JPII 12 (2) (2023) 241-251

Jurnal Pendidikan IPA Indonesia

http://journal.unnes.ac.id/index.php/jpii

THE CONNECTION BETWEEN STUDENTS’ RETENTION

AND CRITICAL THINKING SKILLS IN DIVERSE ACADEMIC SKILLS
IN BIOLOGY LEARNING

M. Danil1,5, A. D. Corebima*2, S. Mahanal3, Ibrohim4

Department of Biology, Faculty of Mathematics and Natural Science,
1,3,4

Universitas Negeri Malang, Indonesia

2
Universitas PGRI Kanjuruhan Malang, Postgraduate Program, Indonesia
5
Department of Biology Education Program, Faculty of Teacher Training and Education,
Universitas Al Muslim Bireuen, Indonesia

DOI: 10.15294/jpii.v12i2.39983

Accepted: November 08th, 2022. Approved: June 09th, 2023. Published: June 10th, 2023

ABSTRACT

This research aims to investigate the connection between students’ retention and critical thinking skills in diverse
academic skills in biology learning. The research samples were 202 tenth-grade students in the second semester
who learned biology. A class equivalence test determined four high and four low academic skills classes. An essay
test was employed in this study to examine retention and critical thinking skills. The study indicates a significant
connection between students’ retention and critical thinking skills in various academic skills in high school bi-
ology learning. High academic skills have a lower contribution of critical thinking skills to retention than low
academic skills. Students’ less serious learning attitudes and practices give a low contribution of critical thinking
skills to retention in high academic skills. The regression equation lines between students’ retention and critical
thinking skills in diverse academic skills are not parallel and do not coincide. The regression equation line for low
academic skills seems steeper than that for high ones. It means that students’ retention improvement rate due to
the influence of critical thinking skills in high academic skills is lower than in low academic skills.

© 2023 Science Education Study Program FMIPA UNNES Semarang

Keywords: critical thinking skills; diverse academic skills; retention

INTRODUCTION Retention is the ability to capture informa-

tion, accept it as part of the thinking process, ret-
Learning is a phase in the thinking process rieve it, and get it back when needed (Rets, 2017;
where knowledge is found or altered to provide Elekaei et al., 2020; Saputri & Corebima, 2020).
the desired understanding. The knowledge acqui- It is essential to empower retention indicator. Re-
red will have greater meaning if it is not quickly tention for each student is diverse and depends on
forgotten. Learning success is measured different- the learning model applied by teachers in mana-
ly than how well students perform on exams. Ho- ging learning in schools (Palennari, 2016; Ismira-
wever, it depends on students’ capacity to keep wati et al., 2018; Amin et al., 2020; Bahri et al.,
material in long-term memory for a longer time, 2021; Usman et al., 2021). In addition, the inc-
known as retention (Anderson & Krathwohl, rease in academic skills in learning is also influen-
2001; Jones et al., 2015; Afoan & Corebima, ced by the students’ retention (Ismirawati et al.,
2018). 2018; Mahanal et al., 2019; Usman et al., 2021).
*Correspondence Address According to Afoan and Corebima (2018) and
E-mail: [email protected]
242 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251

Adiansyah et al. (2021), retention is generally the comes and processes (Dwyer et al., 2014; Mag-
main way to measure students’ academic skills. rabi et al., 2018; Kozikoglu, 2019). Students with
Besides, the readiness factor of educational insti- critical thinking skills in learning can formulate
tutions today in empowering increased retention problems, give arguments, conduct deductions,
of students with diverse academic skills is critical conduct inductions, evaluate, and decide to take
to consider by education providers, including te- the necessary action (Ennis et al., 1985; Li, 2016;
achers (Bingham & Solverson, 2016; Rets, 2017). Sidiq et al., 2021).
Several research results reveal that educational Students must think critically in modern
institutions specialize in empowering students’ educational changes (Pujianti & Rusyana, 2020).
retention and success, including in learning bio- Critical thinking emphasizes understanding mea-
logy (Ismirawati et al., 2018; Amin et al., 2020; ning, finding out causes, and proving as a con-
Usman et al., 2021). Previous research reports sideration in making decisions (Zubaidah et al.,
state that retention is vital to students’ learning 2018). Critical thinking is crucial to the learning
success (Palennari, 2016; Talar & Gozaly, 2020). process, especially in biology. Biology learning
As a result of retention, teachers can gauge how involves more than memorizing principles, con-
well their students acquire new material and de- cepts, or facts; it is also tied to a discovery process
termine whether they can permanently retain it concerning natural events. The link between cri-
(Palennari, 2016; Mahanal et al., 2019; Usman et tical thinking and biology learning is for students
al., 2021). According to Rose and Nicholl (1997) to solve problems and make decisions. Academic
and Santrock (2004), retention is the quantity of skill is one of the predictors of student success in
knowledge students absorb, store in long-term boosting critical thinking skills (Mahanal et al.,
memory, and re-express regularly. 2019). Teachers must encourage student learning
Critical thinking skills drive students’ aca- that requires critical thinking skills and allows
demic skills in learning and influence empower- students to construct the concepts they learn ac-
ment to boost retention (Palennari, 2016; Usman tively. According to the findings, teachers must
et al., 2021). On the other hand, there are so foster critical thinking skills, particularly those in
many students’ attributes that significantly affect high school. Encouraging critical thinking skills
the retention of their learning outcomes, inclu- impacts the retention of students with various
ding the readiness of educational institutions to academic strengths (Jones et al., 2015; Zubaidah
empower retention, such as critical thinking skills et al., 2018; Usman et al., 2021; Danil, 2022).
in students with diverse academic skills (Bingham Besides improving academic skills, empowering
& Solverson, 2016; Amin et al., 2020; Usman et critical thinking skills can also increase students’
al., 2021). A critical thinking skill essential for retention (Ismirawati et al., 2018; Mahanal et al.,
professional and academic success in many do- 2019).
mains, including decision-making, is the ability Empowering retention and critical thin-
to think rationally and critically (Saputra et al., king skills must also be considered in high school
2019; Ghazlene et al., 2022). students with diverse academic skills in learning
Critical thinking skills are manifested in biology. Academic skill is students’ capacity to
self-regulation assessments that create analy- use their knowledge to solve problems or comp-
sis, interpretation, inference, and evaluation, as lete assignments (Woolfolk, 2010; Lam & Zhou,
well as an explanation of precise, theoretical, 2019). Students’ academic skills are grouped into
procedural, criteriological, or other contextu- high and low (Ozguc & Cavkaytar, 2015; Pray-
al explanations for the assessment (ŽivkoviĿ, itno et al., 2017). Therefore, students’ academic
2016; Zubaidah et al., 2018). Critical thinking skills need to be empowered through various ef-
also involves reactivating the ability for analysis, forts, including empowering retention and critical
data evaluation, question identification, logical thinking skills.
conclusion, and understanding of the implica- This research needs to be conducted in
tions of arguments (Liu et al., 2014; Li, 2016; schools because many schools in Indonesia app-
Wahidin & Romli, 2020). Critical thinking skills ly homogeneous classes, both for high and low
are critical in solving problems related to social, academic skills. A heterogeneous class allows
scientific, and functional problems for students students to achieve positive learning results with
in life (Vieira & Tenreiro-Vieira, 2016; Zulfiani high and low academic skills (Prayitno et al.,
et al., 2020; Ramdani et al., 2021). Critical thin- 2017; Siswati & Corebima, 2017). Teachers need
king skills are also required to answer problems to focus more on the academic skills of their stu-
critically, such as reasoning, estimating, problem- dents, particularly those who are less academi-
solving, decision-making, and examining out- cally skilled, because they require particular care
 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251
243

during the learning process (Afoan & Corebima, samples were tenth-grade high school students
2018; Ismirawati et al., 2018; Usman et al., 2021). who took biology lessons in the second semes-
An appropriate learning model can direct teach- ter: 73 students were from SMA Negeri 1 Gan-
ers’ attention to strengthening students’ academic dapura, 23 students from SMA Negeri 3 Bireu-
skills. The exploration of the connection between en, 26 students from SMA Negeri 1 Jangka, 50
students’ retention and critical thinking skills in students from SMA Negeri 1 Peusangan, and 30
diverse academic skills is intended to yield better students from SMA Negeri 1 Peusangan Siblah
information about how the predictor variables Krueng. The sampling technique used random
(critical thinking skills) explain the criteria cluster sampling. A total of 202 research samples
(retention) to obtain good predictive results in were spread over eight classes: four low academic
concluding the findings of this study. This rese- skills classes with 106 students and four high aca-
arch will reveal whether the predictor variable demic skills classes with 96 students. Each class
(critical thinking skills) and criteria (retention) applied the Problem-based Learning (PBL), Di-
are related. rect Instruction (DI) learning model, integrated
Several results of previous research re- PBL-DI, and conventional learning classes. All
veal a lot about the connection between inde- class samples were tested first for class equivalen-
pendent variables (predictors) and dependent ce in the placement test with valid and reliable
variables (criteria) associated with students’ multiple-choice questions. Equivalence test ana-
academic skills (Lam & Zhou, 2019; Shirazi & lysis used SPSS 23 for Windows. The research
Heidari, 2019; Amin et al., 2020; Saputri & Co- data were obtained by combining the results of
rebima, 2020; Siqueira et al., 2020; Adiansyah et the application of 4 (four) learning models. The
al., 2021; Tentama & Nur, 2021; Usman et al., data were grouped into high academic skills and
2021). However, no research has been conducted low academic skills.
to investigate the connection between retention Data collection techniques and instru-
and critical thinking skills in students with di- ments used test instruments. The test instrument
verse skills in biology learning. As a result, the used to measure critical thinking and retention
study’s findings are related. In that instance, a dif- skills was in the form of valid and reliable essays.
ferent regression equation test will be performed The instrument of the essay test questions for
to highlight the parallels between the regression each variable was different. The scoring rubric
lines created and to showcase which academic used to score critical thinking skills was a modifi-
skills show a significant connection between stu- cation of the instrument developed by Zubaidah
dents’ retention and critical thinking skills. This et al. (2015) with a scale of (0-5), while for reten-
study aims to discover the connection between tion, using the rubric of Hart (1994) with a scale
students’ retention and critical thinking skills in of (0-4). The essay test for critical thinking skills
diverse academic skills in learning biology. was given at the start and end of the study, while
the retention test was administered three weeks
METHODS after the learning was done.
Data were analyzed using correlation ana-
This correlational quantitative descriptive lysis and simple linear regression, followed by
study aims to examine the connection between the F-test (ANOVA) assisted by the SPSS 23 pro-
two variables in biology learning in various aca- gram. If the correlation analysis results show a
demic skills. Fraenkel and Wellen (2008) mention connection between students’ retention and criti-
that correlational research is included in descrip- cal thinking skills in diverse academic skills with
tive research because this research is an attempt a significance value smaller than 0.05 (p<0.05),
to describe occurring conditions. This research a regression test will be conducted to determine
model required a researcher to describe the cur- how much influence the connection between two
rent condition in a quantitative context reflected variables have in diverse academic skills. The re-
in the variables. Arikunto (2010) states that cor- vealed regression equation will be studied further,
relational research originates from the problem the extent of which is related to the different tests
to be studied. Correlational research determines between the two regression equations. However,
whether there is a connection or influence bet- before correlation analysis and simple linear reg-
ween two or more variables. In this study, the ression, the Kolmogorov-Smirnov Test was used
variable that acted as a predictor was critical thin- to determine the data’s initial normality. If the
king skills, while retention was a criterion. The Asymp Sig. value (2-tailed) was larger than 0.05
research was conducted face-to-face in class for (>0.05), and the data were normally distributed.
1 (one) semester. The research subjects used as
244 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251

RESULTS AND DISCUSSION the data normality test was tested with the Kolmogo-
rov-Smirnov Test. Table 1 presents the normality test
Before testing the hypothesis (correlation ana- results.
lysis and simple linear regression) between variables,

Table 1. The Results of the Kolmogorov-Smirnov One-Sample Normality Test of High Academic Skills
X Critical thinking Y Retention
N 96 96
Mean 78,8125 62,8776
Normal Parametersa,b
Std. Deviation 5,80379 4,75288
Absolute ,091 ,080
Most Extreme Differences Positive ,075 ,053
Negative -,091 -,080
Test Statistic ,091 ,080
Asymp. Sig. (2-tailed) ,046 c
,151c

The findings from a simple linear regression variables in high academic skills.
analysis in Table 2 clarify the connection between two

Table 2. The Regression Results of Retention and Critical Thinking Skills in High Academic Skills
Model R R Square Adjusted R Square Std. Error of the Estimate
1 ,325 a
,105 ,096 4,51950

Based on Table 2, the reliability value (R2) is can contribute 10.5% of it. The ANOVA test is app-
0.105, and the correlation coefficient (R) is 0.325. It lied to the analysis results to see if the predictor can
suggests that while other factors account for 89.5% of accurately predict the following criteria, as indicated
the improvement in retention, critical thinking skills in Table 3.
Table 3. The ANOVA Test Results of the Connection between Students’ Retention and Critical Thinking Skills
in High Academic Skills
Model Sum of Squares Df Mean Square F Sig.
1 Regression 226,007 1 226,007 11,065 ,001b
Residual 1920,032 94 20,426
Total 2146,038 95

Table 3 summarizes ANOVA results and in high academic skills are linked. Table 4 outli-
reveals that the Fcount value is 11.065 with a signi- nes the results of the regression equation analysis,
ficance value of 0.001 (p<0.05). It demonstrates which oversees the connection between two va-
that students’ retention and critical thinking skills riables in high academic skills.
Table 4. Regression Coefficient of the Connection between Retention and Critical Thinking Skills in High
Academic Skills
Standardized
Unstandardized Coefficients
Model Coefficients T Sig.
B Std. Error Beta
1 (Constant) 41,933 6,314 6,642 ,000
XCriticalHigh ,266 ,080 ,325 3,326 ,001

The regression line equation for investigating Figure 1 depicts the equation’s connection between
the connection between two variables in high acade- the two variables.
mic skills is Y=0,266X+41,933, as shown in Table 4.
 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251
245

Figure 1. Regression Equation of the Connection between Retention and Critical Thinking Skills in
High Academic Skills

Before testing the hypothesis (correlation with the Kolmogorov-Smirnov Test. Table 5 re-
analysis and simple linear regression) between veals the Normality test results.
variables, the data normality test was first tested

Table 5. The Kolmogorov-Smirnov One-Sample Normality Test in Low Academic Skills

XCriticalLow YretentionLow
N 106 106
Normal Parameters a,b
Mean 67,8868 67,8868
Std. Deviation 7,18029 7,32394
Most Extreme Differences Absolute ,100 ,076
Positive ,067 ,051
Negative -,100 -,076
Test Statistic ,100 ,076
Asymp. Sig. (2-tailed) ,011 c
,155c

The findings from a simple linear regression variables in low academic skills.
analysis in Table 6 clarify the connection between two

Table 6. The Regression Results of Retention and Critical Thinking Skills in Low Academic Skills
Model R R Square Adjusted R Square Std. Error of the Estimate
1 ,963 a
,928 ,927 1,97242

Based on Table 6, the reliability value (R2) is can contribute to 92.8% of it. The ANOVA test is
0.928, and the correlation coefficient (R) is 0.963. It applied to the analysis results to see if the predictor
suggests that while other factors account for 7.2% of can accurately predict the following criteria, as indi-
the improvement in retention, critical thinking skills cated in Table 7.

Table 7. The ANOVA Test Results of the Connection between Retention and Critical Thinking Skills in Low
Academic Skills
Model Sum of Squares df Mean Square F Sig.
Regression 5227,598 1 5227,598 1343,706 ,000b
1 Residual 404,605 104 3,890
Total 5632,203 105
246 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251

Table 7 shows the Fcount of 1343.706 with a of the regression equation analysis that examined the
significance value of 0.000 (p <0.05). It implies that connection between two variables in low academic
retention and critical thinking skills in high academic skills.
skills are closely related. Table 8 contains the findings

Table 8. Regression Coefficient of the Connection between Retention and Critical Thinking Skills in Low
Academic Skills
Standardized Coef-
Unstandardized Coefficients
Model ficients T Sig.
B Std. Error Beta
(Constant) 1,175 1,830 ,642 ,522
1
XCriticalLow ,983 ,027 ,963 36,657 ,000

Table 8 shows that the regression line equa- Figure 2 illustrates the connection between the
tion for correlation analysis between two variab- two variables with the equation.
les in low academic skills is Y=0.983X+1.175.

Figure 2. Regression Equation of Connection between Retention and Critical Thinking Skills in Low
Academic Skills

The results of the difference test on the regres- critical thinking skills in diverse academic skills are
sion equation line between students’ retention and shown in Table 9.

Table 9. The Difference Test of Regression Equations of Connection between Retention and Critical Thinking
Skills in Diverse Academic Skills

Model Sum of Squares df Mean Square F Sig.

1 Regression 6717,643 3 2239,214 190,724 0,000b

b1, b2 1033,701 1 1033,701 88,04508 0,000
b1, b2, b3 5921,22 2 2960,61 252,1688 0,000
Residual 2324,637 198 11,741
Total 9042,280 201

Table 9 demonstrates that the regression line not coincide. Table 9 demonstrates that the regression
involving retention and critical thinking skills in vario- line involving retention and critical thinking skills in
us academic skills is not parallel or coincidental. The various academic skills is not parallel or coincidental.
parallelism test yielded 0.000 <0.05, indicating that The parallelism test yielded a 0.000 0.05 significance
the two regression lines are not parallel. Meanwhile, level, indicating that the two regression lines are not
in the overlap test, a significance level of 0.000<0.05 parallel.
is obtained, meaning that the two regression lines do
 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251
247

Meanwhile, a significance level of 0.0000.05 critical thinking skills varies greatly between diverse
is reached in the overlap test, indicating that the two academic skills. The regression equation for the high
regression lines do not coincide. In other words, the and low academic skills is shown in Figure 3.
retention improvement rate owing to the influence of

Figure 3. Regression Equation of the Connection between Retention and Critical Thinking Skills in
High and Low Academic Skills

The research reveals a close connection & Corebima, 2017; Talar & Gozaly, 2020). Cri-
between students’ retention and critical thinking tical thinking is a metacognitive process that can
skills in diverse academic skills in high school bio- solve problems encountered, logical ideas, and
logy learning in Bireuen, Aceh Province, Indone- appropriate conclusions (Endorgan, 2020; Yang
sia. The results are supported by several previous & Mohd, 2020; Mafarja et al., 2022).
research. Metacognitive skills and learning out- Critical thinking skills influence students’
comes considerably impact students’ retention in understanding and memory of what they learn
biology learning (Afoan & Corebima, 2018). Ac- during the learning process. Empowering criti-
cording to Usman et al. (2021), students’ retenti- cal thinking skills in the biology learning process
on rates in biology learning in diverse academic with meaningful learning will increase students’
skills significantly correlate with metacognitive understanding stored and maintained in their me-
skills. Adiansyah et al. (2021) find a significant mory for a long time to increase student retention
connection between scientific attitudes, metacog- (Boleng et al., 2017; Bustami et al., 2018). Cri-
nitive skills, and retention in both male and fe- tical thinking is a disciplined intellectual process
male students, with female students contributing that continually and proficiently envisions, emp-
more to retention than male students. However, loys, examines, generates, and reviews evidence
some of the findings of these studies do not de- collected from or acquired through observation,
monstrate a connection between students’ reten- experience, reflection, reasoning, and communi-
tion and critical thinking skills in diverse acade- cation as an empirical basis for beliefs and actions
mic skills. (Fuad et al., 2017; Misrom et al., 2020; Sidiq et
This study also indicates variations in how al., 2021). Sya’bandari et al. (2019) and Adian-
critical thinking skills affect students’ retention in syah et al. (2021) also report that gender, race,
various academic skills. Students with high aca- and ethnicity significantly influence the retention
demic skills have a smaller contribution of critical rate. Meanwhile, the retention improvement rate
thinking skills to their retention than those with is also influenced by students’ social environment
low academic skills. The high and low retention and motivation (Smith et al., 2022). In addition,
rate in students with diverse academic skills is parents’ educational backgrounds, gender, econo-
caused by various factors, such as teachers’ lear- mic difficulties, and ethnicity also affect the rate
ning activities and students’ metacognitive and of increase in student retention (Hughes et al.,
critical thinking skills. Metacognitive and critical 2013; Razavi, 2018).
thinking skills are part of the internal factors in The regression equation lines between stu-
each student that must be developed to support dents’ retention and critical thinking skills in di-
success in learning, including retention (Siswati verse academic skills are not parallel and do not
248 M. Danil, A. D. Corebima, S. Mahanal, I. Ibrohim / JPII 12 (2) (2023) 241-251

coincide, according to the different test findings in study habits can influence learning motivation
Table 9. In addition, the regression equation line and, in the end, increase retention of learning
for students with low academic skills is steeper outcomes. Naimnule and Corebima (2018) and
than that for students with high academic skills, Ehsanpur and Razavi (2020) state that the main
as shown in Figure 3. It means that the retention key to successful student learning is good lear-
improvement rate due to the influence of critical ning habits, a strategy to obtain good learning
thinking skills on students with high academic outcomes, including increasing retention rates.
skills is lower than the improvement rate in stu- Students with good learning strategies and ha-
dents with low academic skills. Furthermore, the bits tend to have high academic skills (Zhou et
change in the effect of critical thinking skills on al., 2016; Özsoy et al., 2017). Good attitudes and
the retention of students with low academic skills study habits will positively influence students,
causes an effect more quickly than in students such as making a study schedule that is carried
with high academic skills. This result supports out and self-accounted for. With a study schedule,
earlier findings that students with high academic students can divide when to study, when to repeat
skills have a smaller contribution of critical thin- so they do not easily forget the lesson, and when
king skills to their retention when compared to to prepare for school the next day (D›Souza &
students with low academic skills. Broeseker, 2022).
The factor that causes the low retention
rate in students with high academic skills is due CONCLUSION
to students’ attitudes and study habits. The rese-
archers’ observations during the research process This study indicates a connection bet-
show that the attitudes and study habits of stu- ween various academic skills and students’ re-
dents with academic skills are not good. These tention and critical thinking skills in high school
students feel they are already superior, so they biology learning. Students with high academic
ignore or even consider it “trifling” and “easy” skills contribute lower critical thinking skills to
to participate in various school learning activities, retention than those with low academic skills.
including biology. The unfavorable attitudes and The regression equation lines connecting reten-
study habits of students with high academic skills tion and critical thinking skills in students with a
are believed to affect the weakness of retention wide range of academic skills are neither paral-
and critical thinking skills. lel nor coincide. The regression equation line for
Another fact revealed in this study is the students with low academic skills appears steeper
high retention rate in students with low academic than that for students with high academic skills.
skills. It is due to the attitudes and good study It means that the retention improvement rate for
habits of students with low academic skills. Stu- students with high academic skills due to the in-
dents with low academic skills have persistence fluence of critical thinking skills is lower than the
and seriousness in participating in learning acti- improvement rate for students with low academic
vities taught by teachers using learning models skills. This study implies that changes in the ef-
such as PBL, DI, and integrated PBL-DI, proven fects of critical thinking skills on students’ reten-
to empower and improve critical thinking and tion occur faster in low academic skills than in
retention skills. A suitable model can influence high academic skills.
learning and improve students’ critical thinking
skills (Mabruroh & Suhandi, 2017; Wartono et ACKNOWLEDGEMENT
al., 2018; Danil, 2021).
The seriousness and persistence of the low The author would like to thank the Indonesia
academic students in their attitudes and study Endowment Fund for Education (LPDP) and the
habits are influenced by the learning methods Ministry of Finance of the Republic of Indonesia
applied by these students. While all students (KEMENKEU-RI) for granting him a scholarship
employ the same learning model, their achieve- with the LPDP Number 20161141081865 for Docto-
ment varies because of the various learning met- ral Program in Biology Education Study Program at
hods. Good learning outcomes are only achieved Universitas Negeri Malang.
by students who use effective learning methods.
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