摘要：The purpose of this study was to investigate the effect of RICOSRE learning
models towards critical thinking skills of students with different academic abilities.
This quasi-experimental study employed a pretest-posttest nonequivalent control
group design and involved all the eleventh-grade students from high schools in
Malang, Indonesia. The sample consisted of 134 students from two separate
schools which represented different academic abilities (high and low). Data were
collected using an essay test on students’ critical thinking skills. A rubric was
employed to assess students’ answers and the results were analyzed using
ANCOVA. Findings suggest that (1) there is a difference between the critical
thinking skills of students whose learning was facilitated with RICOSRE and
critical thinking skills of students who were engaged in conventional learning, (2)
there is a critical thinking difference between the high and low ability students, (3)
there is a difference in students’ critical thinking skills affected by the interaction
between learning models and students’ academic abilities. Based on the results of
this study, it can be concluded that RICOSRE can close the critical thinking skills
gap between the high and low ability students.
