The profile of critical thinking and learning outcomes of teacher candidates viewed from gender differences

Abstract

Abstract This research is intended to determine the profile of students’ critical thinking viewed from gender differences and whether there is a correlation between critical thinking and learning outcomes of basic mathematic. This research is a descriptive quantitative design in which 40 Biology teacher candidates as samples. Data collection is conducted through tests. The results showed that: 1) The average level of male student’s critical thinking (53.78) is higher than female’s (52.61), 2) At the high critical thinking level, it was found that (male = 63.25, female = 61.22), in the moderate level: (male = 53, female = 52.15) and in the low level (male = 42.5, female = 42, 3) The highest aspect of critical thinking is assessing credibility (4.28), and the lowest one is producing arguments (3.74), 4) The average level of male student’s learning outcome (70) is higher than female’s (60,68), 5) There is a significant correlation between students’ critical thinking and their learning outcomes. It can be concluded that male students are more critical than female’s and there is a correlation between critical thinking and learning outcomes. Therefore, students are suggested to practice their critical thinking ability.