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Students' Critical Thinking Skills Based on Gender and Knowledge Group

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Title: Students' Critical Thinking Skills Based on Gender and Knowledge Group
Language: English
Authors: Marni, Silvia (ORCID 0000-0002-6554-1399), Aliman, Muhammad (ORCID 0000-0001-9918-3991), Suyono (ORCID 0000-0002-4020-8493), Roekhan (ORCID 0000-0002-4503-8753), Harsiati, Titik (ORCID 0000-0001-5868-2671)
Source: Journal of Turkish Science Education. Dec 2020 17(4):544-560.
Availability: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Peer Reviewed: Y
Page Count: 17
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Thinking, Thinking Skills, Gender Differences, Science Education, Humanities, College Freshmen, Student Characteristics, Test Validity, Test Reliability, Indonesian, Native Language Instruction, Foreign Countries
Geographic Terms: Indonesia
ISSN: 1304-6020
Abstract: The study aimed to measure the validity of critical thinking instruments and determined the differences in critical thinking skills in terms of gender and knowledge group. The study was used survey method. Critical thinking instruments were developed based on the Facoine's (2015) indicators of critical thinking. Data were obtained from 285 respondents (N = 285) of first-year students who took Indonesian language courses. Respondents consisted of 78 male and 207 female students. The 25 questions in critical thinking instruments were claimed valid and homogeneous with r count of 0.266. Data were analyzed using nonparametric statistics of Mann-Whitney test in SPSS version 21 application for Windows. There was no significant difference in students' critical thinking skills in gender differences and knowledge groups. Result of the study showed that 22 sub-indicators of students' critical thinking was found similarity in gender and 20 sub-indicators also found similarity in knowledge group. The study supported the new paradigm that students regardless of gender differences and science clusters needed critical thinking skills. Based on learning context in various science groups, there was no need to differentiate gender even though there were differences in the number of a certain gender in one class.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1283988
Database: ERIC
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  Data: Students' Critical Thinking Skills Based on Gender and Knowledge Group
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  Data: <searchLink fieldCode="AR" term="%22Marni%2C+Silvia%22">Marni, Silvia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6554-1399">0000-0002-6554-1399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aliman%2C+Muhammad%22">Aliman, Muhammad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9918-3991">0000-0001-9918-3991</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suyono%22">Suyono</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4020-8493">0000-0002-4020-8493</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roekhan%22">Roekhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4503-8753">0000-0002-4503-8753</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harsiati%2C+Titik%22">Harsiati, Titik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5868-2671">0000-0001-5868-2671</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Turkish+Science+Education%22"><i>Journal of Turkish Science Education</i></searchLink>. Dec 2020 17(4):544-560.
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  Data: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
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  Data: Y
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Humanities%22">Humanities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesian%22">Indonesian</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 1304-6020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study aimed to measure the validity of critical thinking instruments and determined the differences in critical thinking skills in terms of gender and knowledge group. The study was used survey method. Critical thinking instruments were developed based on the Facoine's (2015) indicators of critical thinking. Data were obtained from 285 respondents (N = 285) of first-year students who took Indonesian language courses. Respondents consisted of 78 male and 207 female students. The 25 questions in critical thinking instruments were claimed valid and homogeneous with r count of 0.266. Data were analyzed using nonparametric statistics of Mann-Whitney test in SPSS version 21 application for Windows. There was no significant difference in students' critical thinking skills in gender differences and knowledge groups. Result of the study showed that 22 sub-indicators of students' critical thinking was found similarity in gender and 20 sub-indicators also found similarity in knowledge group. The study supported the new paradigm that students regardless of gender differences and science clusters needed critical thinking skills. Based on learning context in various science groups, there was no need to differentiate gender even though there were differences in the number of a certain gender in one class.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1283988
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 544
    Subjects:
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Humanities
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Indonesian
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Students' Critical Thinking Skills Based on Gender and Knowledge Group
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            NameFull: Marni, Silvia
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            NameFull: Aliman, Muhammad
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