Critical thinking has been defined in many different ways. Very broad definitions include 'thinking which has a purpose' or 'reflective judgement'. However, these. Critical Thinking Skills. Dr. Marlene Caroselli. HRD Press, Inc. • Amherst • Massachusetts. COMPLIMENTARY RESOURCES from HRD Press. The 2 activities in. Critical thinking involves mindful communication, Use this one for role-playing and interpersonal communication skills. Fill out the character sheet below to.
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Thinking critically as a student will confer benefits in many areas of your life. Critical thinking skills are a vital part of your academic life. – when reading, when . Critical thinking and analysis is an everyday activity, even if we don't think of it detective-like skills of persistence to examine and re-examine an argument, in. Thinking about thinking. Searching. Making associations (former knowledge). Explaining. Analyzing - Looking for options. Problem solving.
The mean scores of students' critical thinking skills can be seen in Table I. In this research, one school was High LC 11 CL 12 School level has been determined based on CL 37 6.
LCM 12 4. Instruments CL 11 3,82 CTSM tests were given prior to the learning activity From Table 1, both in terms of overall and every MPA pretest and after the learning activity posttest. MPA tests levels it is known that the enhancement and achievement of were given prior to the learning activity.
The enhancement of students' critical consists of 22 objective test items and 2 analytical test items thinking skills LC group is greater than CL group. Data Analysis information, information analysis, evaluation of argument, and The statistical test results of critical thinking skills inference  and [12 ]. The statistical test results of algorithm and skills, and problem solving according with the critical thinking skills enhancement data of LCM, LC, and CL content of the material being taught.
Meanwhile, material of groups at high and medium level have heterogenous variance, however at low level have homogeneous variance. Then, further statistical tests was students critical thinking skills analyzed graphically, are conducted. At low level, Scheffe test was used, Dunnett T3 presented in figure 1.
Based on analysis, it can be concluded that the enhancement of critical thinking skills of LCM students is better than those of LC and CL students, and the enhancement of critical thinking skills of LC students is better than those of CL students.
Based on the test results of normality, the achievement of critical thinking skills of LCM, LC, and CL group data at the high level have normal distribution. Meanwhile, in term of overall students and at the LCM, LC, and CL group at the medium and low level, not entirely normally distributed..
Thus, the mean difference test used is One Way Anova and Fig.
Thus it can be LCM students' critical thinking skills sequence from largest to concluded that at least one of the achievement of critical smallest are high-level students, medium level students, and thinking skills of learning groups data, which have an low-level students. The same sequence occurs in the average difference. Figure 3 also shows that the lines almost parallel. Base on analysis it can be These conditions indicates that there is no interaction concluded that achievement of critical thinking skills of between learning model and MPA levels toward achievement LCM students is better than those of LC and CL students, of students' critical thinking skills and the achievement critical thinking skills of LC students C.
Discussion better than those of CL students. At medium level, low level, and in terms of overall students, that was using Multiple In terms of overall students, the enhancement of critical Comparison between Treatments. Based on analysis, at the thinking skills students who received LCM is 0. According to Hake, the enhancement has level, the achievement of critical thinking skills of LCM a medium level.
Then, the statistical test results confirms that students is better than those of LC and CL students, but there the enhancement of critical thinking skills students who is no differences in the achievement of critical thinking skills, received LCM is better than students who received LC and between LC and CL students.
In medium level and terms of CL, the enhancement of critical thinking skills students who overall students, the achievement of critical thinking skills of received LC is better than students who received CL. LCM students is better than those of LC and CL students, and the achievement of critical thinking skills of LC students is The enhancement of students' critical thinking skills is better than those of CL students.
The achievement of From analysis using two-way ANOVA, it can be concluded students' critical thinking skills who received LC is better that the learning model has a significant effect on the than students who received CL.
This shows that learning enhancement of students' critical thinking skills. Thus MPA factors have a significant effect on the enhancement of students' critical Research shows that MPA has a significant effect toward thinking skills. This finding can be seen at every level. At medium level, enhancement and the probability sig is 0.
The same conditions occurred in LC and CL. At conventional learning. At influence on enhancement of critical thinking skills. At the high and medium level, the achievement skills. At the CL, amounting to 0. These and CL, but there are no differences in achievement of critical activities are more easily to carry out by students at high level. This is reflected in the learning activities that take place. However descriptively, there is no interaction effect variety of learning activities in LCM to spur increased between learning model and MPA towards achievement of students' critical thinking skills mathematically.
To use more successful when applied to students at high and medium LCM, teachers need to prepare worksheets used in exploration level to enhance critical thinking skills. This is in accordance or investigation. The Worksheets are made should provide a with the opinion of  that the lower level schools have a situation or a mathematical problem so it encourage students tendency of student learning outcomes that are less good.
Therefore the students' thinking skills become one Generally, this study shows that LCM is better in consideration in determining the situation or problem facilitating students to develop critical thinking skills than LC mathematically created. Besides that, the discussion goes well, and CL. LC is better in facilitating students to develop critical the group should be heterogeneous thinking skills than LC. This is possible because in LC students are involved in discussion to analysis, evaluate, solve Based on these results, in terms of overall enhancement the problem and found new idea.
These activities, can develop and the achievement of critical thinking skills students who ability to think critically as revealed by [6 - 8 ]. Meanwhile in received LCM are in the medium level, thus the enhancement LCM, students' metacognition is more empowered than and achievement of critical thinking skills did not obtain the students who received LC and CL.
According to , maximum results.
Therefore, further research is needed to students who use well their metacognition will be a critical assess the cause. Otherwise, in the conventional learning teacher gives the Acknowledgment concept or the material directly through lectures, then teachers Thanks to the Ministry of Research Technology and provide practice questions to the student.
Thus the Higher Education Republic of Indonesia, which has funded conventional learning less spur students to develop critical this research. Muallimat NW Pancor pada mata pelajaran Matematika. Ennis, Critical thinking. United States of America: Prentice-Hall,  N. Retrieved from http: Mullis, O. Martin, Michael, P. Boston college, Cheotnut Hill, MA conceptual learning gains in physics: Mathematics and Science Education.
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