Introducing a Model of Student Critical Thinking Skills in History Education

Abstract

This study aims at presenting a model of student critical thinking skills in history education. Using Structural Equation Modeling techniques, this survey study was empirically tested on the basis of data from sample of 124 junior high school students in South Jakarta.  The result of this study confirmed that student interpretations, inference, evaluation, explanation, and monitoring are positively associated with student critical thinking skills in history education.  Results confirmed that determining and analyzing argument are positively related to student analysis of cognitive skills.  Understanding and clarifying the meaning of data series and expressing significance of existing situation have positive association with student interpretation.  Drawing correct conclusion is positively related to student inference of themselves.  The three dimensions, namely, evaluating statement credibility, argument, and logical strength of inferential relations are positively correlated with student evaluation.  The two dimensions, namely, making a proof and reporting the result have positive association with student explanation.  Other two dimensions, namely, correcting opinion and having self-awareness are positively correlated with students monitoring. It can be concluded that based on the goodness of fit statistical analysis results, the model hypothesized should be modified in order to have a fit model.