Assessing students’ prior knowledge on critical thinking skills in the biology classroom: Has it already been good?

Fausan, Muhammad Mifta; Susilo, Herawati; Gofur, Abdul; Sueb, Sueb; Yusop, Farrah Dina

doi:10.1063/5.0043167

Cited by 8 publications

(3 citation statements)

References 25 publications

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“…Let us describe in detail the power of CPBL learning steps in supporting critical thinking. Prior knowledge directly impacts critical thinking training, as found by Fausan et al (2021). Learning that begins with good organization guarantees achieving teaching goals, and in principle, critical thinking skills enable students to organize their learning (da Silva Almeida & Helena Rodrigues Franco, 2011).…”

Section: Resultsmentioning

confidence: 99%

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Fitriani¹,

Samsuri²,

Rachmadiarti

et al. 2022

IJECE

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This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.

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Section: Resultsmentioning

confidence: 99%

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Fitriani¹,

Samsuri²,

Rachmadiarti

et al. 2022

IJECE

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show abstract

“…However, this indicator must still be considered and developed in the digital era, because the need for continuous information by many websites that report scientific information makes people tend to find misleading or inaccurate information, even from education and news websites (Chung, Oden, Joyner, Sims, & Moon, 2012). Many people accept what they read or hear as scientific facts without thinking much and critically examining the details (Fausan, Susilo, Gofur, Sueb, & Yusop, 2021).…”

Section: Scientific Literacy Performance Of Gifted Young Scientist Candidatesmentioning

confidence: 99%

The Scientific Literacy Performance of Gifted Young Scientist Candidates in the Digital Age

Fausan

Susilo

Gofur

et al. 2021

Self Cite

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Scientific Literacy (SL) is an important competency to deal with and keep up with the increasingly sophisticated technological developments. However, information about the SL of prospective gifted young scientists over 15 years old has not been widely revealed holistically. Therefore, this survey research aimed to investigate the SL performance of prospective gifted young scientists holistically and compare the SL performance based on the grade level. A total of 278 students from a public senior high school in Jombang Regency, East Java Province, Indonesia, participated in this research. They were asked to take the SL test with 18 essential question items. As a result, the participants still showed low SL performance (total success rate = 40). The one-way ANOVA test results indicated no significant difference in the participants' SL performance based on the grade level. Therefore, three recommendations were provided: teachers should use various learning models, SL should be an explicit focus in science and non-science classrooms, and schools need to be equipped with supporting facilities to accommodate student readiness to practice SL.

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“…Critical thinking is important to be empowered in learning (Fausan, Susilo, Gofur, Sueb, & Yusop, 2021;Phan, 2010) because critical thinking is one of the essential skills (Fuad, Zubaidah, Mahanal, & Suarsini, 2017)differentiated science inquiry model, and conventional model, (2 that plays an essential role in student learning success (Halpern et al, 2012). Empowering critical thinking in the classroom can facilitate students to become individuals who tend to have good focus, provide logical reasons, perform a comprehensive analysis to make conclusions, and solve problems appropriately (Ulger, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

2023

Pegegog

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Metacognition and critical thinking have become essential variables in science teaching. However, the low level of students' metacognition and critical thinking at various educational levels in Indonesia is still widely reported. Therefore, the GIRQA instructional model is needed to minimize the recurring gap. This study aims to determine the effect of implementing GIRQA on the students' Metacognition Awareness (MA) and Critical Thinking Skills (CTS) in Biology. This quasi-experimental study used a non-randomized control-group pre-test and post-test design. The populations were 214 students from the 10th-grade Science Program at one of the high schools in Jombang Regency, East Java, Indonesia. We used a cluster random sampling design to assign two groups (72 students) as the research samples. The instrument for measuring MA was the metacognition awareness inventory. Then, an integrated essay test was used to measure CTS. The results showed differences in metacognition awareness and critical thinking skills between students taught with the GIRQA and traditional learning models. The GIRQA contributed 48.1% to students' MA and 41.4% to students' CTS. Future research shall explore the relationship between metacognition and critical thinking using several instructional models.

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Assessing students’ prior knowledge on critical thinking skills in the biology classroom: Has it already been good?

Cited by 8 publications

References 25 publications

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

The Scientific Literacy Performance of Gifted Young Scientist Candidates in the Digital Age

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

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