Correlation Between Chess Game and Improving Critical Thinking Skills of Binjai City High School Students
DOI:
https://doi.org/10.53905/joska.v2i02.18Keywords:
chess education, critical thinking, high school students, Watson-Glaser Critical Thinking Appraisal, cognitive development, Indonesian educationAbstract
Objectives: This study investigated the correlation between chess playing and critical thinking ability enhancement among high school students in Binjai City, North Sumatra, Indonesia.
Methods: A correlational study was conducted with 40 high school students (ages 15-18) from Binjai City. Participants completed the Watson-Glaser Critical Thinking Appraisal (WGCTA) before and after an 8-week chess intervention program. Chess skill was assessed using standardized rating systems and playing experience.
Results: Results demonstrated a significant positive correlation between chess skill rating and critical thinking abilities (r = 0.663, p < 0.001). Post-intervention critical thinking scores showed significant improvement (t = -9.251, p < 0.001) with a large effect size (Cohen's d = 1.35). All five WGCTA subscales showed positive correlations with chess proficiency.
Conclusion: Chess playing significantly correlates with enhanced critical thinking abilities in Indonesian high school students. The intervention demonstrated measurable improvements in inference, assumption recognition, deductive reasoning, interpretation, and argument evaluation skills.
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Copyright (c) 2025 Josep Perlindungan Halawa, Vincentius Gokmaruli Sidabutar, Dirly Laurensius Perangin Angin
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