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Enhancing Critical Thinking Skills in Graduates: An Experiential Learning Approach

Jurnal Ilmiah Peuradeun · Vol. 13 No. 2 (2025) · pp. 1477–1496

DOI
10.26811/peuradeun.v13i2.1378
ISSN
2443-2067, 2338-8617
Published
2025-05-30
Publisher
SCAD Independent
Language
eng
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Critical thinking is a vital 21st-century graduate attribute that significantly enhances employability and adaptability. This study investigated the effectiveness of experiential learning in fostering students’ critical thinking skills within the context of Indonesian higher education. Using a quantitative pretest-posttest design, data were collected from 117 university students enrolled in a science course at Universitas Riau. A structured questionnaire assessing five levels of critical thinking was used to measure students’ skills before and after the intervention. The findings revealed a statistically significant improvement in students’ critical thinking after the intervention (p <.001), with an average increase of 6.78 points and a 13.9% gain. Cohen’s d value of 0.84 indicated a large effect size. Post-intervention results showed a substantial shift in the distribution of critical thinking levels, with more students reaching the ‘superior’ and ‘exceptional’ categories. These results underscored the value of active, reflective, and real-world learning experiences in enhancing students’ cognitive skills. This study contributes to the growing body of evidence on pedagogical innovations in science education and offers practical implications for curriculum reform in developing countries.

Keywords

Collaboration network of the authors

40 authors · 89 co-authorship links · 35 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Riau University
  • Universiti Sains Malaysia
  • State University of Medan
  • University of Technology Malaysia
  • Indonesia University of Education
  • Sunan Gunung Djati State Islamic University Bandung
  • Beijing Normal University
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wahyu HidayatIKIP Siliwangi2
Jesi Alexander AlimRiau University2
Tommy Tanu WijayaBeijing Normal University2
Sri Adelila SariState University of Medan1
Ratna Sari DewiState University of Medan1
Saputra KanaAffiliation unknown1
Agus KembarenState University of Medan1
Hanisah HasibuanState University of Medan1
Sasya HanifhaRiau University1
Maria ErnaRiau University1
Asmadi Muhammad NoerRiau University1
Nanang WinarnoIndonesia University of Education1
Nooraida YakobUniversiti Sains Malaysia1
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia1
W. H. AkmalAffiliation unknown1
Mohd Ali SamsudinUniversiti Sains Malaysia1
Nor Asniza IshakUniversiti Sains Malaysia1
Vita MeylaniSiliwangi University1
Hardimah Mohd. SaidUniversiti Brunei Darussalam1
Muslim MuslimIndonesia University of Education1
Dindin NasrudinSunan Gunung Djati State Islamic University Bandung1
Chaerul RochmanSunan Gunung Djati State Islamic University Bandung1
Sri HariyaniAffiliation unknown1
Riski Nur Istiqomah DinnullahAffiliation unknown1
Ainul HayatAffiliation unknown1
Zumrotun Nisaa Ul-JannahAffiliation unknown1
Dwi EristiAffiliation unknown1
Yuanita ArdyantiAffiliation unknown1
Arief Rahman YusufAffiliation unknown1
Sumaji SumajiAffiliation unknown1
Yenni KurniawatiAffiliation unknown1
Mujakir MujakirAffiliation unknown1
Safrijal DjamaluddinAffiliation unknown1
Azmi FitriatiAffiliation unknown1
Subuh AnggoroAffiliation unknown1
Ng Khar ThoeAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.scadindependent.org/index.php/jipeuradeun/oai, first harvested 7 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Enhancing Critical Thinking Skills in Graduates: An Experiential Learning Approach</dc:title>
	<dc:creator xml:lang="en">Hermita, Neni</dc:creator>
	<dc:creator xml:lang="en">Shirazi, Shaista</dc:creator>
	<dc:creator xml:lang="en">Talib, Corrienna Abdul</dc:creator>
	<dc:creator xml:lang="en">Ahmad, Nur Jahan</dc:creator>
	<dc:subject xml:lang="en">Critical Thinking</dc:subject>
	<dc:subject xml:lang="en">Experiential Learning</dc:subject>
	<dc:subject xml:lang="en">Graduate Attributes</dc:subject>
	<dc:subject xml:lang="en">Science Education</dc:subject>
	<dc:subject xml:lang="en">Education</dc:subject>
	<dc:subject xml:lang="en">Social Sciences</dc:subject>
	<dc:subject xml:lang="en">Pedagogy</dc:subject>
	<dc:subject xml:lang="en">Art and Humanities</dc:subject>
	<dc:subject xml:lang="en">Humanities and Cultural Studies</dc:subject>
	<dc:description xml:lang="en">Critical thinking is a vital 21st-century graduate attribute that significantly enhances employability and adaptability. This study investigated the effectiveness of experiential learning in fostering students’ critical thinking skills within the context of Indonesian higher education. Using a quantitative pretest-posttest design, data were collected from 117 university students enrolled in a science course at Universitas Riau. A structured questionnaire assessing five levels of critical thinking was used to measure students’ skills before and after the intervention. The findings revealed a statistically significant improvement in students’ critical thinking after the intervention (p &amp;lt; .001), with an average increase of 6.78 points and a 13.9% gain. Cohen’s d value of 0.84 indicated a large effect size. Post-intervention results showed a substantial shift in the distribution of critical thinking levels, with more students reaching the ‘superior’ and ‘exceptional’ categories. These results underscored the value of active, reflective, and real-world learning experiences in enhancing students’ cognitive skills. This study contributes to the growing body of evidence on pedagogical innovations in science education and offers practical implications for curriculum reform in developing countries.</dc:description>
	<dc:publisher xml:lang="en">SCAD Independent</dc:publisher>
	<dc:date>2025-05-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1378</dc:identifier>
	<dc:identifier>10.26811/peuradeun.v13i2.1378</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Peuradeun; Vol. 13 No. 2 (2025): Jurnal Ilmiah Peuradeun; 1477-1496</dc:source>
	<dc:source>2443-2067</dc:source>
	<dc:source>2338-8617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1378/1048</dc:relation>
	<dc:relation>https://journal.scadindependent.org/index.php/jipeuradeun/article/view/1378/1050</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Neni Hermita, Shaista Shirazi, Corrienna Abdul Talib, Nur Jahan Ahmad (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>