Enhancing Critical Thinking Skills of Prospective Elementary School Teachers: A Study on Problem-Based Learning Approach

Dewi Indrapangastuti, Wahyudi Wahyudi, Rokhmaniyah Rokhmaniyah
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Abstract

Critical thinking is a higher-order thinking skill that must be fostered during learning. This study aims to provide insights into the achievement of critical thinking skills among students through the implementation of the problem-based learning model in the geometry course. The research methodology employed in this study is descriptive in nature. The participants consisted of 40 Primary School Teacher Education students, who were divided into high, medium, and low-ability groups. Data were collected through written tests and observations. Twelve indicators of critical thinking skills were measured, with ten indicators assessed through written tests and two indicators through observations. The data were analyzed using quantitative descriptive analysis techniques. The study's findings indicate that students' critical thinking skills, as assessed through tests and observations, are considered good in the high, medium, and low groups. This is evident from the average percentages of 83.16% for the high group, 76.40% for the medium group, and 72.08% for the low group, respectively. Students in the high-ability group demonstrated a significantly excellent level of critical thinking skills. In conclusion, applying the PBL model significantly enhances students' critical thinking abilities.
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提高未来小学教师的批判性思维能力:基于问题的学习方法研究
批判性思维是一种高阶思维能力,必须在学习过程中加以培养。本研究旨在通过在几何课程中实施基于问题的学习模式,深入了解学生批判性思维能力的实现情况。本研究采用描述性研究方法。参与者包括 40 名小学师范生,他们被分为高、中、低能力组。通过书面测试和观察收集数据。测量了批判性思维能力的 12 个指标,其中 10 个指标通过书面测试评估,2 个指标通过观察评估。数据采用定量描述性分析技术进行分析。研究结果表明,通过测试和观察评估,学生的批判性思维能力在高、中、低三个组别中都被认为是良好的。高能力组的平均百分比为 83.16%,中能力组的平均百分比为 76.40%,低能力组的平均百分比为 72.08%。高能力组学生的批判性思维能力明显优于低能力组。总之,应用 PBL 模式能显著提高学生的批判性思维能力。
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