The Correlation Between the Flaws Students Define in an Argument and their Creative and Critical Thinking Abilities

Kadayifçi, Hakkı; Atasoy, Basri; Akkuş, Hüseyin

doi:10.1016/j.sbspro.2012.06.738

Cited by 16 publications

(15 citation statements)

References 4 publications

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“…(2010), the use of the ADI model improves students' ability to argue. ADI model in learning shows a close relationship between students' weaknesses in arguing with their critical and creative thinking skills (Kadayifci, et. al., 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Then, Demircioglu &Ucar (2015) stated a harmonious opinion that ADI was an effective model for improving academic achievement and science process skills. The ADI learning model was designed to change conventional learning which makes students have the opportunity to learn in scientific inquiry in a reflective manner so they can develop skills argumentation and critical thinking (Kadayifci, Atasoy, & Akkus, 2012;Sampson, Grooms, & Walker, 2010). There were eight stages in implementing learning using the ADI model as presented in Table 1.…”

Section: Introductionmentioning

confidence: 99%

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Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Rosidin

Kadaritna

Hasnunidah

2019

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Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Rosidin

Kadaritna

Hasnunidah

2019

View full text Add to dashboard Cite

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“…The diversity of emerging patterns shows that early semester students have been able to represent their critical thinking through argumentative essays. It is evident that argumentation is a space to practice critical thinking skills (Andrews, 2007;Joiner & Jones, 2003;Kadayifci et al, 2012). Although the critical thinking element does not appear as a whole in the essay, it does not affect the substance of the critical content of the student's writing.…”

Section: Discussionmentioning

confidence: 99%

Critical Thinking Patterns of First-Year Students in Argumentative Essay

Marni

Suyono

Roekhan

et al. 2019

Journal for the Education of Gifted Young Scientists

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This study aimed to find out the critical thinking patterns of students in the argumentative essay, explain and explore students' arguments that contain critical elements. This study used the content analysis method. Data was obtained from argumentative essays written by first-year students of Brawijaya University who took Indonesian Language courses. The total of data was 90 posts. Data collection was done by assignments and interviews. Data was analyzed using data analysis procedures from Cresswel of six stage is preparing and organizing, data exploration, using code, representing findings, interpretations, and validate the accuracy of the findings. Three critical thinking patterns were found in the student's essay, namely pattern I (Inference-Evaluation), and pattern II (Analysis-Evaluation), pattern III (Interpretation-Evaluation). In pattern two, there were four pattern variations while there was only one pattern in patterns I and III. The results of this study indicated that students' critical thinking patterns were oriented towards analytic thinking, namely analyzing various phenomena by revealing evidence and reasons to draw logical conclusions. The pattern found can be used as a reference for writing lecturers in developing students' critical thinking skills in higher education.

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“…According to (Sampson & Gleim, 2009) ADI is a model created to set the objectives of activities in the classroom as an effort to develop, understand, or evaluate a scientific explanation of a solution to a problem. According to the ADI learning model (Kadayifci, Atasoy, & Akkus, 2012) is a learning model that makes students have the opportunity to learn in scientific inquiry reflectively so they can develop argumentation and critical thinking skills. The research conducted by (Riandi, 2015) shows that the application of the Argument-Driven Inquiry (ADI) learning model is significant in improving the mastery of students' concepts compared to learning with other models.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Applying Argument Driven Inquiry Models to the Critical Thinking Skills of Students Based on Gender Differences

et al. 2019

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This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasiexperimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students' critical thinking skill, but there is no difference in critical thinking skills between female and male students.

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The Correlation Between the Flaws Students Define in an Argument and their Creative and Critical Thinking Abilities

Cited by 16 publications

References 4 publications

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Critical Thinking Patterns of First-Year Students in Argumentative Essay

The Effect of Applying Argument Driven Inquiry Models to the Critical Thinking Skills of Students Based on Gender Differences

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