Research Article
Identification of Students’ Critical Thinking Skills Topic Classification of Materials and Its Changes
@INPROCEEDINGS{10.4108/eai.28-9-2019.2291014, author={Siti Rahmawati and Mohammad Masykuri and Sarwanto Sarwanto}, title={Identification of Students’ Critical Thinking Skills Topic Classification of Materials and Its Changes}, proceedings={Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia}, publisher={EAI}, proceedings_a={ICE}, year={2020}, month={2}, keywords={materials and its changes critical thinking junior high school}, doi={10.4108/eai.28-9-2019.2291014} }- Siti Rahmawati
Mohammad Masykuri
Sarwanto Sarwanto
Year: 2020
Identification of Students’ Critical Thinking Skills Topic Classification of Materials and Its Changes
ICE
EAI
DOI: 10.4108/eai.28-9-2019.2291014
Abstract
This study aimed to identify students’ critical thinking skills pattern on the topic of classification of materials and its changes. Critical thinking skills becomes the main competency in facing challenges and global changes. This ability is needed in the 21st century in education and include of learning ability and innovation. Students are trained in critical thinking to be able to make appropriate and logical decisions. Someone who thinks critically is able to interpret, analyze, evaluate and create wise decisions. This topic about classification of solid, liquid, gas; elements, compounds, and mixtures; acids, bases, salt; density; physical changes and chemical changesResearch subjects were amounted to 92 junior high school students in Surakarta. The research method was test, using the form of essay questions consisted of 8 items. Indicators was adapted from Facione. The descriptive qualitative analysis was used in this study as research technique. The results showed that students’ critical thinking skills varied based on indicators: inference was 61.53% (good category), self regulation was 57.43%, explanation was 49.06%, evaluation was 47.14%, analysis was 45.54% (moderate category) and interpretation indicators 39.75% (low category). From the results, it is required that students need to get training, changes in methods of teaching inquiry and contextual discussion.
