ФІЛОСОФІЯ ОСВІТИ: СТРАТЕГІЯ МІЖДИСЦИПЛІНАРНОГО СИНТЕЗУ

Critical and analytical thinking skills are included in higher-order thinking skills which become the focus of educational goals in recent era. This study aimed to determine the relationship between critical and analytical thinking skills in ecology learning at senior high school in East Jakarta. This research was conducted from March to June 2020. The research method used was descriptive correlational with associative research. This study involved 180 students. As many as 52 students were selected as research participants using cluster random sampling. The data were collected using a critical and analysis thinking rubric which was integrated to essay questions. The data analysis technique used was simple linear regression. The results indicates that there is significant correlation between students’ critical and analytical thinking skill (r = 0.812, r2 = 0.659, N = 52). In addition, students’ analytical thinking skill could be predicted using the regression equation y = 5.41 + 0.91x which means that it gives a positive effect to students’ critical thinking skills. The contribution of critical thinking skills with analytical thinking skills was 65.9%.

What does critical thinking mean? Examination of pre-service teachers’ cognitive structures and definitions for critical thinking

This research is motivated by the findings of problems in economics learning including: in economics learning students are passive; lack of critical thinking activity and creativity; teacher-centered learning (teacher centered); The learning model used by teachers tends to be monotonous. This research aims to determine the implementation of the model problem based learning to develop students' critical thinking skills in economics learning. The research method is a case study with a qualitative approach, data is collected through interviews, observation and documentation of the implementation of learning to develop critical thinking skills. The results of the research show that planning economic learning using models problem based learning to develop highly structured and systematic critical thinking skills. Implementation of economic learning with models problem based learning Overall, it has succeeded in creating a learning environment that supports the development of students' critical and analytical thinking skills. Assessment of economic learning with models problem based learning has been designed and implemented well, so that students' critical thinking, problem solving and collaboration skills develop optimally. Supporting factors for learning economics with models problem based learning really supports the development of students' critical thinking skills. Factors inhibiting economic learning with models problem based learning developing critical thinking skills is a very serious challenge. Efforts to overcome barriers to economic learning with models problem based learning can develop students' critical thinking skills effectively.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

The demand for adaptive graduates in the Society 5.0 era necessitates the enhancement of Higher-Order Thinking Skills (HOTS). However, this is constrained by a lack of innovative teaching materials for pre-service science teachers at the Islamic University of Lamongan. This research aims to develop and assess the feasibility and effectiveness of a STEAM-based module designed to improve HOTS (analytical, critical, and creative thinking). Employing a 4D model of Research and Development (R&D), the product was validated by six experts and trialled with 25 students using a one-group pretest/posttest design. Data were analyzed using feasibility percentages and N-Gain scores. The results indicated that the module was declared "Very Feasible" by the experts, with scores of 88% for material content, 85.8% for language, and 90% for media. The module's implementation proved effective, achieving an average N-Gain score of 0.78 (categorized as "High"). This included improvements in creative thinking (N-Gain 0.85), critical thinking (N-Gain 0.78), and analytical thinking (N-Gain 0.69). Furthermore, the module received a highly positive response from students (89.2%). Therefore, this STEAM-based learning module is proven to be a valid and effective practical solution for enhancing the multiple dimensions of HOTS among pre-service teachers and can serve as a model for developing instructional materials in higher education.

Markmið þessarar myndbandsrannsóknar var að meta vitsmunalega áskorun í stærðfræðikennslu á unglingastigi. Alls voru 34 kennslustundir í stærðfræði í 8. bekk í 10 skólum teknar upp og greindar ásamt 144 viðfangsefnum sem lögð voru fyrir. Greining gagna leiddi í ljós að meirihluti viðfangsefna fól í sér að beita tilteknum reikniaðferðum við úrlausn þeirra. Jafnframt virtist kennurum reynast vandasamt að viðhalda kröfum um rökhugsun í kennslustundum. Þegar nemendur unnu hver fyrir sig eftir áætlun var algengt að í aðstoð við þá drægju kennarar úr áskorun viðfangsefna með því að spyrja eingöngu lokaðra spurninga, reikna fyrir nemendur eða segja þeim svarið. Niðurstöður sýndu þó einnig dæmi þess að við lausn viðfangsefna þyrfti að beita gagnrýninni og skapandi hugsun og kennarar hvettu til samvinnu og samtals. Í þeim tilvikum, þar sem vitsmunaleg áskorun var á háu stigi, unnu nemendur í sameiningu að viðfangsefnum.

The purpose of this study was to examine how to best develop and enhance critical and analytical thinking skills amongst college students enrolled in history and/or social studies courses. Through traditional, lecture style instruction, as well as a cooperative and collaborative learning pedagogy known as Reacting to the Past, this study was grounded in the theoretical framework of the Dewey's constructivist theory, which states that learning is an active process. This study also incorporated the works of Bruner, Piaget, and Vygotsky, which build upon the constructivist theory by adding cognitive and social constructivism. In considering the objectives of this research of enhancing critical and analytical thinking through Reacting to the Past, a cooperative and collaborative learning pedagogy, the constructivist theory aligns perfectly with this study. This study answers the following primary question: How can a student driven pedagogy, such as RTTP, enhance critical and analytical thinking skills amongst higher education history and social studies students? To answer the primary research question, there are three questions that should also be address. As such, the study sought to answer the following questions: (1) How might we be able to use cooperative and collaborative learning to better develop and enhance critical and analytical thinking skills on Social Studies and/or History students? (2) Is Reacting to the Past an effective student-driven pedagogy that incorporates cooperative and collaborative learning in classrooms above and beyond more typical traditional pedagogy? (3) Are students understanding of historical content greater as a result of Reacting to the Past than the traditional unit? The findings indicate that RTTP is effective at developing and enhancing the aforementioned skills. Keywords: RTTP, active learning, cooperative learning, collaborative learning, student-centered learning, pedagogy, critical thinking, analytical thinking

Background Critical thinking is a collection of dispositions and abilities related to individuals’ analytical, creative, and practical cognitive and decision-making skills. The development of optimal critical thinking skills better prepares students for college and their careers. The measurement of critical thinking actual abilities like inquisitiveness, open-mindedness, or systemic thinking among college students is limited. Similarly, the assessment of all types of critical thinking like creative or practical from the perspectives of students is meager. Methods This research utilizes original data collected from 803 college students between 2020 and 2021 after securing institutional review approval for the research. Self-reported data on 30 items instrument measuring students’ ratings of their analytical, creative, and practical thinking is used. Descriptive statistics, independent samples t-tests, and correlation analysis all were used to estimate the prevalence of critical thinking, and whether gender or language influence it or not. Results Results indicate that undergraduate students rated their abilities in critical thinking is very high. On all three types of critical thinking (analytical thinking, creative thinking, practical thinking), students scored between 117 and 123 on a 30-150 scale, indicating a high score. Additionally, gender and language have little to no influence over critical thinking scores. Further, analytical, creative, and practical thinking are independent from each other evident in the low correlations among all three elements. The results suggest the emergence of the Dunning-Kruger effect concerning students’ critical thinking assessment. Conclusions There is a colossal gap between students- self-reported ratings and their actual performance on critical thinking instruments. More rigorous assessments of dispositions and abilities are needed utilizing existing validated instruments in literature.

It is important for students to develop critical thinking and other higher-order thinking skills during their tertiary studies. Along with the ability to think critically comes the need to develop students’ meta-cognitive skills. These abilities work together to enable students to control, monitor, and regulate their own cognitive processes and improve their ability to comprehend and solve problems. This paper proposes the use of scaffolding as a method of helping students to develop their critical thinking and meta-cognitive skills within the IS curriculum. Scaffolding enables students to undertake tasks that they might not have been able to tackle without the scaffolding. It allows the learners to focus on the aspects of the task that they can manage, while still keeping an understanding of the task as a whole. As the scaffolding is gradually removed, the student should be able to work more independently and apply the new skills effectively. The paper shows how the scaffolding of the process of critical thinking can be used in the early stages of the IS curriculum to enable students to first learn, then gain confidence, in using the techniques that they need to apply independently in the latter stages of the curriculum. Some of the topics covered and where skills were developed included writing essays (in particular essays that include argument), critical and analytical thinking in programming, and the use of problemsolving techniques in systems analysis and design. In the section on critical and analytical thinking in programming, we show how we taught students to think logically and then how this was applied in programming. The task of testing algorithms was scaffolded to enable the students to learn how to evaluate a program and create test data. The paper then shows how the lecturer developed students’ meta-cognitive skills by phrasing SQL questions that made the students conscious of their thinking and helped them to link what they were currently doing with their previous knowledge. The paper goes on to show how the conventional problem-solving techniques that are often taught to school children can be used in systems analysis and design. These techniques help the student to consider the whole picture and to understand the relationships between the different parts of the system and how it interacts with the rest of the world. Lastly, the paper describes how the students were taught to write and argue when writing an academic essay. The first assessment task was carefully scaffolded to help the students understand the need to put forward an argument, substantiate that argument and to mini

In this study, the relationship between pre-service teachers' critical thinking dispositions and their attitudes towards socioscientific issues was examined. Relational survey method, which is one of the quantitative research approaches, was used in the research process. 813 pre-service teachers from science, mathematics, preschool, psychological counseling and guidance, social sciences, classroom teaching, and fine arts departments studying at education faculties in state universities in the Black Sea Region of Turkey participated in the research. Critical thinking disposition and attitude scales were used as data collection tools in the research. The findings were examined by considering the variables of gender, class level, knowledge about socioscientific issues and the department of education. In the analysis of the data obtained, the results for each scale were first divided into groups as low, medium and high scores. Variables with two categories were analyzed using the independent samples t-test, and variables with more than two categories were analyzed using the ANOVA test. Then, multiple linear regression analyses were performed. Hayes's (2018) regression model number 1 was used to confirm the research results and to support it with advanced statistics. As a result of the research, it was determined that the pre-service teachers with low and medium critical thinking dispositions also had low attitudes towards socioscientific issues and sub-variables did not make a significant difference. At this point, some suggestions can be made to pre-service teachers with a low and medium level of critical thinking disposition. It can be ensured that they participate in project activities on socioscientific issues during the training process. It can be ensured that courses within the scope of critical and analytical thinking are taken. It has also been determined that the pre-service teachers with high critical thinking disposition have high attitudes towards socioscientific issues, and there is a significant difference in terms of the variables of the department, grade level and having knowledge about socioscientific issues.

Background: Students’ ability to think critically and analytically in mathematics remains a central challenge in Indonesian education. Many instructional approaches in schools fail to adequately stimulate higher-order thinking. Traditional expository models, although commonly used, often lack the engagement required to foster meaningful learning. The SAVI (Somatic, Auditory, Visual, Intellectual) learning model offers an integrated and interactive alternative by combining physical activity, auditory input, visual aids, and intellectual reflection, aligning with multiple learning modalities. Aims: This study aims to determine the effectiveness of the SAVI instructional approach in improving students’ mathematical critical and analytical thinking skills. It specifically compares the outcomes of students taught using the SAVI model with those instructed through conventional expository teaching. Methods: A quasi-experimental research design with a posttest-only control group was used. The participants were 60 eighth-grade students from SMP Negeri 1 Mataram Baru during the 2023/2024 academic year. Students were divided into two groups: one receiving instruction via the SAVI approach and the other using the expository model. Essay-based assessments were used to evaluate students' critical and analytical thinking skills. The instruments were previously tested for validity and reliability. Data analysis was performed using Multivariate Analysis of Variance (MANOVA) to evaluate differences between the two groups. Results: The results showed a significant difference in student performance between the two groups. Students in the SAVI group demonstrated higher scores in both critical and analytical mathematical thinking. MANOVA results revealed statistically significant values (p < 0.05), confirming the effectiveness of the SAVI model over the expository method. Conclusion: The SAVI instructional model significantly enhances students’ critical and analytical thinking in mathematics. Its multisensory design promotes deeper cognitive engagement, making it a promising approach for improving mathematical thinking at the secondary school level.

This study aims to evaluate the impact of the Problem-Based Learning (PBL) method on students' analytical and critical thinking skills. Data were collected from 230 respondents, consisting of students who participated in learning using the PBL method. The results of the study indicate that PBL has a very positive impact on improving students' critical and analytical thinking abilities. More than 90% of respondents agreed that PBL helped them think deeply and analytically. Group discussions in PBL were also found to be effective in enhancing material comprehension, with most respondents feeling the benefits. PBL also made it easier for students to remember and apply the material by linking theory to practice. Moreover, this method increased students' confidence in analyzing material and helped them draw conclusions based on valid data and arguments. The study concludes that PBL significantly improves students' analytical skills, critical thinking, and material understanding.

The high demand by the industry for graduates capable to critically analyze the causes, content and quality of information and using them effectively to identify and solve engineering problems, has been constantly and incessantly discussed. The inability to think analytically and critically contributes to the increased percentage of unemployed graduates. Additionally, the Malaysian students resort to memorizing and rote learning to find an easy way to get a degree and then find a job. This paper investigates the level of critical and analytical thinking skills among the students in the Department of Electrical, Electronics and Systems Engineering (EESE), Faculty of Engineering and Built Environment (FEBE), UKM. This study was conducted on a group of third year students in Semester 1 2010/2011 using three instruments; the analytical component of MTest model questions by the Malaysian Ministry of Education (MOE) in the selection of prospective students for Teachers College throughout the country, Marbach-Ad and Sokolove's taxonomy (MST) for student questions on a topic discussed in the lecture and the open-ended question posed in the final examination for the microprocessor and microcontroller course. Analysis based on these three techniques provide a rough estimation on the level of analytical and critical thinking skills among students and in this study, it was learned that the critical and analytical thinking skills among these students are at a very moderate level despite their high academic achievement.

In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice, reflection, integration, and feedback. The findings suggest that this model significantly improves students' analytical and critical thinking abilities by promoting structured collaboration and intentional reflection. Through diverse group interactions and continuous self-assessment, students achieve a deeper understanding and critical analysis. The model's iterative feedback mechanisms also contribute to sustained improvements in student learning outcomes. This study introduces an original instructional model that theoretically supports the enhancement of analytical and critical thinking skills through a systematic integration of collaborative and reflective learning, offering practical implications for educators seeking to foster these higher-order thinking skills in students.

This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards.