Critical Thinking Ability among Gifted and Slow Learner Students in Higher Education. What is the Recommended Learning Model?

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Nurul Hidayati Rofiah, Muya Barida, Dian Ari Widyastuti, Dody Hartanto, Trikinasih Handayani, Wahyu Nanda Eka Saputra, Irvan Budhi Handaka, Agungbudiprabowo, AmienWahyudi, Siti Muyana, UtariDwi PerwitaSari

Abstract

Inclusive education in Higher Education began to be developed in Indonesia. However, the readiness of universities to hone students' critical thinking has not been emphasized by most universities. This can be seen from the differences in students' critical thinking skills. The present study aims to find out the difference between slow learner's and gifted student's critical thinking. This difference then becomes the basis for recommending an innovative learning model. Therefore, quantitative approach through comparative study to see differences in students' critical thinking skills that are classified as slow learners and gifted was employed. The participants of the study were four gifted students and four slow learners who were selected through a purposive proportional random sampling using the Culture Fair Intelligence Test. The critical thinking data from slow learner students and gifted were collected using the Critical Thinking Scale. The result of the study exhibited a significant difference in gifted students 'and slow learners' critical thinking; the former exhibited higher performance than the
latter did. The results of this study indicate that learning that must be applied in inclusive classes must apply innovative learning models that can accommodate students' different abilities. This study recommended the lecturers to apply the CermaT learning model to improve slow learner's critical thinking. CermaT learning model is a development of the modified Computational Tinking and Rigorous Mathematical Thinking learning models.

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