Improving Students' Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model

Autor/inn/en	Saputri, Arnita Cahya; Sajidan; Rinanto, Yudi; Prasetyanti, Nanik Murti
Titel	Improving Students' Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.327-342 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Critical Thinking; Thinking Skills; Cytology; Student Improvement; Metabolism; High School Students; Foreign Countries; Grade 12; Pretests Posttests; Instructional Effectiveness; Models; Secondary School Science; Science Instruction; Indonesia + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Zytologie; Stoffwechsel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Unterrichtserfolg; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Indonesien
Abstract	Critical thinking skills are one of the important skills in dealing with the demands and challenges of the 21st century. This study aims to determine the effectiveness of Stimulating Higher-Order-Thinking Skills (Stim-HOTs) model in improving students' critical-thinking skills on cell metabolism topic. This research is quasiexperimental research with pretest-posttest control group design in one high school in Surakarta, Indonesia in 2017/2018 academic year with one class as the experimental class by using Stim-HOTs model while the other class as the existing class that uses discovery learning model. The data were obtained by using criticalthinking skill test instrument in the form of essay that has been through expert validations, namely the validation from the education and evaluation expert, biology expert, and the certified high school Biology teacher, as well as the empirical validation through try-out. The result showed that the average score of critical-thinking skill gain score calculation in the experimental class was higher by 0.66 compared to the existing class of 0.51. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01