Investigating teachers' perceptions of their own practices to improve students' critical thinking in secondary schools in Saudi Arabia

Almulla, Mohammed

doi:10.5937/ijcrsee1803015a

Cited by 18 publications

(20 citation statements)

References 20 publications

(32 reference statements)

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“…Critical thinking is believed to be one of the skills that must be taught to elementary school students to develop cognitive abilities and the extent to which students can be careful in connecting knowledge related to scientific disciplines (Hooks, 2010;Tsankov, 2017). Lack of teacher insight about practices and strategies in the classroom in teaching students critical thinking (Almulla, 2018) even though training has been held to train teachers in carrying out learning that focuses on critical thinking.…”

Section: Resultsmentioning

confidence: 99%

The Ability of Critical Thinking of Elementary School Students Using a Graphic Organizer Instrument

Kurniaman

Noviana

Munjiatun³

2020

JMIE

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Critical thinking is an emphasis on the 2013 curriculum, as an activity in learning that must be done by the teacher for that it needs analysis to describe student abilities. This research uses descriptive quantitative research method with a sample of 318 elementary school students who are in public schools in the Tampan District, Pekanbaru, Riau Province. The results of the study found that out of 18 schools with a sample of 318 students there were 9 schools that received the 'not good' category, 9 schools that received the 'not good' category. Viewed from the critical thinking indicator, it turns out that the student's ability score reaches 23 with the category of underperformance or very low under the standard of mastery learning. It can be concluded that the ability of students in critical thinking is still very low and needs government attention to improve teacher learning.

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Section: Resultsmentioning

confidence: 99%

The Ability of Critical Thinking of Elementary School Students Using a Graphic Organizer Instrument

Kurniaman

Noviana

Munjiatun³

2020

JMIE

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“…Secondly, in order to support the data gained from the observation, the researchers conducted a video call interview with the lecturer to obtain richer data about the implementation of critical thinking skill in CRW I class. In conducting the interview, the researchers used the reference framework of the study from Almulla (2018) and Zhao et al (2016). At last, in order to investigate students' perception towards their critical thinking skill in CRW I, the researchers distributed a close-ended and an openended questionnaire.…”

Section: Methodsmentioning

confidence: 99%

“…Responding to the previous understanding on critical thinking, in order to understand the teachers' views of their own activities to develop the reflective practice of students, Almulla (2018) conducted a study about critical thinking as process-based approach. In the study, he saw that critical thinking covers the practices of promoting dialogue, building a supportive experience for learners, incorporating critical reflection into curriculum design, and offering problem-solving activities for the students.…”

Section: Critical Thinking Instructional Strategiesmentioning

confidence: 99%

Critical thinking implementation in an English education course: Why is it so challenging?

Pravita

Kuswandono

2021

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Critical thinking has been acknowledged essential in education field but there have been debates on unclear instruction in implementing critical thinking skill in the classroom. Due to the urgency on the needs of critical thinking skill cultivation, this research aims to investigate the implementation of critical thinking skill instructional strategies in Critical Reading and Writing I and the students� perception towards their critical thinking skill in CRW I. In order to attain the data, the researchers employed mixed-method. Observation sheet, interview guidelines, close-ended and open-ended questionnaires were utilized. The data of the close-ended questionnaire set in the Likert Scale distributed to 17 students was analyzed by measuring the central tendency or the mean and it indicates that the value of the students� perceived critical thinking skills is 3.89 (middle to high) in which the highest 4.18 is on interpretation skill and the lowest 3.71 is analysis skill. Meanwhile, for the open-ended questionnaire, the data was analyzed utilizing coding procedure. Further, in analyzing the data of the interview, the researchers recorded the data into transcripts and analyzed them utilizing selective coding and it reveals that the instructional strategies used are explicit instruction, teacher questioning and active and cooperative learning.

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“…International Journal of Instruction, October 2021 • Vol.14, No.4 Critical thinking skills (CTS) provide students with real-life experiences and simulate real-life situations where students can practice CTS (Robert & Charles, 1989). Many studies talk about the techniques and strategies that instructors should use to teaching CT, but a few studies talk about the actual knowledge and perceptions university instructors acquire (Alwadai, 2014;Almulla, 2018;Al-Ghamdi & Deraney, 2013;Zhang & Zhang, 2013). This study investigates the perception of instructors about CT and their ability to use all CTS components.…”

Section: Introductionmentioning

confidence: 99%

Perception of Instructors’ and Their Implementation of Critical Thinking within Their Lectures

Alandejani¹

2021

INT J INSTRUCTION

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A shared learning outcome for baccalaureate programs is for students to think critically and utilize critical thinking skills. However, education in Saudi Arabia seems to has focused more on rote memorization. Critical Thinking (CT), one of several essential skills regarded in college outcomes, has become a vital citizenry skill in Saudi. In this study, the researcher examined whether or not instructors apply CT or use its components in their teaching. This study offers professional development specialists insight on what to focus on when planning and developing critical thinking workshops. Participants in this study included instructors from a small-sized university in Saudi Arabia. A descriptive analysis, multiple regression, and MANOVA tests were implemented. The results of this study indicated that the majority of instructors use CT within their lectures. Furthermore, the results showed that younger instructors seem more likely to implement CT activities. There was no significant difference between science disciplines and humanities disciplines when implementing CT in their classes.

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Investigating teachers' perceptions of their own practices to improve students' critical thinking in secondary schools in Saudi Arabia

Cited by 18 publications

References 20 publications

The Ability of Critical Thinking of Elementary School Students Using a Graphic Organizer Instrument

The Ability of Critical Thinking of Elementary School Students Using a Graphic Organizer Instrument

Critical thinking implementation in an English education course: Why is it so challenging?

Perception of Instructors’ and Their Implementation of Critical Thinking within Their Lectures

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