A debate model in yellow book learning can increase students' critical thinking skills relative to conventional learning models¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught yellow book material with a debate model showed increased critical thinking skills compared with a control group taught conventionally, per the authors' conclusion. → Apdoludin 2016

Evidence¶

Apdoludin 2016¶

Apdoludin, Abdul Rahim Saidek, Raisul Islami. (2016). Model Debate for the Yellow Book Learning in Islamic Boarding School. Journal of Education and Practice, Vol.7, No.23. https://eric.ed.gov/?id=EJ1112798

q2 · i? · causal · r1

Quasi-experimental study at Islamic Boarding School Al-Hidayah Jambi using parallel classes, with a control group taught conventionally and experimental classes using the debate model. The article reports the conclusion that the debate model "can increase the effective, critical thinking skills" but prints no test statistics or effect sizes.

"It can be concluded that the model of the debate in the yellow book learning can increase the effective, critical thinking skills so that students can discover new knowledge for each study."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• The study tested the debate model with a quasi-experimental post-test-only control group design within an R&D development process — related
• Students taught with WSDC debate significantly outperformed control students on both critical thinking and speaking posttests — related
• Students taught with the LAPS-Heuristic model show higher critical thinking skills than students taught conventionally on demand and supply material in vocational economics — a narrower finding that bears on this claim