Using remap-TmPS learning to improve low-ability students' critical thinking skills http://www.ied.edu.hk/apfslt/v17

The Effects of Remap-TmPS on Students' Critical Thinking skills

The results of the ANACOVA test show that there is a difference in critical thinking skills found between students taught using Remap-TmPS and those taught using conventional learning. This research finding is in line with the results of a study conducted by Dinnurriyah (2015) using Remap-NHT (Reading-Concept Map-Numbered Heads Together); Mahanal et al. (2016); Sholihah et al. 2016) using Remap-RT (Reading-Concept Map-Reciprocal Teaching); and Rosyida, et al. (2016) using Remap-TmPS which indicate students taught by using Remap Coople had better critical thinking skills compared to students taught using conventional learning. Since Remap-TmPS has a learning syntax which can help promote students' critical thinking skills, it can be considered as one of the alternatives to teach biology to the students.

Reading can empower students' critical thinking skills. Through reading, students are trained in how to analyze, synthesize, and justify the information found in a text in order to understand it (Widuroyekti, 2006). Davies (1997) stated that a reader will think critically when s/he needs to agree or disagree with a particular idea presented in a text.

Remap-TmPS learning requires students to read at home. Therefore, before coming to the classroom, they will bring some concepts to discuss. The discussion will lead students to sort, analyze, and evaluate the information or knowledge. This process includes students' critical thinking skills (Duron, Limbach, & Waugh, 2006; Fascione, 2013). Therefore, the more the students read, the better they are in processing information. The information can be also used by the students to make a decision (Pujiono, 2012). A reading activity can also enhance critical thinking skills in line with the research findings from Mistianah et al., (2015) which stated that by reading, students can train their ability to think critically through reading for meaning.

The students can learn from a book and change their perception towards a particular idea. To formalize the knowledge, the students need to write a concept map (Handoko, Nursanti, Harmanto, & Sutrisno, 2016). Due to limited access, the construction of concept map done manually by students used papers and pens. To support the 21st century skill, the construction of concept map can be done by using ITC and the programs such as i-Mind Map, Cmap Tools, Freemind, Mind Manager or other programs, since technology has an important role in developing the knowledge (Handoko, Smith, & Burvill, 2014).

A concept map is a graphical tool which describes a relationship between a certain concept with another concept arranged hierarchically and connected with lines (Novak, 2003). Concept mapping allows students to train their critical thinking skills by finding connections between concepts (Vanides, Yin, Tomita, & Ruiz, 2005; Ling & Boo, 2007; Karakuyu, 2010; and Novak, 2010). A concept map can help students to have a better conceptual clarification of a concept (Cheema & Mirza, 2013). This research findings were in line with the research done by Pangestuti, et.al., (2015) with her Remap-TGT learning model, Prasmala (2014) with Remap-GI learning model, Hasan (2014) with Remap-STAD learning model and were proved that the learning activity using this concept map can improve students' critical thinking skills.

Remap-TmPS learning model also allows students to perform cooperative learning in the classroom, but they are still asked to work individually. The individual activity can help to improve the students' critical thinking skills (Surayya, Subagia, & Tika, 2014). A discussion might be initiated after a student shares his/her ideas with other groups. When the student is speaking, other students may underline some important points and be prepared to provide responses to them. Rosyida et al. (2016) state that when the students are asked to cite the responses, they put a lot of efforts to make their explanation understandable. Therefore, they need to think critically to find the best way to present their ideas. Their partners were thinking critically to make their friends quickly understand their explanation.

The last step of Remap-TmPS learning is to let students recite their ideas in front of the classroom. While a student is delivering his/her speech, others may take notes. They also need to evaluate others' responses towards learning problems discussed. This activity leads the students to be a critical thinker since they need to construct a concept to provide appropriate responses. The construction towards friends' responses is empowering the students' critical thinking skills in finding the correct answers. The research done by Sampsel (2013) showed that a discussion can unite the thoughts to find a concept or conclusion is one of the activity in empowering critical thinking skills.

The Effects of Students' Academic Abilities on Students' Critical Thinking skills

Based on the results of the ANACOVA test, it can be concluded that the high-ability students' critical thinking skills are better than the low-ability students' critical thinking skills. Tindangen (2006) and Mahanal (2009) suggest that the level of critical thinking skills possessed by the high-ability students is different from the level of critical thinking skills possessed by the low-ability students although they are taught the same learning strategies. Furthermore, Mamu (2015) reported that the high-ability students will perform better in critical thinking skills compared to the low-ability students. The difference in the students' critical thinking skills might result from the difference in their intelligence which is reflected in their academic abilities.

Corebima (2005) reports that high-ability students will achieve better than low-ability students because the high-ability students obtain information quickly, even faster than the low-ability students do. In fact, the students' initial knowledge will influence their critical thinking skills (Ismaimuza, 2010). Therefore, the high-ability students' critical thinking skills are better than the low-ability students' critical thinking skills (Mahanal, 2009).

Critical thinking is a process which involves mental operation such as induction, deduction, classification, and reasoning (Muhfahroyin, 2009a). Critical thinking is related to high order cognition thinking like analyzing, synthesizing, and evaluating (Fuad et al., 2015). The significance of critical thinking for the students' potential improvement should be considered by teachers to plan and conduct learning that can improve students' thinking skills and conceptual understanding (Mamu, 2015). Critical thinking is a cognitive process and higher order thinking activity performed to get the knowledge (Liliasari, 2000). This critical thinking process activates the ability to analyze and evaluate evidence, identify questions, make a logical conclusion, and understand an argument implication (Friedrichsen, 2001; Muhfahroyin, 2009b). A thinking process will involve analyzing, criticizing, and making a conclusion based on an inference or careful consideration (Ibrahim & Nur, 2000).

Remap-TmPS learning model can help students to learn from their peers and ask others' favors by discussing, sharing ideas or contributing to solving problems given by the teacher. The high-ability students can work together with the low-ability students. The scaffolding process in a group is beneficial for the students when they are asked to do academic tasks (Mamu, 2015). The high-ability students can play a role as a tutor and the low-ability students can learn from them.

The students also improve their critical thinking skills by connecting their existing knowledge with new information they get in the classroom (Ampuni, 1998). The students' basic understanding can be combined with the new information to better understand a concept (Manzilatusifa, 2008).

The Effects of the Interaction of Learning Model and Students' Academic Abilities on Students' Critical Thinking skills

The results of the ANACOVA test indicate that the interaction of learning model and students' academic abilities has no effect on the students' critical thinking skills. In a similar fashion, Mamu (2014) and Mahanal (2009) report that learning model and academic ability interaction does not influence students' critical thinking skills. However, the results of the LSD test suggest a similar notation of the combination of Remap-TmPS and low academic ability and the combination of conventional learning and high academic ability. It explains that the low-ability students taught using Remap-TmPS could have the same level of critical thinking skills as the high-ability students taught using conventional learning. Despite the similarity, the mean score suggests that the combination of Remap-TmPS and low academic ability is higher than the combination of conventional learning and high academic ability.

The highest mean score is obtained by the combination of Remap-TmPS and high academic ability, while the lowest mean score is indicated by the combination of conventional learning and low academic ability. Therefore, it can be interpreted that Remap-TmPS learning is better in improving students' critical thinking skills compared to conventional learning. Unlike the conventional learning, Remap-TmPS learning consists of reading activity, concept mapping, and cooperative learning which provide an opportunity for the students to develop their critical thinking skills. One way to improve students' critical thinking skills is by applying an appropriate learning method (Corebima, 2006). That learning method can enable the students to think actively about the learning process (Schafersman, 1991).

In Remap-TmPS learning, the students have similar chance to improve their critical thinking skills. During the discussion in the class, all students will be provided with the same opportunity to share as an informant or a listener. While linking the concepts, the students are also allowed to improve their language competence which also belongs to one of the critical thinking skills (Finken & Ennis, 1993).

Students who play a role as the listener will process information delivered by the informant. This thinking process leads to the improvement of their critical thinking skills. The high-ability and the low-ability students will have the same chance to analyze and evaluate answers before making a conclusion. They will perform their critical thinking skills in sorting relevant information. Thus, the teacher must assist the students in doing the activities by implementing a students' centered learning model to promote the students' critical thinking skills (Mahanal et al., 2016).

The results of the research suggest that 1) Remap-TmPS learning model is better in improving students' critical thinking skills compared to the conventional learning model, 2) the low-ability students can achieve better in critical thinking skills than the high-ability students because they were taught using Remap-TmPS. These findings indicate that Remap-TmPS could be used to empower students' critical thinking skills despite their different academic abilities.