Effect of the TTW learning model on students' critical thinking skills in Chemistry

Abstract

Education plays a crucial role in shaping the future of a nation's generations by enhancing individuals' knowledge, skills, and abilities. One effective approach to fostering critical thinking is through the Think Talk Write (TTW) learning model, which encourages students to think, reflect, organize their ideas, and test them. Critical thinking in students is not only reflected in their ability to answer or solve problems but also in the quality of the questions they ask. This study aims to explore the impact of the TTW learning model on the critical thinking skills of chemistry students. Employing a mixed-methods research design, this study utilized simple random sampling to select participants. Data were collected through written statements to assess students' responses. The results of the regression analysis indicated a significant effect, confirming that the TTW model positively influences the critical thinking skills of students in chemistry lessons. These findings have important implications for enhancing teaching strategies and fostering critical thinking in science education.

Keywords: Chemistry; critical thinking; learning model; Think Talk Write a model