Students taught with the LAPS-Heuristic model show higher critical thinking skills than students taught conventionally on demand and supply material in vocational economics¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test critical thinking scores differed significantly between the LAPS-Heuristic experimental class and the conventional control class (significance 0.001 < 0.05). → Desi Anggrianto 2016

Evidence¶

Desi Anggrianto 2016¶

Desi Anggrianto, Madziatul Churiyah, Mohammad Arief. (2016). Improving Critical Thinking Skills Using Learning Model Logan Avenue Problem Solving (LAPS)-Heuristic. Journal of Education and Practice, Vol.7, No.9. https://eric.ed.gov/?id=EJ1095745

q3 · i? · causal · r1

Quasi-experiment with class X APK students at SMK Negeri 1 Ngawi: 32 experimental and 31 control students, assigned by simple random sampling. Independent sample t-test on post-test critical thinking scores gave significance 0.001; mean scores were 6.7559 versus 5.4761, "This shows that H 0 is rejected."

"Based on the result of hypothesis testing can be seen in Table 10 that significance < 0,05 is 0.001 <0 .05. This shows that H 0 is rejected."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• The experimental class outperformed the control class on five of six critical thinking indicators, but the control class scored higher on asking and answering questions that require a reason — related
• A debate model in yellow book learning can increase students' critical thinking skills relative to conventional learning models — a broader claim this one bears on
• The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction — a broader claim this one bears on
• The control group showed no significant pre-test to post-test difference under conventional teaching — related