Using Remap-NHT to enhance students' critical thinking skills in biology

Abstract

Critical thinking is the ability that helps individuals make a logical and structured decision in solving a problem. The implementation of an applied learning model in the classroom can empower students to think critically. This study aimed to investigate the effectiveness of Reading-Concept Mapping-Numbered Heads Together (Remap-NHT) in promoting students' critical thinking skills. A nonequivalent pretest-posttest control group design was employed in this study. The participants consisted of 100 eleven-grade students from the Natural Science Program of SMA Negeri 4 Malang, Indonesia. The data were collected using essay tests that had been tested for reliability and categorized as reliable. Data analysis was performed using one-way ANCOVA. The analysis results showed a significant improvement in the students' critical thinking scores after being taught using Remap NHT. It was apparent that the Remap NHT syntax facilitated the indicators that support the students' critical thinking development.