Implementation of Formative Assessment as a Tool to Measure Critical Thinking Skills in IPAS Learning

DOI

10.2991/978-2-38476-412-9_10How to use a DOI?

Keywords

Critical Thinking; Classroom Action Research; Formative Assessment

Abstract

Critical thinking is increasingly recognized as an essential skill in education, enabling students to analyze information, solve complex problems, and make informed decisions. However, many students struggle to develop these skills effectively, often relying on memorization rather than deeper analytical processes. This study aims to investigate the effectiveness of formative assessment in improving critical thinking skills among students in the context of science with a focus on specific indicators such as discussion of problem analysis, arguments, observations, problem-solving steps, and conclusions. This study used a classroom action research design that included two cycles, each consisting of planning, action, observation, and reflection phases. Participants included students from one educational institution, with assessments conducted before (pre-test) and after (post-test) the intervention. In Cycle 1, students were assessed using essay questions on the topic of photosynthesis, while in Cycle 2, the focus shifted to plant reproduction. Data were quantitatively used to improve critical thinking skills based on certain indicators. This study also included a feedback mechanism to adapt the teaching approach based on observed student performance. The results demonstrated a significant increase in students’ critical thinking skills across various indicators. In Cycle 1, the posttest results indicated that students performed well in formulating problems and analyzing arguments (76.8%), but showed lower proficiency in drawing conclusions (40.7%). By Cycle 2, there was a marked improvement in all indicators: problem formulation and analysis rose to 84.2%, while the ability to draw conclusions increased to 75%. However, the ability to express facts and conduct observational assessments remained at a moderate level (42.5%). These findings suggest that while there was substantial progress in critical thinking skills, further attention is needed to enhance observational skills. These findings imply that integrating assessment into the curriculum can effectively enhance students’ critical thinking skills. Educators are encouraged to implement formative assessments that challenge students to engage in higher-order thinking, thereby fostering deeper understanding and analytical skills. In addition, program development professionals should emphasize teacher training in the design and implementation of such assessments, which enable them to foster critical thinking in diverse learning environments. This study contributes to the existing literature by specifically examining the impact of formative assessment through essay questions on critical thinking skills in science classrooms. Unlike previous studies, which often focus on general teaching methods, this study highlights the effectiveness of targeted assessment strategies in improving critical thinking skills. Furthermore, this study provides insight into specific areas of improvement, particularly in observation skills, which are often overlooked in traditional educational settings. This study underscores the importance of tailored assessment methods in improving critical thinking and suggests directions for future studies aimed at expanding the scope of critical thinking development across disciplines.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Dian Artha Kusumaningtyas
AU  - Aulia Kusuma Astuti
AU  - Efi Kurniasari
AU  - Rumgayatri Rumgayatri
PY  - 2025
DA  - 2025/06/13
TI  - Implementation of Formative Assessment as a Tool to Measure Critical Thinking Skills in IPAS Learning
BT  - Proceedings of the 10th Progressive and Fun Education International Conference (Profunedu 2024)
PB  - Atlantis Press
SP  - 104
EP  - 118
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-412-9_10
DO  - 10.2991/978-2-38476-412-9_10
ID  - Kusumaningtyas2025
ER  -