The Effect of Reading Questioning Answering Integrated with Creative Problem Solving on Critical Thinking

Autor/inn/en	Aisya, Naafi; Ibrohim, I.; Mahanal, Susriyati; Maghfiroh, Hidayati
Titel	The Effect of Reading Questioning Answering Integrated with Creative Problem Solving on Critical Thinking
Quelle	In: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 9 (2023) 2, S.198-205 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2442-3750
Schlagwörter	Creativity; Critical Thinking; Problem Solving; Biology; Science Instruction; Learning Processes; Discussion (Teaching Technique); Comparative Analysis; Instructional Effectiveness; Teaching Methods; High School Students; Plants (Botany); Animals; Ecology; Environmental Education; Classification; Questioning Techniques; Skill Development; Thinking Skills; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Kreativität; Kritisches Denken; Problemlösen; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Pflanze; Animal; Tier; Tiere; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Classification system; Klassifikation; Klassifikationssystem; Befragungstechnik; Fragetechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Ausland; Indonesien
Abstract	Although the empowerment of critical thinking (CT) has become an international concern that needs to be developed in the biology learning process for high school students, there still needs to be more relevant research literature. This study aimed to compare the effectiveness of implementing reading, questioning, and answering strategies integrated with creative problem solving (RQA-CPS) with RQA, CPS, and discussion strategies. This method used the pretest-posttest non-equivalent control group design for one semester using four classes. We designed that the experimental group was taught with RQA-CPS, the control-I group was taught with RQA, the control-II group was taught with CPS, and the control-III group was taught with DP. This research involved 129 high school students in four classes with the topics Plantae, Animalia, Ecology and Environmental Change. These four topics are classified as complex material that requires CT to be able to understand in depth. The results showed that high school students' CT increased in all four classes, but the RQA-CPS group experienced the most significant increase and was significantly different compared to the other three control groups. Thus, the RQA-CPS strategy should be used in learning to improve students' CT. (As Provided).
Anmerkungen	Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01