The Effect of Critical Thinking Skills and Learning Models on Students’ Civics Learning Outcomes

Abstract

This study aimed to examine the impact of learning models and critical thinking skills on students' Civics learning outcomes. This type of research is an experiment with a 2 x 2 treatment by level design. Using a multistage random sampling technique, 60 students were randomly chosen to make up the research sample. Instruments and questionnaires were used to gather data for this investigation. Analysis of variance (ANOVA) was used for the statistical analysis, and the significance threshold was set at 0.05. The findings indicated a significant interaction between the learning model and critical thinking skills on students' Civics learning outcomes and that students' Civics learning outcomes were higher for students who were taught using the discovery learning model than for students who were taught using the project-based learning model. This study concluded that students with excellent critical thinking skills should be taught utilizing project-based learning and discovery learning models because they can enhance Civics learning outcomes for students. The learning outcomes for Civics students did not differ significantly between groups of students with inadequate critical thinking skills taught using the discovery and project-based learning models.