Assessment of Critical Thinking Skills in STEM-Based Science Learning Through Project Assignments
- DOI
- 10.2991/assehr.k.210326.119How to use a DOI?
- Keywords
- Assessment, Critical thinking, STEM, Science learning, Project
- Abstract
Critical thinking skills are one of the 21st century learning skills that students must have, considering that the rapid development of science and technology causes more problems that arise in everyday life. Critical thinking skills are related to skills in using various reasons in various situations, thinking systematically, and being able to make decisions and solve problems. The development of these skills can be done through STEM-based science learning. To find out how far the students’ critical thinking skills are, it is necessary to assess them. Assessing these skills can be done through the project assignment method. Project-based learning can encourage students to explore their abilities and potential, conduct experiments, think rationally and logically, solve problems during the project, and discover new knowledge or verify existing concepts. The results of this study indicate that the assessment of critical thinking skills in STEM-based science learning through project assignments is valid (with AVI (Aiken’s Validity Index) of 0.958) and reliable (Cronbach Alpha test with a value of 0.717> r table). The average value of critical thinking skills of students after being measured using the assessment instrument was 69/100 (good category).
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Binar Ayu Dewanti AU - Agus Santoso AU - Kiki Septaria PY - 2021 DA - 2021/03/28 TI - Assessment of Critical Thinking Skills in STEM-Based Science Learning Through Project Assignments BT - Proceedings of the 6th International Seminar on Science Education (ISSE 2020) PB - Atlantis Press SP - 824 EP - 831 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210326.119 DO - 10.2991/assehr.k.210326.119 ID - Dewanti2021 ER -