Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw

By Siti Zubaidah, A. Corebima, Susriyati Mahanal, Mistianah Mistianah. 2018

103 citations recorded by the source corpus.

The aim of this research was to reveal the relationship between student’s reading interest and critical thinking skills through Reading Concept Map Group Investigation (Remap GI) and Reading Concept Map Jigsaw (Remap Jigsaw) learning models. To do so, two science classes from first grade of two Senior High Schools in Malang, Indonesia were selected as the participants of the study. They were given the reading interest questionnaire and critical thinking skills essay test after thought by two different learning models. The obtained data were analyzed through Pearson Product Moment Coefficient of Correlation and doing a statistical regression analysis. The result revealed that there was no correlation between two variables both in Remap GI or Remap Jigsaw class. Because of no correlation between two variables was found, two variables were compared through Remap GI and Remap Jigsaw using descriptive analysis. The finding of this study has some implications for teachers to consider some aspect or skills from students and their relationship with each other. So the teacher can predict what needs to be developed and how to do it.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e4569af0b1773715167abe636a275b3006f30848

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Citations in the corpus

• Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes (2021, unknown): “While (Pursitasari et al., 2020; Bustami et al., 2018; Zubaidah et al., 2018) states that the ability to think critically is an integrated activity from several activities which include; (1) interpretation, the ability to categorize the problems at hand, (2) analysis, the ability to understand…”
• Project-based-learning on critical reading course to enhance critical thinking skills (2021, background): “This is as suggested by Zubaidah et al. (2018) that lecturers can enhance students’ critical thinking by growing learners’ reading interest, establishing cooperation and discussion between them, running pair and work activities, and increasing their motivation to think critically.”