Students Critical Thinking Skills Based on Gender And Knowledge Group

Abstract

The study aimed to measure the validity of critical thinking instruments and determined the differences in critical thinking skills in terms of gender and knowledge group. The study was used survey method. Critical thinking instruments were developed based on the Facoine (2015)'s indicators of critical thinking. Data were obtained from 285 respondents (N = 285) of first-year students who took Indonesian language courses. Respondents consisted of 78 male and 207 female students. The 25 questions in critical thinking instruments were claimed valid and homogeneous with r count of 0.266. Data were analyzed using nonparametric statistics of Mann-Withney test in SPSS version 21 application for Windows. There was no significant difference in students' critical thinking skills in gender differences and knowledge groups. Result of the study showed that 22 sub-indicators of students' critical thinking was found similarity in gender and 20 sub-indicators also found similarity in knowledge group. The study supported the new paradigm that students regardless of gender differences and science clusters needed critical thinking skills. Based on learning context in various science groups, there was no need to differentiate gender even though there were differences in the number of a certain gender in one class.

A Study on High School Students’ Critical Thinking Skills

“…However, there are also other studies that revealed contradictory results on gender differences in CT skills. While some studies reported no significant difference by gender (Afsahi & Afghari, 2017;Özcan, 2017;Sur 2020), some studies concluded that males were ahead when compared to female students in CT skills (King, Wood, & Mines, 1990;Thayer-Bacon, 1993;Algharaibeh & ALmomani, 2020;Marni et al, 2020). Some researchers attributed females' success in CT to females' being more able to think critically and to arrange the way of their thinking than those of males.…”

“…The cortical region of the male brain is primarily focused on spatial tasks, with only a small fraction dedicated to producing and processing words. Moreover, the ability to estimate the causes of the problems for males is easier as it is also related to the left side of the brain on which CT skills is higher compared to the right side of the brain used generally by females (Fuad et al, 2017;Algharaibeh & ALmomani, 2020;Marni et al, 2020). Besides these, considering the CT skills tests and their sub-dimensions, gender effect also varies from test to test in general and from one sub-dimension to another.…”

“…Previous literature on gender differences in CT skills reported conflicting results across various samples. Although some studies concluded CT skills did not significantly differ by gender (Sur, 2020;Saçlı & Demirhan, 2008;Özcan, 2017;Marni et al, 2020;Afhasi & Afghari, 2017), some studies reported a significant difference in favor of females (Irwanto, Rohaeti, & Prodjosantoso, 2019;Shubina & Kulaklı, 2019;Hove, 2011;İncirkuş, 2021;Ay & Akgöl, 2008) while some of them reported males have comparatively higher CT skills (Algharaibeh & ALmomani, 2020). Previous studies also revealed contradictory results on father, and mother's educational background differences in CT skills.…”

Filsafat dan Ilmu Pengetahuan dalam Pembelajaran Bahasa Indonesia Berbasis Web

“…Hasil penelitian menunjukkan bahwa 22 sub-indikator berpikir kritis siswa ditemukan kesamaan jenis kelamin dan 20 sub-indikator juga ditemukan kesamaan dalam kelompok pengetahuan. Studi ini mendukung paradigma baru bahwa siswa tanpa memandang perbedaan gender dan kelompok sains membutuhkan keterampilan berpikir kritis (Marni, 2020). Dari penelitian yang sudah dilakukan beberapa tahun belakang ini bahwa perkembangan dalam era 21 adalah berpikir kritis, dimana siswa ataupun mahasiswa mampu dalam menggunakan cara berpikir tingkat tinggi.…”

Hydrocarbon and Petroleum with SETS Approach Module to Train Students’ Critical Thinking Skills

“…Critical thinking skill is one of the most important skills in real life. Students are expected to have critical thinking and communication skills for the future, as mentioned in the Next Generation Science Standard (NGGS) [1]- [3].…”