Development of Critical Thinking Skill Instruments on Mathematical Learning High School

Harjo, Budi; Kartowagiran, Badrun; Mahmudi, Ali

doi:10.29333/iji.2019.12410a

Cited by 29 publications

(30 citation statements)

References 14 publications

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“…Based on the reliability scale (α = 0.89), the open-ended form was more effective than others, such as multiple choice only 0.78 (Hwang & Chen, 2017). Similar results found by Harjo, Kartowagiran, & Mahmudi (2019), the internal reliability with the open-ended format of their study shows α = 0.94. Besides that, through open-ended tests, we can explore, explain or confirm students' knowledge more deeply than any other test.…”

Section: Disseminatesupporting

confidence: 67%

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

et al. 2019

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The test of critical thinking skills in specific topics in physics is still rarely. This study aimed to develop a specific test in critical thinking skills in the kinetic theory of gases (CTKTG) and also to assess the students' critical thinking skills. This study used the 4D method (Define, Design, Develop, and Disseminate). The CTKTG test was initially tested in four sample groups: interviews with an expert review (N = 3), professional physics teachers (N = 2), and graduate school students (N = 2), students from secondary schools (N = 29). The test was modified based on the revised results in the initial test. After that, the test was given to a group of students in class XI, who were science students (N = 55). The results showed that internal consistency from the CTKTG test was α = .89 (good). The implementation strategies and tactics are the most difficult aspect of critical thinking skill with a mean of 1.37 (very low) and basic classification is easiest with a mean of 2.84 (average). So, the findings showed that the CTKTG test can be used to measure students' critical thinking skills on the topic of the kinetic theory of gases.

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Section: Disseminatesupporting

confidence: 67%

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

et al. 2019

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“…A limited research has been recently conducted to develop and assess critical thinking skills of students in the specific content knowledge such as mathematics (Harjo, Kartowagiran, & Mahmudi, 2019;Kuş & Çakıroğlu, 2020), chemistry (Reynders et al, 2020;Sadhu & Laksono, 2018), physics (Asysyifa, Jumadi, Wilujeng, & Kuswanto, 2019;Mabruroh & Suhandi, 2017), and science (Mapeala & Siew, 2015;Sya'bandari, Firman, & Rusyati, 2017). At primary level, such a study by Mapeala and Siew (2015) developed a science critical thinking test to measure the critical thinking skills of the fifth-grade students in the theme of physical sciences.…”

Section: The Significance and Purpose Of The Studymentioning

confidence: 99%

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

Gencer

Doğan

2020

International Journal of Assessment Tools in Education

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Critical thinking has been one of the 21st-century skills consistently associated with students' future career advancement as a positive student outcome of STEM education. The aim of the study is to develop and validate science critical thinking skill instruments to assess the improvement in the subject of living organisms and force and friction through design-based STEM education. In this design-based research study, the student's modules were developed by the integrated STEM education principles involving the activities and worksheets in line with the frame of critical thinking approach. The kappa statistics for content validity, exploratory and confirmatory factor analysis for construct validity, and item and reliability analysis for the quality of items were used in the development stage of instruments. The results of these analyses endorsed the 15 two-tier item for each test of Living Things Critical Thinking (LTCT) and Measuring Force and Friction Critical Thinking (MFFCT) as unidimensional constructs to produce valid and reliable data to measure the fifth grade students' critical thinking skills in the related science content. Comparing the pre and post applications of instruments in the study group indicated that STEM modules improved the students' science critical thinking skills such as interpretation, analysis, and inference. In this respect, developing and validating instruments to assess the integrated critical thinking skills will contribute to the empirical examination of this construct within the context of school science learning. 1.1. The Theoretical Framework Critical thinking is the process of mentally acting on something by "making reasoned judgments" (Beyer, 1995, p.8). Facione (1990) defines critical thinking as "purposeful, selfregulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based" (p. 2). Thinking skills in education settings generally involve activities of comparing and contrasting, classifying, predicting, generating original ideas, cause and effect, decision making, uncovering assumptions, and determining the reliability of sources of information (Swartz, Costa, Beyer, Reagan, & Kallick, 2008). Critical thinking includes process skills of "analysing, evaluating, or synthesizing relevant information to form an argument or reach a conclusion supported with evidence" (Reynders, Lantz, Ruder, Stanford, & Cole, 2020, p.4). Critical thinking enables individuals to develop their way of thinking about any subject, content, or problem by skilfully handling thought-specific structures and assigning intellectual standards to them. Then, these individuals can use the principles that help them to improve their thinking while analysing and evaluating the problems or their thoughts (Gencer & Boran, 2017). In addition, critical thinking skills are required in the process of analysing possible solutions during the probl...

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“…This is in line with the opinion which states that literacy is a capability that is very important in dealing with everyday problems. Characteristics of an individual who has good literacy skills include being able to understand and read graphs, tables, diagrams, able to interpret mathematical abilities in everyday life in various contexts (Harjo et al, 2019;Pamungkas, 2017). Sometimes, students interested to read the book with some visualization or colorful texting.…”

Section: Discussionmentioning

confidence: 99%

Improving Cognitive Development of Students by Reading Corner Program in Elementary School level

Qiftiyah

2020

Mudarrisa

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Cognitive development is one of the most important children’s development experiences. In essence, this potential is determined at the time of conception which is influenced by hereditary factors, but this cognitive potential can also develop depending on environmental factors and the maturity of the opportunity given to determine the maximum developmental limits at the level of intelligence. Reading is one of the most important parts of every type of learning process. Through reading, activities would get a lot of knowledge that can lead to success. This research aims to describe the cognitive development of students through reading corners. This type of research is field research, using a qualitative approach to the descriptive method. The research was carried out at SDN 02 Nusa Bakti, South Sumatra province, Indonesia. The research subjects are teachers and students. The data were obtained from interviews and observations. The results showed that a fun reading corner activity as an effort to implement literacy reading movements could develop cognitive abilities of students, including students doing assimilation, and accommodation processes to achieve equilibration, and students are more enthusiastic and motivated to increase their reading interest.

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Development of Critical Thinking Skill Instruments on Mathematical Learning High School

Cited by 29 publications

References 14 publications

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

Improving Cognitive Development of Students by Reading Corner Program in Elementary School level

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