문제중심학습(PBL) 수업이 간호대학생의 비판적 사고능력과 의사소통능력, 문제해결능력에 미치는 효과

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results ①The average score of critical thinking for the investigated college nursing students was (264.54±29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students, as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method. Key words: Nursing students; Critical thinking ability; Communication ability; Investiga-tion and study

This research is motivated by the existence of information related to the ability that students must possess today, namely collaboration, communication, critical thinking, and creative thinking ability. The purpose of this study was to analyze in more detail the students' 4C abilities in solving science problems in terms of gender. This research includes quantitative research involving the first-semester of science students of FTK UIN Mataram who are taking introductory physics courses. The participants used in this study were 67 students, of which 32 were male students and 35 were female students. Collaboration and communication ability are measured during the lecture process using observation sheets. Critical thinking and creative thinking were measured using written test questions with a description of 10 questions each. The data obtained were analyzed using descriptive statistics and Rash modeling. The results showed that female students' collaboration and creative thinking abilities were better than male students. The results also showed that male students' communication and critical thinking ability were better than female students. In general, the 4C abilities possessed by female students and male students are not much different

The purpose of this study is to compare the project-based learning model in the "Merdeka Belajar" curriculum and the inquiry learning model in terms of students' critical thinking and problem-solving abilities. The research question is whether there is a difference between these two learning models in terms of students' critical thinking and problem-solving abilities. The independent variable (X) is the project-based learning model (X1), while the dependent variables (Y) are critical thinking ability (Y1) and problem-solving ability (Y2). The research sample was taken from 10th-grade students at SMA Muhammadiyah 4 Surabaya, consisting of 4 classes with a total of 120 students. The research sample was selected from students who have a normal distribution, possess similar characteristics (homogeneous), and have the same average scores. Then, two groups (classes) of students were selected as samples, named as the experimental group and the control group. The analysis technique used was Multivariate Analysis of Variance (MANOVA). Based on Pillai's trace, Wilks' lambda, Hotelling's trace, and Roy's largest root, the value obtained was 0.000. As 0.000 < 0.05, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. This indicates that there is a difference in critical thinking and problem-solving abilities between the project-based learning model and the inquiry learning model.

According to some studies on school student, the application of the STAD method in some subject can improve critical thinking ability. However, according to other studies, STAD in some subject for school students cannot improve critical thinking ability. This study, hence, aims to discover the impact of the application of STAD in improving critical thinking ability, especially in mathematics course for university students. The experiment was carried out in a quasi-experimental design, especially the pretest-posttest non-equivalent group type. The findings of this study indicate that the application of STAD in mathematics learning can improve critical thinking ability. The advantages of using STAD can be seen from the increase in critical thinking ability, both abilities in the low, medium, and high categories. This study also confirms the findings of other studies that the application of cooperative and problem-based learning methods is effective in improving critical thinking ability. However, in contrast to other studies that reveal the benefits of STAD can be obtained after a long time of application (9 weeks - 8 months), this study shows that the benefits of STAD can be obtained in a relatively short time. This occurs because the treatment in the experimental class meets the criteria set by the experts, and uses three important structures proposed by experts, too. This research, therefore, has implications for the need to use problem-based cooperative learning methods.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

Objective: The research objective was to identify and analyze the relationship between student ability and project-based learning (PBL) with increased learning, the relationship between critical thinking ability and project-based learning with increased learning, and the relationship between project-based learning and learning improvement. project-based learning mediates the relationship between student ability and learning improvement and mediates the relationship between critical thinking ability and learning improvement.Methodology: This research is a type of quantitative research where it examines the relationship between exogenous and endogenous variables. This quantitative study uses the SEM-SmartPLS 3.0 model and also uses a quasi-experimental design method because it observes two groups, namely the control group and the experimental group.Findings: Based on the results of hypothesis testing using Smart PLS it shows that, H1, H2, & H3, are accepted because the t table value is greater than the calculated t value or has an alpha (α) value less than 5%. Whereas H4, H5, H6, and H7 cannot be accepted (rejected) because their value is greater than 5%. The experimental class showed an increase with the previous average value of 54.31 while the average result after treatment was 78.79 so there was an increase of 24.48. The homogeneity of the data was tested with the homogeneity test of variance with the significance value of 0.693 > 0.05.Conclusion: Student Ability has a significant effect on PBL and learning improvement. critical thinking ability has a significant effect on PBL and learning improvement. PBL has no significant effect on learning improvement. PBL does not mediate the relationship between student ability and learning improvement, and the relationship between critical thinking ability and learning improvement. The ability to think critically in learning to write explanatory texts with causal patterns using the Problem-Based Learning model shows good results. This can be seen from the students' scores in the experimental class that has increased after being given treatment (controlled).

Objective To explore the effect of research practical teaching mode on the critical thinking ability and innovation ability of nursing in the course of community nursing teaching.Methods The research practical teaching was provided for 90 nursing students.They were investigated with the WatsonGlaser Critical Thinking Appraisal (WGCTA) and the test of self innovation level scale before and after teaching.Results After the teaching,the total score of critical thinking and the score of innovation ability among nursing students were significantly improved.the recognition hypothesis,deduction, explanation,evaluation discussed dimensions were statistically significant,but before and after teaching reasoningdimensions showed no significant difference.Conclusions Research practical teaching mode can improve critical thinking ability and innovation ability of nursing students in the course of community nursing teaching. Key words: Community nursing; Research practical teaching; Critical thinking ability; Innovation ability

One of the problems faced by elementary school students is the difficulty of mastering the subject matter being taught. Efforts to increase mastery of the material were carried out by teachers, among others, by applying various varied learning models. The Problem Based Learning model is a learning model that is able to hone students' critical thinking. The purpose of this study was to analyze the effect of the Problem Based Learning model on science learning content on the critical thinking abilities. This study uses a quantitative approach to the experimental method. This research was conducted at elementary students using grade V as the research target for treatment by the Problem Based Learning learning model. The data analysis used was the t-test for sample correlation ratio data with the Wilcoxon Matched Pairs test analysis. The problem-based learning model to improve the critical thinking skills of science grade V elementary school students has a positive and significant effect. The results of this study conclude that hypothesis 1 (h1) is accepted. This shows that the Problem Based Learning model influences students' critical thinking ability, where students' critical thinking ability increase after being applied to a given subject.

Research with the title Critical Thinking Ability of Class V Students in Social Science Learning at SD 2 BATUR. (Magdalena et al., 2021) This research aims to: Determine the critical thinking abilities of fifth grade students in learning science and science, identify factors that influence students' critical thinking abilities. and factors that influence the critical thinking abilities of class V students in science and science learning at SDN 2. This research will use a qualitative descriptive method. The subjects of this research are fifth grade students at SD 2 BATUR who are divided into three categories: High critical thinking ability, (Ilham & Hardiyanti, 2020) Medium critical thinking ability, Low critical thinking ability. Apart from these 3 categories, this research also uses Data collection techniques include observation, tests and interviews. The results of the research are 3 categories, including students with high critical thinking ability categories who can fulfill all critical thinking indicators. Students with moderate critical thinking ability categories are able to meet three indicators. Students with low critical thinking ability categories are only able to meet two indicators. This is also due to several factors that influence students' critical thinking ability, namely as follows: internal factors such as physical condition, anxiety, motivation, interaction and intellectual development and external factors related to outside individual in the form of a social environment.

The trend of today’s learning goals for educational institutions is to produce pre-service teachers who think critically. Critical thinking is a higher-order thinking domain that can be taught through appropriate learning strategies. This study intended to describe the influences of the conflict-cognitive strategy in the inquiry-based learning model towards pre-service teachers’ critical thinking ability. This is pre-experimental research with one group pretest-posttest design. The sample included 18 pre-service physics teachers at Mataram State Islamic University (UIN Mataram). The pre-service-teachers’ critical thinking ability was assessed using a critical thinking skill test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. Indicators of critical thinking ability consisted of the ability to analyze, inference, evaluate, and make a decision. The data on critical thinking ability were analyzed descriptively and statistically, where homogeneity, normality, and t-test were performed. Descriptive analysis results indicated that the average score of critical thinking ability in the pretest was -1 in the “less critical” criteria and increased at posttest to 9,89 in the “quite critical” criteria after learning using the conflict-cognitive strategy in the inquiry-based learning model. Statistically, the analysis results revealed that the implementation of the conflict-cognitive strategy in the inquiry-based learning model had a significant effect on pre-service teachers’ critical thinking ability. Therefore, the conflict-cognitive strategy in the inquiry-based learning model can be a reference and alternative learning strategy that can be implemented for specific purposes to improve pre-service teachers’ critical thinking ability.

Students and lecturer activity have an important role in achieving the objectives of learning. In fact, many students are tired of learning in classes that it causes the student’s critical thinking ability to have discussions. Efforts to enhance the critical thinking ability in learning process include implementing the Think Pair Share and Think Talk Write.The objectivesof this research are to know: 1) Enhance critical thinking ability by using the Think Pair Share Method on Pretest and Posttest; 2) Enhance critical thinking ability by using the Think Talk Write Methodon Pretest and Posttest; 3) Difference in critical thinking ability between Think Paire Share Method and Think Talk Write method.Research Method with a quasi experiment. Data analysis techniques involve t-test and N-Gain test. The research finding indicate that: 1) There is a difference in critical thinking ability when using Think Pair Share Method; 2) There is difference in critical thinking ability when using Think Talk Write Method; 3) Critical Thinking Ability difference between Think Pair Share method and Think Talk Write Method.

Critical discourse analysis and critical thinking: An experimental study in an EFL context

Objective To investigate the effect of bedside comprehensive ability training and critical thinking on the improvement of the personality maturity of pediatric nurses. Methods A total of 102 nurses with pediatric working years within one year were selected, and then they were arranged to receive critical thinking in combination with bedside comprehensive ability training for 6 months. After the training, pediatric nurses′ critical thinking ability, bedside comprehensive ability and personality maturity were evaluated. Results Before training, the total score of Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) , total score of bedside comprehensive ability, personality maturity score were 288.21±25.44, 75.24±2.51, 84.01±32.26, after training, they were respectively 324.18±25.93, 92.65±3.17, 125.57±35.47. Comparison of the scores before training and after training showed statistically significant difference (t=7.071, 30.750, 6.190, P < 0.05 or 0.01). Setting personality maturity as the dependent variable, and and CTDI-CV and bedside comprehensive ability as the independent variables, regression analysis showed that CTDI-CV and bedside comprehensive ability had a positive impact on the personality maturity. Conclusions The ability of pediatric nurses' critical thinking ability and bedside comprehensive ability training can promote the improvement of personality maturity of pediatric nurses. Key words: Critical thinking; Bedside comprehensive ability; Training; Pediatrics; Personality maturity

Objective: This study aims to determine the effectiveness of video simulation on hybrid problem-based Learning (PBL) in improving grade X students' critical thinking and problem-solving skills using primary programming algorithm material. Method: The research method used is quantitative, with a quasi-experimental research type and pretest-posttest control group design. This study involved 30 students in the control and 30 in the experimental classes. The research sample was selected using a purposive sampling technique with the criteria of grade X students studying basic programming algorithms. Data collection techniques used questionnaires or questionnaires from 2 research instruments: critical thinking and problem-solving abilities. Data analysis in this study used normality tests and homogeneity tests. Results: This study showed a significant increase in grade X students' critical thinking and problem-solving abilities in studying basic programming algorithms after video simulation integration in HPBL intervention. Novelty: The integration of video simulation in HPBL provides a concrete visual representation that helps students understand abstract concepts and apply theory in real situations, enriching the learning process of basic programming algorithms. Future research is expected to explore other learning methods to improve the effectiveness of hybrid problem-based learning so that students have a learning style in learning basic programming algorithms.

Previous studies have demonstrated that thinking dispositions and working memory are closely related to students' critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents' thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents' critical thinking ability.