Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

Autor/inn/en	Sinaga, Parlindungan; Feranie, Shelly
Titel	Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task
Quelle	In: International Journal of Instruction, 10 (2017) 2, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Critical Thinking; Thinking Skills; Writing Skills; Skill Development; Content Area Writing; Physics; College Students; Quasiexperimental Design; Pretests Posttests; Control Groups; Experimental Groups; Mastery Tests; Scoring Rubrics; Writing Evaluation; Statistical Analysis; Correlation; Outcomes of Education; Mastery Learning; Educational Quality; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Schriftliche Übung; Physik; Collegestudent; Scoring formulas; Auswertungsbogen; Statistische Analyse; Korrelation; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Ausland; Indonesien
Abstract	The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on critical thinking skills, and a rubric of writing assessment. The data were analyzed by determining the percentages of average normalized gains, Cohen's d, and correlational analysis. Based on the results of data analysis, it is found that the different treatments in the non-traditional writing tasks given to the students of the Physics Education and Physics Programs have the following impacts: 1. There was a significant difference in the increased conceptual mastery and critical thinking skills; 2. There was a difference in the writing quality of the students of the Physics Education and Physics Program; 3. There was a correlation between writing quality and conceptual mastery with a high degree relationship and there was a correlation between writing quality and critical thinking skills with a low degree relationship; 4. Increased conceptual understanding was influenced by the writing domain. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01