Thinking Critically in Undergraduate Biology: Flipping the Classroom and Problem-Based Learning

Addy, Tracie Marcella; LePrevost, Catherine E.; Stevenson, Maura

doi:10.37514/dbh-j.2014.2.1.09

Cited by 3 publications

(4 citation statements)

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“…Memiliki keterampilan berpikir kritis memiliki dampak positif pada kemampuan siswa dalam memecahkan masalah dan meningkatkan kepercayaan diri mereka (Azizi et al, 2018). Perspektif ini didukung oleh pandangan Addy et al (2014) yang menyatakan adanya hubungan kuat antara kemampuan berpikir kritis dan pencapaian akademik siswa. Sehingga kemampuan berpikir kritis menjadi penting untuk diukur dalam kurikulum pendidikan.…”

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“…Oleh karena itu, dalam mengembangkan atau memilih instrumen penilaian, penting untuk mempertimbangkan baik validitas maupun reliabilitasnya. Sehingga manajemen dan pengembangan instrumen evaluasi yang efektif menjadi sangat penting sebagai upaya untuk membuat proses belajar mengajar menjadi lebih bermakna dan holistik (Duron et al, 2006) ,3,5,8,10,14,21,24,29,30,31,34,38 Sedang 18 1,9,12,13,15,16,17,18,19,20,22,26,28,35,37,39,40, 9,10,14,16,20,22,26,29,30,37 Cukup 20 2,3,5,6,8,11,12,13,15,17,18,21,28,31,33,35,38,39,…”

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Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Pada Materi Sistem Pernapasan

Kurniahtunnisa,

Warouw,

Rukmana

2024

EDUPROXIMA

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Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Pada Materi Sistem Pernapasan

Kurniahtunnisa,

Warouw,

Rukmana

2024

EDUPROXIMA

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“…Therefore, CT skills are required in academics, the workplace, and society to achieve good academic performance and prosperous life in the future [22]. As part of higher order thinking (HOTs) and 21st-century skills, CT skills are essential, especially in education, because one of the ultimate goals of education is to produce critical thinkers [23], [24]. With today's world's quick interchange of information, critical thinking becomes even more crucial [25].…”

Section: Introductionmentioning

confidence: 99%

“…Chapman [31] noted that biology learning often has a conventional pattern of memorization strategies and feedback through exams. Addy et al [23] also highlight that biology is more than just factual knowledge. Nevertheless, it requires a critical thinking process inside of mastering biology.…”

Section: Introductionmentioning

confidence: 99%

Critical thinking skills: Profile and mastering concepts of undergraduate students

Suciati

Susilo

Lestari

et al. 2022

IJERE

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<span lang="EN-US">As one of the 21st-century skills, critical thinking (CT) is required for working in an interdisciplinary setting. Educators are expected to provide learning activities that enhance students’ CT skills. Biology, particularly Cell Biology, is seen as challenging since the topics covered therein relate to those covered in the following semester. This research was conducted out as a preliminary study to improve the quality of the learning process, especially in the Cell Biology course. It aimed to identify students’ CT skills in mastering concepts about Cell Membranes. This study enlisted the participation of 105 students from two universities. This research used an instrument test essay using the rubric CT skills. The findings revealed that undergraduate students’ CT skills were classified as basic in mastering the concept of Cell Membrane.</span>

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Construction of biology critical thinking test of high school students

2021

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Article historyStudents must have various abilities, one of which is critical thinking skills. Critical thinking is an ability that is an indicator of successful learning and is directly related to real life. Should carry out the development of critical thinking skills effectively and efficiently in education. Critical thinking skills of students, accurate measurement tools are needed. The measuring instrument is in the form of a test instrument developed through research. Conduct the researched with a quantitative approach by describing the characteristics of the critical thinking test instrument. The research method was the development of a test with the research subjects of class X MIPA students from seven public high schools in Kendal Regency with the criteria of high, medium, and low-ranking schools. Developed the test in the form of multiple-choice reasoned with three scoring categories for each item according to the scoring of the polytomous items in the PCM 1-PL model (Partial Credit Model 1 Parameter Logistic). The feasibility test of the critical thinking test instrument was carried out with experts in measurement, assessment, and Biology Learning and was tested empirically on 1118 students. The research data were analyzed using the EXCEL, SPSS 16, QUEST and PARSCALE applications. The results showed that: (1) The test instrument with four categories of scores fit the PCM 1-PL model; (2) the test instrument has a high-reliability value; (3) The test instrument has a right level of difficulty; (4) The test instrument can be used to measure the ability of students in the range of -3.7 to 2.9. The test instrument developed was feasible to be used to measure students' critical thinking skills with three categories of polytomous scoring with the PCM 1-PL model.This is an open access article under the CC-BY-SA license.

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Thinking Critically in Undergraduate Biology: Flipping the Classroom and Problem-Based Learning

Cited by 3 publications

References 12 publications

Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Pada Materi Sistem Pernapasan

Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Pada Materi Sistem Pernapasan

Critical thinking skills: Profile and mastering concepts of undergraduate students

Construction of biology critical thinking test of high school students

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