How Critical Thinking Skills Influence Misconception in Electric Field

Autor/inn/en	Maison; Hidayat, M.; Kurniawan, Dwi Agus; Yolviansyah, Fauziah; Sandra, Rizka Octavia; Iqbal, Muhammad
Titel	How Critical Thinking Skills Influence Misconception in Electric Field
Quelle	In: International Journal of Educational Methodology, 8 (2022) 2, S.377-390 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maison) ORCID (Hidayat, M.) ORCID (Kurniawan, Dwi Agus) ORCID (Yolviansyah, Fauziah) ORCID (Sandra, Rizka Octavia) ORCID (Iqbal, Muhammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Critical Thinking; Misconceptions; Electronics; Thinking Skills; Physics; Science Instruction; Probability; High School Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Kritisches Denken; Missverständnis; Elektronik; Denkfähigkeit; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Indonesien
Abstract	This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01