The analysis of students’ critical thinking skill through ethnoscience instruction integrated on the topic of magnetic field

The purpose of this study was to analyze the students’ critical thinking ability through the implementation of Ethnoscience Instruction (EI) using Critical thinking rubrics based on the International Critical Thinking Essay Test (ICTET). This study employed a quasi-experimental design consisting of two classes: experimental and control. The population in this study were XII grade students in several Senior High Schools in Surakarta which students are categorized to have high, intermediate and low critical thinking skills in the academic year of 2018/2019. Respondents were selected by the cluster random sampling technique. Data were analyzed by using descriptive method to describe the level of the students’ critical thinking ability. Findings revealed the difference between experimental class and control class with the following details: purpose (15.83%), questions (13.63%), information (8.63%), point of view (13.98%), assumptions (5.08%), concepts (6.79%), conclusions (8.90%), and implication (10.62%).The purpose of this study was to analyze the students’ critical thinking ability through the implementation of Ethnoscience Instruction (EI) using Critical thinking rubrics based on the International Critical Thinking Essay Test (ICTET). This study employed a quasi-experimental design consisting of two classes: experimental and control. The population in this study were XII grade students in several Senior High Schools in Surakarta which students are categorized to have high, intermediate and low critical thinking skills in the academic year of 2018/2019. Respondents were selected by the cluster random sampling technique. Data were analyzed by using descriptive method to describe the level of the students’ critical thinking ability. Findings revealed the difference between experimental class and control class with the following details: purpose (15.83%), questions (13.63%), information (8.63%), point of view (13.98%), assumptions (5.08%), concepts (6.79%), conclusions (8.90%), and implication (10.62%).