Critical Thinking, Reasoning, and Logical Concluding’ Abilities in relation to Academic Achievement among Indian Adolescent Students

Sherafat, Roya

doi:10.25215/0301.165

Cited by 3 publications

(6 citation statements)

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“…In the same vein, the study conducted by Roya Sherafat (2015) indicated that critical thinking skills can be considered as a key to enhance academic achievement.…”

Section: Discussionmentioning

confidence: 98%

The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students

Ghazlane

Marnoufi²,

Daaif³

et al. 2022

JESR

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The present study investigates the relationship between critical thinking skills and portfolio models and academic achievement among midwifery students. Design: A mixed method was followed for this study. A cross-sectional study was used for reporting the results of the California critical thinking skills test (CCTST). In addition, a focus group while following the COREQ guideline to establish the categorization of portfolios. Method: the research sample consisted of 41 students, 48.78 % were registered in the third semester, and 51.21% were in the sixth semester. The CCTST was used to measure critical thinking skills (CTS). A focus group of six teachers was used to develop a classification of portfolio models. The data was analyzed using Chi-Square, and ANOVA. Results: The CCTST and all subscales are highly reliable. Age and educational level were significant variables for the portfolio models, and (CTS). Relationships were also found between the midwifery student’s portfolios models and their CCTST overall scores. Moreover, the students with the highest scores in (CTS) had portfolio Toast Rack design. Conclusion: CCTST showed good validity and reliability for Moroccan midwifery students, and can be used to inform on portfolios design. Validation with large and diverse samples is recommended. It is suggested that instructors consider the dominant portfolio design of each level and use appropriate teaching methods. Received: 21 June 2022 / Accepted: 16 August 2022 / Published: 2 September 2022

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“…In the same vein, the study conducted by Roya Sherafat (2015) indicated that critical thinking skills can be considered as a key to enhance academic achievement.…”

Section: Discussionmentioning

confidence: 98%

The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students

Ghazlane

Marnoufi²,

Daaif³

et al. 2022

JESR

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“…The study sample included a total of (772) students of universities in Turkey, and the critical thinking scale was CCTDI. Similarly, Sherafat (2015) indicated that there is a significant relationship between critical thinking and academic achievement, but the correlation is weak. Sherafat (2015) analyzed the data of 625 students from high schools in India by Pearson's correlation coefficient, Spearman's rho coefficient, and ANOVA.…”

Section: Definitions Of Termsmentioning

confidence: 99%

“…Similarly, Sherafat (2015) indicated that there is a significant relationship between critical thinking and academic achievement, but the correlation is weak. Sherafat (2015) analyzed the data of 625 students from high schools in India by Pearson's correlation coefficient, Spearman's rho coefficient, and ANOVA. She concluded that critical thinking enhanced academic achievement.…”

Section: Definitions Of Termsmentioning

confidence: 99%

“…Most of the research results are unequivocally agree about the connection between logical thinking, critical thinking, and academic achievement. Several studies have shown that there is a relationship between critical thinking and academic achievement (Semerci,2011;Ramos et al, 2013;Sherafat, 2015), although, Aksu & Koruklu (2015) have argued that there is no significant relationship between critical thinking dispositions and academic achievement. In contrast, while some studies suggested that logical thinking predicts students' achievement (Vázquez & Anglat, 2017;Gurcay & Gulbas, 2018;Rakhmawan, Firman, Redjeki, & Mulyani, 2018), other studies pointed in the opposite direction (Hejnová et al, 2018;Riyanti, Suciati, & Karyanto, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

2021

IUGJEPS

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The purpose of this study was to measure the extent to which critical thinking skills and logical thinking skills predicted the achievement in physics of 11th - grade students in Gaza. To this end, (215) students participated in the study. California Critical Thinking Skills Test (CCTST) and Test of Logical Thinking (TOLT), were used as data collection tools in the study. Data were analyzed by multiple stepwise regression analysis. Results indicated that the students’ scores of probabilistic reasoning and proportional reasoning (as logical thinking skills), and inference (as critical thinking skill) were significant predictors of physics achievement scores, explaining (15.7%) of the variance of physics achievement scores. In addition, findings indicated that the best predictor was probabilistic reasoning, explaining (9.2 %) of the variance. The study recommended that a physics curriculum should involve thinking skills, which predict students’ achievement in physics.

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“…Indikator yang pertama yaitu memberikan alasan secara efektif dengan menggunakan berbagai penalaran sesuai dengan situasi yang ada. Kemampuan penalaran ini merupakan bagian penting dari berpikir kritis (Sherafat, 2015). Proses berpikir kritis ini dimulai dengan tahap memberikan penalaran yang logis untuk menganalisis masalah yang kemudian digunakan untuk menghasilkan kesimpulan yang logis berdasarkan bukti dan penalaran (Sherafat, 2015).…”

Section: Tabel 1 Rekap Hasil Kuisioner Untuk Komponen Kritisunclassified

Persepsi Mahasiswa terhadap 4K dalam Pembelajaran Matematika

Sulistyorini

Napfiah

2019

jmpm j. mat. dan pendidik. mat.

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Penelitian ini dilakukan untuk mengetahui persepsi mahasiswa tentang pentingnya 4K (Kritis, Kreatif, Komunikatif, dan Kolaboratif) dalam pembelajaran matematika. Pendekatan penelitian ini adalah penelitian kuantitatif dan kualitatif. Berdasarkan hasil penelitian diperoleh informasi bahwa sebagian besar responden memilih tanggapan setuju dengan persentase rata-rata 57% untuk komponen kritis, sebagian besar responden memilih tanggapan setuju dengan persentase rata-rata 59% untuk komponen kreatif, sebagian besar responden memilih tanggapan setuju dengan persentase rata-rata 51% untuk komponen komunikatif, dan responden memilih tanggapan setuju dengan persentase rata-rata 49% serta tanggapan sangat setuju dengan persentase rata-rata 49% untuk komponen kolaboratif. Dengan demikian, sebagian besar mahasiswa merasa bahwa 4K penting dalam pembelajaran matematika. Berdasarkan hasil penelitian, para pengajar matematika disarankan untuk menerapkan pembelajaran berbasis 4K.

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Critical Thinking, Reasoning, and Logical Concluding’ Abilities in relation to Academic Achievement among Indian Adolescent Students

Cited by 3 publications

References 1 publication

The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students

The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students

Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

Persepsi Mahasiswa terhadap 4K dalam Pembelajaran Matematika

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