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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "A Mixed-Methods Analysis of Critical Thinking Skills and Contributing Factors" : 1 Documents clear
A Mixed-Methods Analysis of Critical Thinking Skills and Contributing Factors: The Case of Indonesian Pre-service Biology Teachers Astutik, Fuji; Ruswan, Ruswan; Mindiana, Agnes Tasya; Wijayanti, Erna
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2777-2798

Abstract

The purpose of this study was to measure the critical thinking skills of student teachers and the factors influencing them. The survey involved 477 participants from an Islamic university, including six lecturers. Data were collected in three stages. The level of critical thinking skills was measured using a test whose items were developed based on the Watson-Glaser Critical Thinking Appraisal (WGCTA) indicators. The study also reviewed lesson plans, student worksheets, and cognitive test questions. Interviews were conducted with four students from each year, the highest- and lowest-skilled, as well as with six lecturers. A one-way ANOVA was used to examine differences in critical thinking skills across university study lengths. Qualitative data were analyzed using content analysis methods. The study's findings indicated that four groups had critical thinking skills in the "moderate" category and showed no significant differences among themselves (p = 0.215 > 0.05). The ANOVA was performed separately for each indicator to identify any that differed significantly. The results indicate that the indicators of interpretation (0.02 < 0.05) and argument evaluation (0.041 < 0.05) differ significantly among groups. There was a significant difference in the interpretation indicator between freshmen and junior students. Meanwhile, there was a significant difference between freshmen (the highest average) and sophomores in terms of argument evaluation. Student learning experiences, including the use of learning models, assignments, student worksheets, and evaluation questions (learning assessments), were the main factors influencing critical thinking skills. As a potential step toward developing critical thinking skills, students are expected to read, review, and complete assignments independently. Study programs can evaluate curricula that emphasize critical thinking skills.   Keywords: contributed factor, critical thinking skills, pre-service biology teachers.

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