The Effects of Subject-Based Critical Thinking Education in Mathematics on Students’ Critical Thinking Skills and Virtues

Arisoy, Betül; Aybek, Birsel

doi:10.14689/ejer.2021.92.6

Cited by 52 publications

(49 citation statements)

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“…In line with the results of the present study, there are several experimental studies suggesting that CT teaching with the general approach (Al-Edwan, 2011 ; Alwehaibi, 2012 ; Arı, 2020 ; Arısoy & Aybek, 2021 ; Eldeleklioğlu & Özkılıç, 2008 ; Karadağ & Demirtaş, 2018 ; Lou, 2018 ; Marin & Halpern, 2011 ; Rahdar et al, 2018 ; Smith et al, 2018 ; Taghinezhad & Riasati, 2020 ), immersion approach (Bağ, 2020 ; Fung & Howe, 2012 ; Jensen Jr., 2015 ; Lopez et al, 2020 ; Marin & Halpern, 2011 ; Reed & Kromrey, 2001 ; Zulkifli & Hashim, 2020 ) and mixed approach (Ku et al, 2014 ; Plath et al, 1999 ; Welch et al, 2015 ) significantly improved CT skills. Also, after examining experimental studies of CT teaching, Tiruneh et al ( 2014 ) concluded that CT skills or dispositions were significantly improved in 80% of studies conducted with the general approach to CT teaching, 55% of studies conducted with the immersion approach to CT teaching and 67% of studies conducted with the mixed approach to CT teaching.…”

Section: Conclusion and Discussionsupporting

confidence: 91%

“…CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects on improving students’ CT dispositions, respectively. In most of the experimental studies examining the effect of CT teaching with the general approach (Arısoy & Aybek, 2021 ; Aybek, 2006 ; Bayrak, 2014 ; Eldeleklioğlu & Özkılıç, 2008 ; Lou, 2018 ) and the immersion approach (Aybek, 2006 ; Yıldırım & Şensoy, 2011 ) on the CT skills and dispositions of students, CT teaching with the general and immersion approaches improved students’ CT dispositions. Thus, as found in the present study, significant improvement of students’ CT dispositions through CT teaching with the general and immersion approaches is consistent with the results of previous research.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Arısoy & Aybek ( 2021 ) conducted an experimental study to examine the effect of CT teaching with the general approach on students’ CT skills and dispositions and concluded that it enhanced students’ CT skills ( η ²=0.52) and dispositions ( η ²=0.66) with large effect sizes. Also, in their study aiming to investigate the effect of CT teaching with the immersion approach on CT skills, Schreglmann & Karakuş ( 2017 ) concluded that it enhanced students’ CT skills with a large effect size.…”

Section: Introductionmentioning

confidence: 99%

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How to teach critical thinking: an experimental study with three different approaches

Orhan

2022

Learning Environ Res

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The aim of this study was to examine the effects of critical thinking (CT) teaching involving general, immersion, and mixed approaches on the CT skills and dispositions of high-school students. The study, which had three experimental groups (EG) and one control group, employed a pretest–posttest control-group quasi-experimental design. CT teaching was initiated with a general approach in EG I, an immersion approach in EG II, and a mixed approach in EG III. The Critical Thinking Skill Test and UF/EMI Critical Thinking Disposition Instrument were used to collect the data. General, immersion, and mixed approaches improved CT skills and dispositions, with a large effect size for the improvement of CT skills. CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects, respectively, on improving CT dispositions. In terms of improving CT skills and dispositions, the most effective approach, respectively, was the general, mixed, and immersion approach.

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Section: Conclusion and Discussionsupporting

confidence: 91%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How to teach critical thinking: an experimental study with three different approaches

Orhan

2022

Learning Environ Res

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“…Kemampuan berpikir kritis sangat dibutuhkan dalam pemecahan masalah atau dalam usaha mencari solusi permasalahannya. Kemampuan berpikir kritis sangat dibutuhkan dalam pemecahan masalah atau dalam usaha mencari solusi permasalahannya dan dapat membedakan secara tajam, memilih, mengidentifikasi, mengkaji dan mengembangkannya ke arah yang lebih sempurna sehingga siswa dapat mengambil keputusan dan memberikan solusi yang lebih baik lagi (Arisoy & Aybek, 2021). Kemampuan berpikir kritis diperoleh melalui pembelajaran yang dilaksanakan oleh guru.…”

Section: Pendahuluanunclassified

Peran Guru Dalam Menerapkan Metode Diskusi Kelompok Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas v Sekolah Dasar

Sholihah

Amaliyah²

2022

jcp

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Kompetensi pedagogik merupakan salah satu kompetensi yang harus dimiliki guru. Kompetensi berkaitan dengan kemampuan guru dalam mengemas pembelajaran agar menunjang ketercapaian tujuan pembelajaran. Penelitian ini bertujuan untuk dapat mengetahui kemampuan pedagogik guru dalam menerapkan metode diskusi kelompok dalam pembelajaran PPKn. Penelitian ini untuk mengidentifikasi suatu kemampuan pedagogic guru dalam melakukan pembelajaran. Pada penelitian ini menggunakan pendekan metode kualitatif deskripsi. Metode pengumpulan data pada penelitian ini menggunakan observasi, wawancara dan dokumentasi terhadap guru kelas di sekolah dasar. Pengambilan data melalui guru kelas pada kelas 5 di SDN DUKUH 09 PAGI. Hasil penelitian menunjukkan bahwa guru dapat mengajak siswa untuk berpikir kritis, mengemukan sebuah pendapat, menanamkan mental keberanian dalam berpendapat dengan menggunakan metode diskusi kelompok sehingga siswa tidak menjadi pasif ketika mengikuti pembelajaran dikelas. Penggunaan metode diskusi kelompok dalam pembelajaran menunjang keterampilan berpikir kritis siswa dan guru harus mempersiapkan secara seksama agar metode diskusi kelompok dapat diterapkan dengan baik.

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“…Self-regulation skill is expressed as selfexamination and self-correction. According to (Arisoy & Aybek, 2021), critical thinking improves with practice and activities.…”

Section: Models Of Critical Thinkingmentioning

confidence: 99%

Investigating Secondary Students’ Critical Thinking: A Case of Public Schools

Iqbal

Shams

Javed

et al. 2021

HSSR

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Purpose of the Study: The purpose of this research study was to measure and compare critical thinking among secondary school students in a district of Gilgit-Baltistan. Methodology: Quantitative research approach was applied to study critical thinking. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012). Descriptive and inferential statistics were used to analyze the data. Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. The results were consistent with earlier studies having higher critical thinking among female and science group students. However, the results were inconsistent with the earlier research studies having slightly higher critical thinking among rural school students than urban school students. The study revealed that there is a discrepancy in aligning critical thinking with teaching and learning activities in secondary school classrooms. Application of this study: The findings of the study help understand the level of male and female students' critical thinking at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies for gender perspective. Novelty/Originality of this study: The study is original as not a single research study investigated the critical thinking of secondary school students in the region of district Ghizar in Gilgit-Baltistan.

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The Effects of Subject-Based Critical Thinking Education in Mathematics on Students’ Critical Thinking Skills and Virtues

Cited by 52 publications

References 0 publications

How to teach critical thinking: an experimental study with three different approaches

How to teach critical thinking: an experimental study with three different approaches

Peran Guru Dalam Menerapkan Metode Diskusi Kelompok Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas v Sekolah Dasar

Investigating Secondary Students’ Critical Thinking: A Case of Public Schools

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