Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

• Published in: International journal of emerging technologies in learning 2019-01, Vol.14 (19), p.132
• Main Authors: Sari, Rima Meilita, Sumarmi, Sumarmi, Astina, I Komang, Utomo, Dwiyono Hari, Ridhwan, Ridhwan
• Format: Article
• Language: English
• Subjects: Cognitive Ability; Critical thinking; Gender; Gender Differences; Learning; Questionnaires; Student Attitudes; Students; Thinking Skills
• ISSN: 1863-0383; 1863-0383
• DOI: 10.3991/ijet.v14i19.10968

This study aims to describe and test students' perception of scientific learning, students' critical thinking skill level in scientific learning, differences in perception and critical thinking skill level of students based on school differences and gender, and the influence of perception on students' critical thinking skill in scientific approach learning. It involved 206 students from three high schools in Banjarmasin, Indonesia. Quantitative data was obtained from a perception questionnaire and critical thinking skill test. The perception questionnaire refers to Perception of Science Classes Survey (PSCS). The test used refers to indicators of critical thinking skill from Ennis in 2011. Data were analyzed using non parametric statistical tests with the SPSS version 23 application for Windows. The results showed that 1) students' perception of scientific learning were in the medium category, 2) students' critical thinking skill level was in a low category, 3) there were differences in perception and critical thinking skill level based on school, but there are not any differences found based on gender, 4) there was an influence of perception towards students' critical thinking skill in scientific learning approach. Designing innovative learning methods, involving student activity, and providing recommend-ed learning facilities are suggested to do to enhance students' positive perception and critical thinking skill.