The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After ten weeks, TEFA-T students had better critical thinking skills on all indicators (analysis, evaluation, inference, deductive and inductive reasoning) than students in conventional classes. → Maksum 2022

Evidence¶

Maksum 2022¶

Maksum, H., Yuvenda, D. & Purwanto, W. (2022). Improvement of metacognitive and critical thinking skills through development of the a 'Teaching Factory Based on Troubleshooting' (TEFA-T) Model in automotive vocational learning. Journal of Turkish Science Education, 19(3), 1015-1036. https://doi.org/10.36681/tused.2022.161

q2 · i? · causal · r1

Per-indicator comparison plotted in Figure 5 from the quasi-experimental study (CCTST-based measure); the conclusion reports descriptive percentage gains of 23.94% to 70% across critical thinking indicators, with no standardized effect size printed.

"Figure 5 shows that after ten weeks of implementing the TEFA-T model, students that used it had better critical thinking skills for all indicators than conventional approaches."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies — the general claim this finding bears on, with the studies behind it
• The TEFA-T model produces significantly higher learning achievement than teacher-based instruction in automotive vocational courses — related
• The TEFA-T model significantly improves students' metacognitive skills compared with conventional instruction — related
• Emancipating problem solvers tend toward skeptical, inductive, critical thinking while technical solvers tend toward pre-determined, deductive methods — related
• The TEFA-T model and its supporting products are rated Very Practical by instructors and students — related
• The TEFA-T model syntax meets goodness-of-fit criteria in confirmatory factor analysis, supporting its construct validity — related
• Teachers adapt TEFA to their own terms and contexts, with learning trajectories that are personal and idiosyncratic — related
• After one year of TEFA professional development, videotaped lessons showed increased discussion time, more student-student interactions, less IRE interaction, and more varied discussion formats — related
• Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers — related
• The ARDESOS-DIAPROVE intervention significantly improved critical thinking skills, with higher PENCRISAL medians after intervention in the total score and all five factors
• Dialogic learning produces a more positive effect on value-loaded critical-thinking competences than non-dialogic learning in pre-vocational secondary Biology — related