RETRACTED: The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course

Gilmanshina, Suriya; Smirnov, Sergei Alevtinovich; Ibatova, Aygul Z.; Berechikidze, Iza

doi:10.1016/j.tsc.2020.100780

Cited by 25 publications

(19 citation statements)

References 13 publications

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“…In this context, this study particularly focuses on gifted and talented (G&T) students and their higher-order thinking skills in order to better understand and learn more about their characteristics so that their potentials can be enhanced to the highest (Trna, 2014). It can be thought that these skills can be easily demonstrated by G&T students thanks to their intelligence and abilities (Gilmanshina, Smirnov, Ibatova & Berechikidze, 2021). However, it is not possible to make a generalization about their PSS due to the fact that there are very few studies and there exists limited information on this subject.…”

Section: Introductionmentioning

confidence: 99%

The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students

Boran

Karakuş

2022

Participatory Educational Research

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This study aims to examine relationships among critical thinking dispositions, perceived problem-solving skills and metacognitive awareness of gifted and talented students, and to test a structural equation model based on these relationships. The study was conducted using the correlational research design and the study group, which was selected by using convenience sampling method, consisted of 502 gifted and talented students who were registered to Science and Art Centers in Adana, Kayseri and Mersin, Turkey in 2016. The data were collected through use of Likert-type scales and analyzed using Lisrel 8.7 and IBM SPSS Amos 25 programs. Structural equation modeling was used to determine structural relationships among variables. The initial findings indicated that students had high levels of critical thinking dispositions, perceived problem-solving skills and metacognitive awareness. The structural model, which was developed based on the relationships among these three variables, was confirmed. In light of the findings obtained from this model, it was revealed that 49% of the variance in students' perceived problem-solving skills was explained by their metacognitive awareness, and critical thinking disposition had a full mediation effect on the relationship between perceived problem-solving skills and metacognitive awareness. These findings were discussed in context of the related literature and some suggestions for implementation and future research were presented.

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Section: Introductionmentioning

confidence: 99%

The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students

Boran

Karakuş

2022

Participatory Educational Research

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“…The fundamental task of the modern education system is to develop students' critical thinking (Gilmanshina et al, 2021). Critical thinking is a particular generic skill (Liang & Fung, 2021) and is known as a "core graduate attribute" in the modern education system (Moore, 2013;Szenes et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…For this reason, higher education has to intervene critical thinking into classroom learning activities (Bezanilla et al, 2019). However, this is not easy because, in practice, teachers are not competent enough to teach critical thinking (Gilmanshina et al, 2021). Teaching and learning about critical thinking is also a complex problem (Cargas et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…A learning environment where pre-service teachers can develop critical thinking skills and demonstrate them effectively must also be prepared (Liyanage et al, 2021). This statement is based on a belief that the quality of the educational process impacts the development of students' critical thinking (Gilmanshina et al, 2021). Critical thinking explains the performance of competency achievement in each student and often becomes a critical issue if the expectations are not achieved (Liyanage et al, 2021) because critical thinking is directly related to academic achievement (Jacob, 2012;Leon et al, 2015;Ghanizadeh, 2017;D'Alessio et al, 2019;Siburian et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati

Hikmawati

Prayogi³

et al. 2021

JPII

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This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the "critical" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as "critical," and the increase of critical thinking scores in the two groups was categorized as a "moderate" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.

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“…Performa keterampilan berpikir kritis siswa sekolah dasar dalam menyelesaikan tugas matematis masih menunjukkan adanya kelemahan dalam hal memformulasikan masalah (Maricic& Spijunovic 2015). Hasil asesmen keterampilan berpikir kritis siswa sekolah dasar kelas awal menunjukkan level rendah dalam merepresentasikan dan mengkomunikasikan solusi masalah secara verbal (Gilmanshina, Smirnov, & Ibatova, 2021) Diperlukan model pembelajaran yang dapat berorientasi pada aktivitas pemecahan masalah kritis, sehingga dapat meningkatkan keterampilan berpikir kritis siswa. Model Group Investigation (GI) dapat memfasilitasi aktivitas investigasi pemecahan masalah melalui pengambilan keputusan siswa dalam kelompok (Handayani, Mantra, &Suwandi, 2019;Christina & Kristin, 2016).…”

Section: Pendahuluanunclassified

Penerapan Model Group Investigation Untuk Meningkatkan Performa Berpikir Kritis Siswa Sekolah Dasar Pada Pembelajaran Matematika

Sulistianingsih

Amir

2021

Numeracy

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Penelitian ini bertujuan untuk meningkatkan performa (aktivitas dan keterampilan) berpikir kritis siswa sekolah dasar dalam pembelajaran matematika melalui penerapan model group investigation (GI). Metode penelitian menggunakan penelitian tindakan kelas dengan model Kemmis dan Taggart. Subjek penelitian yaitu siswa kelas IV SDN Jenggot berjumlah 18 siswa pada semester ganjil tahun ajaran 2021-2022. Teknik pengumpulan data adalah observasi aktivitas kritis dan tes berpikir kritis. Analisis data berpatokan pada indikator keberhasilan dengan minimal nilai aktivitas kritis dan keterampilan berpikir kritis minimal 70% tuntas. Hasil penelitian adalah aktivitas kritis pada akhir siklus mengalami peningkatan 23,06%, sedangkan keterampilan berpikir kritis pada akhir siklus mengalami peningkatan 13,25%. Oleh karenanya, penerapan model GI dapat meningkatkan performa berpikir kritis siswa sekolah dasar.

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RETRACTED: The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course

Cited by 25 publications

References 13 publications

The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students

The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Penerapan Model Group Investigation Untuk Meningkatkan Performa Berpikir Kritis Siswa Sekolah Dasar Pada Pembelajaran Matematika

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