Identification of Student’s Critical Thinking Skills on Cryptogamic Based on Digital Argumentation Performance through Online Learning

Marheny Lukitasari; Risma Ristanti; Jeffry Handhika; Wasilatul Murtafiah; Akhmad Sukri; Rusdi Hasan

doi:10.2991/assehr.k.220103.060

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Identification of Student’s Critical Thinking Skills on Cryptogamic Based on Digital Argumentation Performance through Online Learning

Authors

Marheny Lukitasari¹^{, *}, Risma Ristanti¹, Jeffry Handhika², Wasilatul Murtafiah³, Akhmad Sukri⁴, Rusdi Hasan⁵

¹Dept of Biology Education, Universitas PGRI Madiun, Indonesia

²Dept of Physics Education, Universitas PGRI Madiun, Indonesia

³Dept of Mathematics Education, Universitas PGRI Madiun, Indonesia

⁴Dept of Biology education, Universitas Pendidikan Mandalika, NTB, Indonesia

⁵Dept of Biology education, Universitas Muhammadiyah Bengkulu, Indonesia

^*Corresponding author. Email: lukitasari@unipma.ac.id

Corresponding Author

Marheny Lukitasari

Available Online 6 January 2022.

DOI: 10.2991/assehr.k.220103.060 How to use a DOI?
Keywords: Critical Thinking; Digital Argumentation; e-Learning; UNIPMA
Abstract: This study was conducted to identify students’ critical thinking and argumentation skills based on digital argumentation (DA) performed through eLMA-based online learning. The research method was descriptive qualitative. The data collection technique in this research was digital argumentation which was reflected through the arguments expressed online and digital documentation quantification by rubric critical thinking and DA skills. The data of critical thinking and DA skills analysis descriptively, whereas the correlation between critical thinking and DA skill was analyzed with Pearson correlation test. The results showed that students’ critical thinking skill based on digital argumentation (DA) performance through eLMA-based online learning on Cryptogamic course is at moderate level which composed of high level of 42%, moderate level of 29%, and low level of 29%. The average of students’ DA skill has the same category as critical thinking skill at moderate category with slightly different distribution level, however. Student DA skills with category high, moderate, and low levels are 41%, 24%, and 35%, respectively. The Pearson correlation analysis showed that there was relationship in strong category between students’ critical thinking and DA skills based on digital argumentation (DA) performance through eLMA-based online learning.
Open Access: This is an open access article under the CC BY-NC license.

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Volume Title: Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 6 January 2022
ISBN: 10.2991/assehr.k.220103.060
ISSN: 2352-5398
DOI: 10.2991/assehr.k.220103.060 How to use a DOI?
Open Access: This is an open access article under the CC BY-NC license.

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ris enw bib

TY  - CONF
AU  - Marheny Lukitasari
AU  - Risma Ristanti
AU  - Jeffry Handhika
AU  - Wasilatul Murtafiah
AU  - Akhmad Sukri
AU  - Rusdi Hasan
PY  - 2022
DA  - 2022/01/06
TI  - Identification of Student’s Critical Thinking Skills on Cryptogamic Based on Digital Argumentation Performance through Online Learning
BT  - Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021)
PB  - Atlantis Press
SP  - 414
EP  - 419
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220103.060
DO  - 10.2991/assehr.k.220103.060
ID  - Lukitasari2022
ER  -

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