Using the pentagram method to enhance critical thinking skills in ninth-grade physics students in Jordan
Keywords:
Pentagram Strategy, Critical Thinking Skills, Physics, Ninth-Grade, JordanAbstract
The purpose of this study was to find out the effectiveness of the Pentagram technique to improve the ability of critical thinking among students in the ninth year of studying basic physics. To achieve this goal, we used a semi-experimental design and developed an experimental curriculum. The research sample included 46 ninth-grade students from the Mafraq Kasbah school, who were randomly assigned to either the experimental group (n = 23) or the control group (n = 23). Instructors taught an experimental group using the Pentagram methodology, while the control group received conventional instruction. Research revealed significant differences in critical thinking scores between the two groups. The experimental group has shown a remarkable improvement in critical thinking capabilities, with an average score before the test of 8.17 (SD = 4.01) and after the test of 18.43 (SD = 2.71). The control group had a pre-test score of 8.48 (SD = 4.57) and a post-test score of 13.52 (SD = 3.20). According to the independent test, the Pentagram method significantly improves critical thinking ability in physics learning. This clearly supports the effectiveness of the Pentagram technique in aiding learners’ critical thinking.
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