Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

Berliana Dyah Ayu Aprilianti, Agus Widyantoro
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Abstract

Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students  view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.
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数字同伴反馈与学生的批判性思维:两者之间有何关联,关联程度如何?
数字化同伴反馈是能够提高学生批判性思维能力的有价值的教学活动之一。因此,本研究的目的是调查提供数字化同伴反馈的感知资格与学生批判性思维之间的关系。为了扩大研究目的,本研究采用了相关设计的定量方法。结果显示,学生对提供数字化同伴反馈的总体评价为 3.55 分(满分 4 分),表明学生对提供数字化同伴反馈的感知度较高。第二项结果显示了学生的批判性思维得分(3.82 分,满分为 5 分),这表明学生的批判性思维水平较高。最后一项研究结果考察了学生的批判性思维与他们对提供数字化同伴反馈优势的认知之间的关系。结果发现,相关性检验的显著性(双尾)值为 0.000 < 0.05,表明接受了备择假设(H1)。由于皮尔逊相关结果(r 值)为 0.358,因此两者之间的关系被归类为弱相关。结论是,学生在提供数字化同伴反馈时运用了批判性思维技能,他们还认为提供数字化同伴反馈对他们有各种好处。这一结果可用于进一步了解学生如何看待数字同伴反馈、他们的批判性思维以及提供数字同伴反馈的认知资格与学生批判性思维之间的关系。
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发文量
42
审稿时长
8 weeks
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