Overall, students' critical thinking skills are in the medium category. The highest critical thinking ability of students is on the indicators of strategy and tactics with moderate criteria, followed by conclusions, and provides a basic explanation. Furthermore, the lowest critical thinking ability of students is in the indicators of building basic skills and followed by making further explanations. The critical thinking ability of female students is higher than that of male students with an average score of 73 and is in the criteria of being moderate. While the average value of critical thinking skills of male students is only 64 and is in the low criteria. There is no significant difference between the critical thinking abilities of male and female students. 

scholarly journals ANALISIS BERPIKIR KRITIS PADA MASA PANDEMI (COVID-19) DITINJAU DARI GENDER

2021 ◽  
Vol 4 (2) ◽  
pp. 91-100
Author(s):  
Astrid Chandra Sari ◽  
Nurul Ilmiyah ◽  
Intan Yuli Lestari
Keyword(s):  
Critical Thinking ◽  
Qualitative Method ◽  
Female Student ◽  
Male Student ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Knowing How ◽  
Math Problems

Knowing how to think critically of fellow students in solving math problems on the circle material and knowing how to think critically on male students and students during the pandemic is the goal of this research. This study used the descriptive qualitative method. The research sample consisted of 6 students consisting of 1 male student with high scores, one male student with moderate grades, one male student with low scores and one female student with high scores, one female student with moderate scores, one female student with low scores. They were then followed by interviews to determine the critical thinking skills of each subject. Including (1) Focus, (2) Reason, (3) Inference, (4) Situation, (5) Clarity, and (6) Overview, which can be abbreviated as (FRISCO).  Based this study shows that male students and female students as a whole are included in the category of students with high critical thinking skills because more than 70% of students meet the criteria for high critical thinking skills.  However, male students have higher critical thinking skills than female students. This is evidenced by the fulfillment of all indicators of critical thinking by male students, while female students are only in Clarity, which means that the Overview indicator has not been fulfilled. Abstrak Mengetahui bagaimana kemampuan berpikir kritis matematis peserta didik dalam menyelesaikan masalah matematika pada materi lingkaran dan mengetahui bagaimana perbedaan kemampuan berpikir kritis matematis peserta didik laki-laki dan peserta didik perempuan pada masa pandemi merupakan tujuan dari penelitian ini. Penelitian ini menggunakan metode deskriptif kualitatif. Sampel penelitian berjumlah 6 peserta didik yang terdiri dari 1 peserta didik laki-laki dengan nilai tinggi, 1 peserta didik laki-laki dengan nilai sedang, 1 peserta didik laki-laki dengan nilai rendah dan 1 peserta didik perempuan dengan nilai tinggi, 1 peserta didik perempuan dengan nilai sedang, 1 peserta didik perempuan dengan nilai rendah. Indikator berpikir kritis yang digunakan dalam penelitian adalan indikator  (1) Focus, (2) Reason, (3) Inference, (4) Situation, (5) Clarity, and (6) Overview yang biasanya disingkat dengan istilah (FRISCO). Hasil penelitian menunjukkan bahwa peserta didik laki-laki dan peserta didik perempuan secara keseluruhan termasuk dalam kategori peserta didik dengan kemampuan berpikir kritis tinggi, karena lebih dari 70% peserta didik memenuhi kriteria kemampuan berpikir kritis tinggi. Namun peserta didik laki-laki memiliki kemampuan berpikir kritis lebih tinggi dibandingkan peserta didik perempuan. Hal itu dibuktikan dengan terpenuhinya semua indikator berpikir kritis oleh peserta didik laki-laki, sedangkan peserta didik perempuan hanya pada Clarity yang artinya indikator Overview belum terpenuhi.

scholarly journals Penerapan Model Pembelajaran Think Pair Share dengan Permainan Puzzle untuk Meningkatkan Kemampuan Berpikir Kritis Matematika Kelas IV SD

2019 ◽  
Vol 3 (1) ◽  
pp. 34
Author(s):  
Rosita Nurul Hidayah ◽  
Bambang Suteng Sulasmono ◽  
Eunice Widyanti
Keyword(s):  
Critical Thinking ◽  
Research Method ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Quantitative And Qualitative Research ◽  
Fourth Grade Students ◽  
Medium Level ◽  
Puzzle Games

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran Think Pair Share (TPS) dengan permainan puzzle untuk meningkatkan kemampuan berpikir kritis siswa kelas IV SDN Kecandran 01 Salatiga. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas IV SD dengan jumlah siswa 34 yang terdiri dari 21 siswa laki-laki dan 13 siswa perempuan. Metode penelitian ini menggunakan metode penelitian kuantitatif dan kualitatif dengan instrumen pengumpulan data soal Matematika uraian, observasi, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa penerapan model pembelajaran Thnk Pair Share (TPS) dengan permainan puzzle untuk meningkatkan kemampuan berpikir kritis Matematika siswa dapat di lihat bahwa hasil nilai kemampuan berpikir kritis kategori tinggi mengalami peningkatan dari pra siklus dan siklus I 35,30 %, sedangkan peningkatan dari siklus I dan siklus II mencapai 47,64%, untuk berpikir kritis tingkat sedang juga mengalami peningkatan dari pra siklus dan siklus I sebanyak 2,93%, sedangkan dari siklus I dan siklus II mengalami pengurangan sebanyak 14,7%. Abstract:  This study aims to describe the application of Think Pair Share (TPS) learning model with puzzle games to improve critical thinking skills of fourth grade students of SDN Kecandran 01 Salatiga. This type of research is classroom action research. The subjects consisting of 21 male students and 13 female students. This research method uses quantitative and qualitative research methods with instruments of mathematical data collection, description, observation, and documentation. The results shouws that the value of critical thinking skills in the high category have increased from pre-cycle and the first cycle for 35.30 %, while the increase from cycle I and cycle II reached by 47.64%, for critical thinking medium level also increased from pre cycle and cycle I as many as 2.93%, while from cycle I and cycle II experienced reduction of 14.7%.

scholarly journals PROFIL KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL HIGHER ORDER THINKING SKILLS (HOTS) DITINJAU DARI JENIS KELAMIN

MATHEdunesa ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 570-578
Author(s):  
TRI PUTIH LESTARI
Keyword(s):  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Ability Test ◽  
Math Ability ◽  
The Way

Critical thinking skills are the ability to think individuals in managing information, finding solution, and evaluating the problems obtained based on six criteria, namely (1) Focus, (2) Reason, (3) Inference, (4) Situation, (5) Clarity and (6) Overview. HOTS questions are a type of question that can help hone students' critical thinking skills. This research is a descriptive study with a qualitative approach that aims to describe students' critical thinking skills in solving HOTS questions in terms of gender. The instrument used in this study was a math ability test and HOTS questions. The subjects used in this study consisted of two junior high school students, one male student and one female student with high math ability. The results of the research on male students' critical thinking skills in solving HOTS questions show that male students are able to understand and find the essence of the problem, can provide reasons that support the way male students use, and can draw conclusions using the method that male students have used, so that male students meet the indicators of critical thinking Focus, Reason, and Inference. The ability to think critically of female students shows that female students can understand and find the essence of the problem, can provide reasons that support the way female students use it, can draw conclusions using the method that female students have determined, female students can reveal important factors that support the method used , and can describe the term at every step of the completion, so that female students meet the indicators of critical thinking Focus, Reason, Inference, Situation, and Clarity. Keywords: Critical Thinking, Higher Order Thinking Skill

scholarly journals The impact of using the Marzano model in developing the critical thinking skills of the 10th grade students in the field of social education

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Thuraya Taslam Hadi Al Othman
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Social Education ◽  
10Th Grade ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Impact

The study was designed to investigate the effect of using the Marzano model in developing the critical thinking skills of the 10th grade students in social education. The study sample consisted of (66) female students of the tenth grade, which included two groups: the experimental group and the number of female students (33) The officer (33) is a student. The study followed the semi-experimental approach to the application of the study to the tenth grade students. The researcher prepared a test to measure the skills of critical thinking. It consists of (10) paragraphs divided into three fields (analysis, evaluation, conclusion) In order to measure the tribal and remote performance in the two study groups.  The results of the study showed that there is a statistically significant difference at the level of (α = 0.05) in the critical thinking skills of the 10th grade students in the social education field in Jordan due to the teaching method according to the Marzano model.  Based on the results, the study came out with several recommendations, the most important of which are: encouraging teachers to use modern methods of education, holding workshops for teachers to teach them the importance of critical thinking, and the importance of modern models in education.

scholarly journals Critical thinking skills of natural science undergraduate students on biology subject: Gender perspective

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Hayati ◽  
Nindha Ayu Berlianti
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Male And Female ◽  
Significant Difference ◽  
Education Study

One of the most important skills needed to face the 21st-century challenges is critical thinking. Gender differences are considered to contribute to the critical thinking skills. The objective of this study was to determine students' critical thinking skills based on gender. This quantitative research involved 57 students of the Natural Sciences Education Study Program, Universitas Hasyim Asy’ari. The instrument employed was critical thinking skills test. The data was analyzed using independent samples t-test. The results showed that the average scores of critical thinking skills of male and female students were 2.60 and 2.99 respectively. In addition, there was significant difference of students’ critical thinking skills between male and female [t (55) = 2.065, p = 0.044]. In conclusion, female students tend to have the higher critical thinking skills than the male.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

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. 

scholarly journals The impact of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Nourah Marzouq Al Qathami - Ghadir Zein Eddin Flambain
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Ability ◽  
School Students ◽  
Significant Difference ◽  
E Learning ◽  
The Mean ◽  
Self Learning

The aim of the research is to identify the effect of the interaction between the e-learning environment and the level of self-learning ability on critical thinking and achievement in mathematics among secondary school students. In order to achieve the objectives of the study, the researcher relied on the semi-experimental approach, where the research tools were in the measure of self-learning ability, electronic achievement test, After verifying the validity of the research tools and their consistency, they were applied to a sample of (35) female high school students in Taif, They were divided into the first two experimental groups (18) and the second (17) according to the level of self-learning ability (high and low). The first group is taught through a virtual e-learning environment and the other through a personal electronic learning environment. The data were processed using the SPSS statistical program and the research reached a number of results, the most important of which are: There was a statistically significant difference (0.05) among the average scores of the students in the post-test of the achievement test among the first experimental group using the virtual e-learning environment, and the general average (14.28) and the second experimental group using the personal e-learning environment and got a general average (15.39), and shows the difference in favor of the second experimental group. There was also no statistically significant difference (0.05) between the mean scores of the students of the two groups in the post-measurement scores of the Critical Thinking Skills Scale. A statistically significant difference (0.05) was found between the mean scores of the students of the experimental groups in the academic achievement and the critical thinking skills scale due to the main effect of the different level of self-learning ability (high / low) For students with high self-learning ability, There were no statistically significant differences at (0.05) between the mean scores of the students of the two groups due to interaction between the e-learning environment (virtual / personal) and the level of self-learning (high / low) in academic achievement and critical thinking skills. In the light of the results, a number of recommendations and suggestions were presented to enhance the critical thinking skills and the achievement of mathematics in secondary school students and in all educational stages, Including the awareness of teachers and teachers of the importance of using e-learning environments in achieving the desired educational goals and attention to the development of thinking skills in general and critical thinking skills in particular to ensure the efficiency of the process of learning and continuous learning process.

scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

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