Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking

Authors

  • Herdiyana Fitriani Universitas Pendidikan Mandalika
  • Taufik Samsuri Universitas Pendidikan Mandalika
  • Fida Rachmadiarti State University of Surabaya
  • Raharjo Raharjo State University of Surabaya
  • Christabel Dudu Mantlana Walter Sisulu University

DOI:

https://doi.org/10.36312/ijece.v1i1.736

Keywords:

learning tools, evaluative-process, conceptual-problem-based learning, validity and effectiveness, critical thinking skills

Abstract

This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.

Downloads

Download data is not yet available.

Author Biographies

Taufik Samsuri, Universitas Pendidikan Mandalika

Christabel Dudu Mantlana, Walter Sisulu University

Dr. CD Mantlana is a senior Lecturer at Walter Sisulu University

References

Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy & Practice, 27(1), 6–25. https://doi.org/10.1080/0969594X.2019.1688764

Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37, 100683. https://doi.org/10.1016/j.tsc.2020.100683

Arends, R. (2012). Learning to teach (9th ed). McGraw-Hill.

Benade, L. (2015). Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning. Open Review of Educational Research, 2(1), 42–54. https://doi.org/10.1080/23265507.2014.998159

Birgili, B. (2015). Creative and Critical Thinking Skills in Problem-Based Learning Environments. Journal of Gifted Education and Creativity, 2(2), 71–80.

Borg, W. R., & Gall, M. D. (1983). Educational Research: An Introduction (5th edition). Longman.

Chalkiadaki, A. (2018). A Systematic Literature Review of 21st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a

Chong, J., Gero, A., & Treichel, P. (2015). What Indicates Improved Resilience to Climate Change? A Learning and Evaluative Process Developed From a Child-Centered, Community-Based Project in the Philippines: What Indicates Improved Resilience to Climate Change? New Directions for Evaluation, 2015(147), 105–116. https://doi.org/10.1002/ev.20134

Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198–206.

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957

da Silva Almeida, L., & Helena Rodrigues Franco, A. (2011). Critical thinking: Its relevance for education in a shifting society. Revista de Psicología (Lima), 29(1), 175–195.

D’Alessio, F. A., Avolio, B. E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275–283. https://doi.org/10.1016/j.tsc.2019.02.002

Ennis, R. (2018). Critical Thinking Across the Curriculum: A Vision. Topoi, 37(1), 165–184.

Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. Inquiry: Critical Thinking Across the Disciplines, 26(2), 1–8. https://doi.org/10.5840/inquiryctnews201126214

Evendi, E., Kusaeri, A. K. A., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129. https://doi.org/10.29333/ejmste/12161

Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts. Measured Reasons LCC. https://www.insightassessment.com/wp-content/uploads/ia/pdf/whatwhy.pdf

Facione, P. A., & Facione, N. C. (1994). Critical thinking ability: A measurement tool. Assessment Update, 6(6), 12–13. https://doi.org/10.1002/au.3650060611

Fakhriyah, F. (2014). Penerapan problem based learning dalam upaya mengembangkan kemampuan berpikir kritis mahasiswa. Jurnal Pendidikan IPA Indonesia, 3(1), Article 1. https://doi.org/10.15294/jpii.v3i1.2906

Fausan, M. M., Susilo, H., Gofur, A., Sueb, & Yusop, F. D. (2021). Assessing students’ prior knowledge on critical thinking skills in the biology classroom: Has it already been good? AIP Conference Proceedings, 2330(1), 030016. https://doi.org/10.1063/5.0043167

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research (8th ed.). Mc Graw Hill.

Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. https://doi.org/10.1007/s10734-016-0031-y

Jones, K., Leonard, L. N. K., & Lang, G. (2018). Desired Skills for Entry Level IS Positions: Identification and Assessment. Journal of Computer Information Systems, 58(3), 214–220. https://doi.org/10.1080/08874417.2016.1229144

Karmana, I. W., & Samsuri, T. (2018). Conceptual framework of conceptual problem based learning model to facilitate critical thinking skills of senior high school students. EDUSAINS, 10(2), 226–234. https://doi.org/10.15408/es.v10i2.7782

Liang, W., & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity, 39, 100769. https://doi.org/10.1016/j.tsc.2020.100769

Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069. https://doi.org/10.1016/j.tsc.2022.101069

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. https://doi.org/10.1016/j.learninstruc.2015.03.002

McGrath, R. E. (2005). Conceptual Complexity and Construct Validity. Journal of Personality Assessment, 85(2), 112–124. https://doi.org/10.1207/s15327752jpa8502_02

Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2

Osman, A., & Kriek, J. (2021). Science Teachers’ Experiences when Implementing Problem-based Learning in Rural Schools. African Journal of Research in Mathematics, Science and Technology Education, 25(2), 148–159. https://doi.org/10.1080/18117295.2021.1983307

Pozzi, F., Asensio-Perez, J. I., Ceregini, A., Dagnino, F. M., Dimitriadis, Y., & Earp, J. (2020). Supporting and representing Learning Design with digital tools: In between guidance and flexibility. Technology, Pedagogy and Education, 29(1), 109–128. https://doi.org/10.1080/1475939X.2020.1714708

Prayogi, S., Muhali, M., Yuliyanti, S., Asy’ari, M., Azmi, I., & Verawati, N. N. S. P. (2019). The Effect of Presenting Anomalous Data on Improving Student’s Critical Thinking Ability. International Journal of Emerging Technologies in Learning (IJET), 14(06), 133. https://doi.org/10.3991/ijet.v14i06.9717

Prayogi, S., Yuanita, L., & Wasis. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic. Journal of Turkish Science Education, 15(1), 43–56.

Qing, Z., Jing, G., & Yan, W. (2010). Promoting preservice teachers’ critical thinking skills by inquiry-based chemical experiment. Procedia - Social and Behavioral Sciences, 2(2), 4597–4603. https://doi.org/10.1016/j.sbspro.2010.03.737

Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (2002). Influences on Student Cognitions About Evaluation. Assessment in Education: Principles, Policy & Practice, 9(1), 81–95. https://doi.org/10.1080/09695940220119201

Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271–285. https://doi.org/10.1080/16823206.2011.619141

Saleh, S. E. (2019). Critical thinking as a 21st century skill: Conceptions, implementation and challenges in the efl classroom. European Journal of Foreign Language Teaching, 0, Article 0. https://doi.org/10.46827/ejfl.v0i0.2209

Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002

Siburian, O., Corebima, A. D., Ibrohim, I., & Saptasari, M. (2019). The Correlation Between Critical and Creative Thinking Skills on Cognitive Learning Results. Eurasian Journal of Educational Research, 19(81), 1–16. https://doi.org/10.14689/ejer.2019.81.6

Sireci, S., & Faulkner-Bond, M. (2014). Validity evidence based on test content. Psicothema, 26(1), 100–107. https://doi.org/10.7334/psicothema2013.256

Suyatman, S., Saputro, S., Sunarno, W., & Sukarmin, S. (2021). Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 23, 89–111. https://doi.org/10.7358/ecps-2021-023-suya

Verawati, N. N. S. P., Hikmawati, H., Prayogi, S., & Bilad, M. R. (2021). Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers’ Critical Thinking Viewed from Cognitive Styles. Jurnal Pendidikan IPA Indonesia, 10(4), 505–514. https://doi.org/10.15294/jpii.v10i4.31814

Verawati, N. N. S. P., Hikmawati, & Prayogi, S. (2021). The Effectiveness of reflective-inquiry learning model to improve preservice-teachers’ critical thinking ability viewed from cognitive style. Journal of Physics: Conference Series, 1747(1), 012010. https://doi.org/10.1088/1742-6596/1747/1/012010

Verawati, N. N. S. P., Prayogi, S., Gummah, S., Muliadi, A., & Yusup, M. Y. (2019). The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability. Jurnal Pendidikan IPA Indonesia, 8(4), Article 4. https://doi.org/10.15294/jpii.v8i4.21002

Wahyudi, W., Verawati, N. N. S. P., Ayub, S., & Prayogi, S. (2019). The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers. International Journal of Emerging Technologies in Learning (IJET), 14(14), 122. https://doi.org/10.3991/ijet.v14i14.9532

Woolfolk, A. (2000). Educational Psychology in Teacher Education. Educational Psychologist, 35(4), 257–270. https://doi.org/10.1207/S15326985EP3504_04

Downloads

Published

2022-06-30

How to Cite

Fitriani, H., Samsuri, T., Rachmadiarti, F., Raharjo, R., & Mantlana, C. D. (2022). Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking. International Journal of Essential Competencies in Education, 1(1), 27–37. https://doi.org/10.36312/ijece.v1i1.736

Issue

Section

Original Research Article

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.