Critical thinking among fourth grade elementary students: a gender perspective

Sekar Purbarini Kawuryan, Yogyakarta State University, Indonesia
Suminto A. Sayuti, Yogyakarta State University, Indonesia
Aman Aman, Yogyakarta State University, Indonesia

 10.21831/cp.v41i1.44322

Abstract


Student intelligence in general is not distinguished by gender. However, some results of cognitive ability tests found these differences. The purpose of this study was to identify the critical thinking skills of fourth grade elementary school students based on gender. The critical thinking indicator refers to the Cornell Critical Thinking Test Level X. The selection of participants was carried out with consideration because the researcher had obtained permission from the principal of SDN Giwangan, parents, and had received approval from students so they were willing to be studied (convenience sampling). The sample consisted of 28 males and 17 females (N = 45). Data were analyzed using percentage, mean, standard deviation, range, and t-test. The findings show statistically significant differences in the mean critical thinking scores between male and female. The results of the study have implications for elementary school teachers who facilitate the learning process to develop critical thinking skills by applying different learning experiences. Teachers can follow up by considering differences in learning experiences based on the scope of the subject matter, the sequence of skills that are trained on students, and various choices of learning activities that develop critical thinking skills.

Keywords


critical thinking; gender; fourth grade elementary student

Full Text:

PDF

References


Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, A. C., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85, 275-314. https://doi.org/10.3102/0034654314551063

Assaraf, O. B & Orion, N. (2010). System thinking skills at the elementary school level. Journal of Research in Science Teaching, 47(5), 540–563. https://doi.org/10.1002/tea.20351

Bagheri, F. & Ghanizadah, A. (2016). Critical thinking and gender differences in academic self-regulation in higher education. Journal of Applied Linguistics and Language Research, 3 (3), 133-145.

Bailin, S., Case, R., Coombs, J. R; & Daniels, L. B. (1999). Common misconceptions of critical thinking. Journal of Curriculum Studies, 31(3), 269-283.

Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: John Wiley & Sons.

Butler, H., Dwyer, C., Hogan, M., Franco, A., & Almeida, L. (2012). Extending the validity of Halpern critical thinking assessments: Cross national applications. Thinking Skills and Creativity, 7, 112-121.

Chaplan, P. J. (2010. Teaching critical thinking about psychology of sex and gender. SAGE Journal, 34(4), 553-557. https://doi.org/10.1111/j.1471-6402.2010:01605.x

Chen, W. (2001). Description of an expert teacher’s constructivist-oriented teaching: Engaging students’ critical thinking skills in learning creative dance. Research Quarterly for Exercise and Sport, 72(4), 366-375. doi.org/10.1080/ 02701367.2001.10608973

Chukwuyenum, A. N. (2013). Impact of critical thinking on performance in mathematics among senior secondary school students in lagos state. Journal of Research & Method in Education, 3(5), 18–25.

Chusni, M.M., Saputro, S., Suranto, & Rahardjo, S.B. (2021). The potential of curriculum 2013 in improving critical thinking skills and entrepreneurship competency: Case study in Indonesia. Journal of Entrepreneurship Education, 24(1), 1-6.

Clinton, V., Seipel, B., Van den Broek, P., McMaster, K. L., Kendeou, P., Carlson, S. E., & Rapp, D. N. (2014). Gender differences in inference generation by fourth-grade students. Journal of Research in Reading, 37(4), (2014), 356–374. DOI: 10.1111/j.1467-9817.2012.01531.x

Dewey, J. (1910). How we think. Boston: Heath

Ennis, R. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179–186.

https://doi.org/10.1080/00405849309543594

Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10. https://doi.org/10.3102/0013189X018003004

Ennis, R., Millman, J., & Tomko, T. (2005). Cornell critical thinking tests. Seaside, CA: The Critical Thinking Co.

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report). American Philosophical Association.

Facione, P. A. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. Research Findings and Recommendations. http://assessment.aas.duke.edu/documents/Delphi_Report.pdf,

Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44, 1–25.

Fitriani, H., Asy’ari, M., Zubaidah, S., & Mahanal, S. (2018). Critical thinking disposition of prospective science teachers at IKIP Mataram Indonesia. Journal of Physics: Conference Series 1108 012091, doi :10.1088/1742-6596/1108/1/012091

Florea, N.M., & Hurjui, E. (2015). Critical thinking in elementary school children. Procedia - Social and Behavioral Sciences, 180, 565-572.

Galinsky, E. (2010). Mind in the making: the seven essential life skills every child needs. New York: HarperCollins Publishers.

Gelerstein, D., Río, R. del, Nussbaum, M., Chiuminatto, P., & López, X. (2016). Designing and implementing a test for measuring critical thinking in primary school. Thinking Skills and Creativity, 20, 40–49. doi:10.1016/j.tsc.2016.02.002

Halpern, D. F. & LaMay, M. L. (2000). The smarter sex: a critical review of sex differences in intelligence. Educational Psychology Review, 12(2), 229-246. https://doi.org/10.1023/A:1009027516424

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53, 449. https://doi.org/10.1037/0003-066X.53.4.449

Harish, G. C. (2013). Critical thinking skills among ninth standard students in relation to gender, intelligence and study habits. International Journal of Education and Psychological Research (IJEPR), 2(3), 13–20.

Heyman, G. D. (2008). Children’s critical thinking when learning from others. Current Directions in Psychological Science, 17(5), 344–347. doi:10.1111/j.1467-8721.2008.00603.x

Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of preservice elementary teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777-794. https://doi.org/10.12973/iji.2018.11449a

Iswinarti & Suminar, D. R. (2019). Improving children’s problem-solving skills through Javanese traditional games. Cakrawala Pendidikan, 38(3), 578-589. https://doi.org/10.21831/cp.v38i3.25331

Kamarulzaman, W., & Ahmad, I. S. (2014). Contributing factors to children’s critical thinking ability: The perception of pre-service teachers from a private university in malaysia. Southeast Asia Psychology Journal, 2, 69—76.

Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? Thinking Skills and Creativity, 24, 175–185. doi:10.1016/j.tsc.2017.02.011

Kettler, T. (2014). Critical thinking skills among elementary school students. Gifted Child Quarterly, 58(2), 127–136. https://doi.org/10.1177/0016986214522508

Kohan-Mass, J. (2016). Understanding gender differences in thinking styles of gifted children. Roeper Review, 38(3), 185–198. doi:10.1080/02783193.2016.1183737

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16–26.

Kurjum, M., Muhid, A., & Thohir, M. (2020). Think-pair-share model as solution to develop students’ critical thinking in islamic studies: Is it effective? Cakrawala Pendidikan, 39(1), 144-155. doi:10.21831/cp.v39i1.28762

Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6, 1-49.

Maknun, J. (2019). The development of critical thinking skills in vocational high school students in Indonesia. International Journal of Innovation, Creativity, and Change, 7(12), 237-258.

Marzuki & Basariah. (2017). The influence of problem-based learning and project citizen model in the civic education learning on student’s critical thinking ability and self discipline. Cakrawala Pendidikan, 36(3), 382-400. doi: 10.21831/cp.v36i3.14675

Meichenbaum, D., & Biemiller, A. (1998). Nurturing independent learners: Helping students take control of their education. Cambridge, MA: Brookline Books.

Meredith, K.S., Steele, J.L., (2011). Classrooms of wonder and wisdom: reading, writing, and critical thinking for the 21st century. Corwin A SAGE Company

Mite, Y. & Corebima, A. D. (2017). The correlation between critical thinking and the learning results of the senior high school students in biology learning implementing group investigation (GI) learning in Malang, Indonesia. Journal of Applied and Advanced Research, 2(2), 56–62.

Moses, L.J., & Baldwin, D.A. (2005). What can the study of cognitive development reveal about children’s ability to appreciate and cope with advertising? Journal of Public Policy and Marketing, 24, 186–201. https://doi.org/10.1509/jppm.2005.24.2.186

Murphy, P. K., Rowe, M. L., Ramani, G., & Silverman, R. (2014). Promoting critical-analytic thinking in children and adolescents at home and in school. Educational Psychology Review, 26(4), 561-578. http://dx.doi.org/10.1007/s10648-014-9281-3.

Narmaditya, B. S., Wulandari, D., & Rosnita, S. (2018). Does problem-based learning improve critical thinking skills? Cakrawala Pendidikan, 37(3), 378-388. doi: 10.21831/cp.v38i3.21548

Novak, J.D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571. doi:10.1002/sce.10032

Perdana, R. (2019). Analysis of student critical and creative thinking (CCT) skills on chemistry: A study of gender differences. Journal of Educational and Social Research, 9(4), 43-52. doi: 10.36941/jesr

Pillow, B. H. (2010). Development of children’s understanding of cognitive activities. The Journal of Genetic Psychology, 169(4), 297–321. doi: 10.3200/GNTP.169.4.297-321

Polat, H. (2018). Analyzing entrepreneurship skill levels of the 3rd grade primary school students in life sciences course based on different variables. International Education Studies, 11(4), 63. https://doi.org/10.5539/ies.v11n4p63

Ramani, G. B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill-Palmer Quarterly, 58, 159–190.

Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: integrating play and problem solving. Journal of Early Childhood Research, 12(1), 92. https://doi.org/10.1177/1476718X13498337

Ramdiah, S. & Corebima, A.D. (2014). Learning strategy equalizing student's achievement metacognitive, and critical thinking skills. American Journal of Educational Research, 2(8), 577-584. doi:10.12691/education-2-8-3

Rosidin, U., Kadaritna, N., & Hasnunidah, N. (2019). Can argument-driven inquiry models have impact on critical thinking skills for students with different personality types? Cakrawala Pendidikan, 38(3), 511-526. doi: 10.21831/cp.v38i3.24725

Royanto, L. R. (2012). The effect of an intervention program based on scaffolding to improve metacognitive strategies in reading: A study of year 3 elementary school students in Jakarta. Procedia - Social and Behavioral Sciences, 69, 1601–1609. https://doi.org/10.1016/j.sbspro.2012.12.105

Russell III, W.B., Waters, S., Turner, T. N. (2017). Essentials of elementary social studies. New York: Routledge.

Schlegel, S. (2011). Mind in the making: the seven essential life skills every child needs. Journal of Developmental & Behavioral Pediatrics, 32(5), 401. doi:10.1097/dbp.0b013e31821f8d89

Shubina, I., & Kulakli, A. (2019). Critical thinking, creativity and gender differences for knowledge generation in education. Literacy Information and Computer Education Journal, 10(1), 3086-3093.

Sternberg, R. J. (1986). Critical thinking: its nature, measurement, and improvement. National Institute of Education, Washington, D.C.

Sweet, A. P., & Snow, C. E. (Eds.). (2003). Rethinking reading comprehension. New York, NY: Guilford.

VanTassel-Baska, J., Bracken, B., Feng, A., & Brown, E. (2009). A longitudinal study of enhancing critical thinking and reading comprehension in Title I classrooms. Journal for the Education of the Gifted, 33, 7-37. https://doi.org/10.1177/016235320903300102

Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Cakrawala Pendidikan, 37(2), 182-189. doi: 10.21831/cp.v37i2.20157

Zetriuslita, Ariawan, R., & Nufus, H. (2016). Students’ critical thinking ability: description based on academic level and gender. Journal of Education and Practice, 7 (12), 154-164.




DOI: https://doi.org/10.21831/cp.v41i1.44322

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats