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Abstract: The purpose of this study was to implement the 9E Learning and Teaching Model (9E LTM). The impact of Critical Thinking Skills (CTS), analysis, and inference on students' statistics achievement observed through constructivist theory. A population of higher secondary school statistics students and 220 students sample was drawn, randomly. Two aggravation instruments were used: one for the 9E teaching and learning model, and the second was about learning statistics by analysing and inference CTS. The results showed a significant relationship between the CTS inference skill and the students' 9E learning and teaching model was 0.95. There was also a significant relationship between the inferences skill of CTS and 9E LTM in students. The results show that the 9E LTM is a more operative learning method to improve the analysis and inference of CTS. Consequently, it is acclaimed that statistics staff should adopt the 9E LTM for teaching, and better performance in analysing and inference CTS statistics.
Keywords: 9E Learning, Teaching Model, Analysis and Inference, Inferential Statistics, Critical Thinking Skills.
1.Introduction
Critical thinking skills play a crucial role in student learning all around the world, to be considered challenging for the staff. Each time it has to do with teaching and learning, analysing and inference is complex for the student to understand the content with CTS. 9E learning and teaching model has elicited engage, explore, explain, elaborate, evaluate, extend, echo, and esearch. All these nine stages help the staff to improve student learning and CTS. Learning statistics also helps in emerging progression steps of analysing and inferences. Positive change toward learning in the subject content area helps in the process of learning and strongly influences CTS. The main issue is that students are not able to analyse and infer the subject of statistics through learning (Basri & Asari, 2019). In many circumstances, the lacks of student learning are of the 21st century is perceived in statistics content and in their learning methodology. Therefore, researchers Wahyuni, Saujaya, Erman, and Jatmiko (2019) expressed that content learning concepts in the past about inference and analysis were not capable of better learning. Furthermore, there are few studies integrated with CTS on the learning model (Carkıt, 2013; Gurbuz, 2012; Sahin, 2014; Yerdelen, 2013).
The critical thinking concepts of the...