A Critical Thinking Assessment Model Integrated with Science Process Skills on Chemistry for Senior High School

Kriswantoro,; Kartowagiran, Badrun; Rohaeti, Eli

doi:10.12973/eu-jer.10.1.285

Cited by 14 publications

(12 citation statements)

References 28 publications

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“…Theoretically, the essay test assessed students' higher-order thinking skills because it involved analytical, critical thinking, and communication skills showing a deep learning approach (Indah et al, 2020;Kriswantoro et al, 2021). Students answer questions by presenting ideas and information relevant to the test given in essay assessments (Ogunka & Iweka, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Development of Historical Thinking Assessment to Examine Students’ Skills in Analyzing the Causality of Historical Events

Aman¹,

Aman²,

Zahra³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students’ skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.</p>

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Section: Discussionmentioning

confidence: 99%

The Development of Historical Thinking Assessment to Examine Students’ Skills in Analyzing the Causality of Historical Events

Aman¹,

Aman²,

Zahra³

et al. 2022

EUROPEAN J ED RES

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“…Critical thinking skills enable students to analyze complex information, evaluate evidence, and develop rational arguments in chemistry. In learning chemistry, students must understand abstract concepts, identify problems, formulate questions, and make decisions based on relevant evidence and data (Khery et al, 2021;Kriswantoro, 2021;Setiawan, 2017). Creativity abilities play an important role in learning chemistry, encouraging students to think outside conventional boundaries (Thompson, 2017).…”

Section: Introductionmentioning

confidence: 99%

21st Century Skills: The Perspective of Chemistry Teachers in Indonesia

Setiawan,

Putri,

Marfu'ah

et al. 2023

HJKK

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The 21st century provides many changes and challenges for teachers and students. The rapidly developing digital era broadly impacts learning development in Indonesia. The Ministry of Education and Culture of the Republic of Indonesia has promoted the implementation of an merdeka curriculum which provides flexibility for teachers to develop students' 21st century abilities. The new merdeka curriculum was established so that teachers are still adapting to these changes. This article reviews the perspectives of chemistry teachers on 21st-century skills that have developed in Indonesia. The research method used is descriptive qualitative with surveys, questionnaires, and interviews. Respondents were Chemistry teachers, totaling eighty-four teachers and scattered throughout Indonesia. Interviews followed this up with ten teachers deliberately selected from the overall sample. The results showed that 94% of Chemistry teachers understand the importance of 21st-century skills. The study reveals that optimizes 21st-century skills. Several ways can be taken, namely, using constructivist learning methods to improve skills, providing engaging learning media, making motivational learning videos, and providing more time for students to complete problem-based learning or projects. They mentioned several challenges that hindered them from applying 21st-century skills in their teaching practice. The reasons for time constraints and concerns about teaching chemistry concepts were not completed according to schedule; the assessment needed to be more optimal because it was still focused on written tests and limited resources and infrastructure. Despite the many challenges, most teachers are still keen to implement learning that applies 21st-century skills in their classes.

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“…In globalization era, chemistry education has an expanded focus to give greater priority on the development of the 21st Century skills (Romero et al, 2017;Stephenson & McKnight, 2016;Wensing et al, 2018;Worrell et al, 2015). In this sense, the purpose of learning is not only to create individuals who master concepts but also have the skills to find concepts and apply them in everyday life (Badrun et al, 2021;Blaschke & Hase, 2015). The learning process is expected to be able to develop attitudes, knowledge, and skills (MoEC, 2016), in which it aims to prepare Indonesian students in order to be the productive, creative, innovative, and affective individuals who have global competitiveness.…”

Section: Introductionmentioning

confidence: 99%

“…The learning process is expected to be able to develop attitudes, knowledge, and skills (MoEC, 2016), in which it aims to prepare Indonesian students in order to be the productive, creative, innovative, and affective individuals who have global competitiveness. One of the 21 st Century skills required is critical thinking as part of higher order thinking (Badrun et al, 2021;Hairun & Tonra, 2020;Retnawati et al, 2018). In other words, the learning process should be directed to apply the learning approach that emphasizes on the critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate

Muntholib

Khusmawardani²,

Yahmin³

et al. 2022

Tadris

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Critical thinking skills are high-order thinking skills in which students are required to solve complex problems. The topic of reaction rate has conceptual knowledge, cognitive skills, and psychomotor skills that can be used to assess and develop students' critical thinking skills. This study aims to analyze the critical thinking skills of science eleventh graders on reaction rate. This research applies the survey research method. As the research instrument, it uses a critical thinking skills test on the reaction rate consisting of 27 multiple choice questions with a reliability of 0.756 by involving 153 public senior high school students. The authors develop this test. The results show that the average score of respondents’ critical thinking skills was 33.66 (low category). At the sub-skill level, the average score of respondents' skills in interpreting was 32.73 (low), analyzing was 29.04 (low), inferencing was 36.77 (low), evaluating was 24.61 (low), and explaining was 33.88 (low). This shows that the learning experiences of the students have not been able to develop their critical thinking skills. Therefore, this research suggests the need for a learning strategy that can be used to improve students' critical thinking skills.

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A Critical Thinking Assessment Model Integrated with Science Process Skills on Chemistry for Senior High School

Cited by 14 publications

References 28 publications

The Development of Historical Thinking Assessment to Examine Students’ Skills in Analyzing the Causality of Historical Events

The Development of Historical Thinking Assessment to Examine Students’ Skills in Analyzing the Causality of Historical Events

21st Century Skills: The Perspective of Chemistry Teachers in Indonesia

Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate

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