The Effect of Philosophy Education for Children (P4C) on Students' Conceptual Achievement and Critical Thinking Skills: A Mixed Method Research

Pala, Fatih

doi:10.31014/aior.1993.05.03.522

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…Critical thinking skills play an important role in solving problems in learning (Hacioglu, 2021);Zulyusri et al, 2022;Suharyat et al, 2022). Critical thinking skills help students more easily understand the subject matter presented by the teacher (Sayg & Karaka, 2021;Atwa et al, 2022;Pala, 2022). So, the selection of the discovery learning model is one of the solutions in improving students' critical thinking skills in learning.…”

Section: Discussionmentioning

confidence: 99%

“…The level of critical thinking of Indonesian students is currently still relatively low (Putra et al, 2023;Zulkifli et al, 2022;Supriyadi et al, 2023;Chusni et al, 2022). It can be seen from TIMSS in 2015 that the level of thinking skills of Indonesian students scored 397 far from the average international score of 500 (Ilmi et al, 2019;Suharyat et al, 2022;Supratman et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Effect Size Discovery Learning Model on Students Critical Thinking Skills

Markiano Solissa,

Haetami,

Via Yustita

et al. 2023

edumaspuljr

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This study aims to determine the effect size of the discovery model on students' critical thinking skills. This type of research is meta-analysis research. The research sample comes from the analysis of 10 national and international journals indexed by SINTA, Scopus and Web of Science. The data source search process comes from Google Scholar, ScienceDirect, Eric and Wiley. The keywords for searching data sources are discovery learning model and critical thinking skills. Data collection techniques were direct observation and documentation. Data analysis is statistical analysis by calculating the effect size of each study with the help of JSAP. The results showed that the average effect size was 0.90 with very high criteria, the average value of the experimental class was 85. 90 and the control class was 72.10 and the N-gain value was 0.52. These findings indicate a positive effect of the discovery learning model on students' critical thinking skills. The discovery model helps students be more active and have higher-level thinking skills in learning

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect Size Discovery Learning Model on Students Critical Thinking Skills

Markiano Solissa,

Haetami,

Via Yustita

et al. 2023

edumaspuljr

View full text Add to dashboard Cite

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“…Hikmah pedagogy is an adaptation of Philosophy for Children (P4C), a teaching method originally conceived by Mathew Lipman in the late 1960s upon recognizing his students' lack of reasoning and judgment skills (Ab Wahab et al, 2022). Lipman's Philosophy for Children was founded on John Dewey's notion that critical thinking can be cultivated through philosophical discussions that respect differing perspectives (Pala, 2022). Therefore, the primary objective of Philosophy for Children is not to turn children into philosophers but to enhance their critical thinking skills, reasoning abilities, and decision-making capacities.…”

Section: Introductionmentioning

confidence: 99%

A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment

Aiyetoro,

Ali,

Petra

2024

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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Implementing an effective pedagogy that can enhance students' critical thinking, reasoning abilities, decision-making skills, and problem-solving capabilities is a key educational objective in the 21st century. This necessitates a shift from rote learning to interactive and meaningful learning experiences. Hikmah pedagogy, derived from Philosophy for Children (P4C), is an innovative approach that equips students with the essential skills for thinking, creativity, collaboration, communication, and caring, all while incorporating Islamic values through the Community of Inquiry (CoI) framework. Hikmah pedagogy adopts an infusion approach, fostering curiosity and promoting qualities such as critical thinking, open-mindedness, tolerance, and respect for others when exploring diverse perspectives. Research has demonstrated that the implementation of Hikmah pedagogy positively impacts teaching and learning across various subjects and educational levels. Hence, this review aims to assess the effects of Hikmah pedagogy on teaching and learning, as well as the challenges associated with its implementation. A total of 18 peer-reviewed articles were purposefully selected and analyzed using systematic content analysis (SLR). The findings indicate that Hikmah pedagogy enhances students' higher-order thinking skills (HOTs), critical thinking and reasoning abilities, open-mindedness, and communication skills. Additionally, the review highlights the importance of interactive stimuli, inquiry-based classroom management, and student engagement within the community of inquiry. Based on this evidence, educators are encouraged to incorporate Hikmah pedagogy as an effective teaching tool to cultivate students' thinking skills and moral development.

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Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach

Acar

ARSLAN

2023

International Journal of Assessment Tools in Education

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This study aimed at investigating the effectiveness of "Philosophy for Children (P4C)" approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center (SAC) in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.

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The Effect of Philosophy Education for Children (P4C) on Students' Conceptual Achievement and Critical Thinking Skills: A Mixed Method Research

Cited by 5 publications

References 17 publications

Effect Size Discovery Learning Model on Students Critical Thinking Skills

Effect Size Discovery Learning Model on Students Critical Thinking Skills

A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment

Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach

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