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Robert H. Ennis (1996), Critical Thinking
... Critical thinking skills can help students to understand the material well because this ability affects students' understanding of the material (Karimi & Veisi, 2016). Fisher states critical thinking is a skill that can be done better or otherwise (Fisher, 2000). Good critical thinking will meet various intellectual standards, such as clarity, relevance, adequacy, coherence, and others. ...
... Related to the importance of this critical thinking ability, several educational experts provide their opinions. Robert Ennis states that critical thinking is reasonable thinking and reflection that focuses on deciding what to believe or do (Fisher, 2000). Decision-making is closely related to problem-solving, where decisionmaking is an activity that takes place all the time in doing something. ...
One of the competencies in 21st-century learning is critical thinking (CT). Many lessons carried out by teachers do not touch this ability because of the lack of learning innovation and the use of IT-based learning resources. This study aimed to determine and analyze the effect of using the OER (Open Educational Resources)-assisted Blended learning model on vocational students' critical thinking skills. The type of research used mixed methods with embedded design. The samples were 54 students of the Multimedia program at VHS (Vocational High School) in Surakarta, Indonesia, and the instrument used a test based on critical thinking skills, according to Facione. Quantitative data analysis used an independent t-test and the qualitative data used criteria for achieving students' critical thinking skills. The results of the study support the expectation that the BL model assisted by OER has a significant effect on student learning outcomes and that students have excellent critical thinking skills on the indicators of interpretation, analysis, evaluation, explanation, and inference. On the other hand, students are weak in self-regulation.
... Critical thinking is thinking that makes sense and focused reflection to decide what should be believe or done which means reasonable thinking and reflection that focuses on deciding what to believe or do. This opinion can be interpreted that basically when thinking humans are learning to use their thinking skills intellectually and at the same time also think that alternative solutions to problems faced are lived so that when thinking humans can decide what to do because decision making is part of critical thinking itself [3,4]. ...
This research aims to find out the process of implementing science learning with STEM approaches and to find out students' critical thinking skills with STEM approaches. The methods used in this research are qualitative methods. Instruments used in the form of observations, tests, questionnaires and documentation. Data analysis in this study includes the data reduction stage, the display data stage, and the conclusion drawing stage. The results of this study concluded that the process of implementing science learning with a STEM approach consists of four steps: basic competency analysis and identification of appropriate topics, formulating competency achievement indicators (critical thinking indicators used: FRISCO indicators presented by Robert Ennis (1996)), designed lesson plan and instruments, and the implementation of learning with a STEM approach to knowing students' critical thinking skills. The critical thinking ability of students with STEM approaches, it is found that the critical thinking skills of students in very high categories as much as 31.25% with FRISCO indicators are mostly all visible. 53.125% are in the category of high critical thinking skills, with prominent critical thinking indicators being Focus and Reason, while inference, situation, clarity and overview indicators are sufficient. Students with moderate critical thinking skills as much as 9.375% critical thinking indicators that stand out Focus only while for reason, inference, situation, clarity and overview indicators are still lacking. Students with a low critical thinking ability category of 6.25%, all FRISCO indicators are so lacking that they are still less prominent and yet to be seen. This research contributes that STEM learning can be used to develop students' critical thinking skills, and the development of this research can be continued by developing of evaluation sheet, teaching materials, learning media, and learning models.
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