APLICACIÓN DE PENSAMIENTO CRÍTICO PARA DIFERENCIAR ENTRE LAS NOTICIAS REALES Y LAS FAKE NEWS: UNA GUÍA PARA EDUCADORES

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.

Mathematical critical thinking skills are critical thinking skills that involve cognitive processes and encourage students to think reflectively which are developed in mathematics learning. Mathematical critical thinking skill is necessary for students in solving mathematical problems. However, in reality, many students have low critical mathematical thinking skills. Several researchers have studied there is correlation between mathematical critical thinking skill to students habits of mind. Therefore, this research aims to determine the correlation between habits of mind and critical mathematical thinking abilities of class IX students at SMP Negeri 1 Montong Gading. This research is a non-experimental descriptive quantitative research with a correlation method. Sampling method used purposive sampling technique to obtain data from class IX B students of SMPN 1 Montong Gading with a total of 26 students as samples. Data collection techniques include giving habits of mind questionnaires, testing students' critical mathematical thinking skills and interviews. This research uses descriptive techniques and prerequisite tests. The research results show that habits of mind and mathematical critical thinking skills are included in the medium category with percentages of 65% and 62%. The results of the correlation analysis using the pearson product moment formula show that there is a significant relationship between habits of mind and students' mathematical critical thinking abilities with a correlation value of 0.481946, which is categorized as a medium level correlation. Keywords: Habits of mind, mathematical critical thinking

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.

Critical and creative thinking skills are the core of 21st century skills that learners must have to face global challenges. The ability to interpret, analyze, evaluate, inference, explanation, self regulation, think fluency, flexibility, originality and elaboration can shows the level of their critical and creative thinking ability. The research aims to develop e-portofolio for enchancing the critical and creative thinking ability of 8th level students at Junior High School by soil pollution and waste management education. The research used a one-group pretest-posttest experimental design. The validity of e-portfolios consists of construct and content validity. The practicality of e-portfolios was assessed based on student response questionnaires. The effectiveness of the e-portfolio was assessed through a test designed to measure their critical and creative thinking skills. After the e-portfolio trial, a test was conducted to enable the improvement of critical and creative thinking skills. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which is limited to three stages namely analysis, product design and development. The validity assessment used expert judgement. The design of e-portfolio learning media involves elements that are in accordance with the indicators of critical and creative thinking by providing feedback, self-assessment, peer assessment, self-reflection. The data generated in this study is the validity of e-portfolios to measure critical and creative thinking skills. Based on the profile analysis of critical and creative thinking skills of SMP Negeri 8 Purwosari students, it was found that there was an increase in the percentage of critical thinking skills of grade VIII students from 73.08% in the very low category (19 students) to 88.46% in the very high category (21 students). It was also found that the percentage of creative thinking ability of the largest VIII grade students was 69.23% in the very low category (18 students) to 46.15% in the very high category (12 students) after using e-portfolios. This research developed e-portfolios as an innovative instrument that not only measures critical or creative thinking ability separately, but also learns both critical and creative thinking ability . In its implementation, the e-portfolio is designed to integrate various learning components, such as problem-based assignments, case studies, experiments and self-reflection that are relevant to practising critical and creative thinking skills. Keywords: critical thinking ability, creative thinking ability, e-portfolio, pancasila student profile.

In today’s world, it is important for individuals to have critical thinking and mathematical thinking skills, which are high-level thinking skills. In advanced education systems, it is among the important priorities that students not only learn knowledge but also acquire high-level thinking skills. This study aims to examine the relationship between mathematical and critical thinking skills and academic achievements of secondary school students. In the study, relational screening model, one of the quantitative research models, was used. The research was carried out in a province located in the southern region of Turkey in the 2022-2023 academic year with students studying in secondary school (n=346) who were determined by maximum variation method selected from the types of purposeful sampling. Mathematical thinking scale and critical thinking scale was used as a data collection tool. In the process of analyzing the data, one-way analysis of variance and regression analysis techniques were used. According to the research findings, it was observed that there was a relationship between the critical thinking and mathematical thinking skills of the students, both the critical and mathematical thinking skills of the students did not differ significantly according to gender, and the mathematical thinking skills differed significantly according to the grade level. In addition, it was concluded that both mathematical and critical thinking skills of the students increased according to their grade levels. In addition, students’ critical skills and academic achievement together explained 25.0% of the total variance of mathematical thinking skills. In other words, as students’ critical thinking skills and academic achievement increase, their mathematical thinking skills also increase.

This research is motivated by the demands of the 21st century which requires students to have skills such as communication, collaboration, critical thinking and problem solving and creativity and innovation. These skills are in the stage of higher order thinking or what we usually call HOTS. Like critical thinking skills, creativity is equally important in learning at school. Therefore, educators can find appropriate learning models to develop the creativity of students. The purpose of this study was to determine the effectiveness of the steps of the HOTS-based Project Learning model and to analyze students' critical thinking skills and creativity through the HOTS-based Project Learning model in learning . The Project Learning model which is a combination of PBL and PjBL is an answer to a model that can be used to develop critical and creative thinking skills of elementary school students. The method used for this research is research and development (Research and Development) . This R&D method is intended to produce a product. The research stages can be detailed as follows: (1) pre-field stage or preparation stage, (2) advanced stage, Development of HOTS-based Project Learning Learning Models, (3) post-field stage where the research team prepares reports. The research activity begins with basic research on the learning model that has been used by teachers at SD Lahan Basah, Banjar Regency, then to the stage of developing the Project Learning learning model which is a solution to stimulate students' critical and creative thinking skills . Based on the results obtained in learning using the Project Learning model, it is concluded that learning using this model can improve students' critical thinking skills and creativity in learning, the average student also shows an increase and achieves N gain in the high category. The results of the research will be followed up in the form of scientific publications which are implemented in community service programs and further research and research outputs include publications in reputable international journals.

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

21st-century skills demand that learners have critical thinking and creative thinking skills, which can be used in solving problems in everyday life in chemistry learning activities. The Scientific Critical Creative Thinking (SCCrT) model is one of the constructivist learning models that can train students' critical thinking and creative thinking skills. The purpose of this study was to determine the difference between the critical thinking skills and creative thinking skills of students with the SCCrT model (experimental class) and the Direct Instruction (DI) model (control class) in learning salt hydrolysis material. Quasi-experimental research method with nonequivalent control group design, research sample class XI MIPA SMAN 10 Banjarmasin. The research data were obtained from the test results of learners' critical and creative thinking skills, then analyzed descriptively, qualitatively, and inferentially (with the SPSS program version 25). The results showed that the average critical thinking skills with the SCCrT model were higher than those of the DI model (significance value 0.001 < 0.05). The average creative thinking skills with the SCCrT model are also higher than those of the DI model (significance value 0.002 < 0.05). Thus, the SCCrT model is better than the DI model in training learners' critical thinking and creative thinking skills in learning salt hydrolysis material.

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

The study aims to describe the effect of the inquiry learning model on student critical thinking skills and collaborative skills. The one-group pretest-posttest design was used in the study. The samples were 31 students in grade eight of junior high school in Surabaya, Indonesia. Learning performance data is obtained through observation methods, students' critical thinking skills data through writing test methods, and collaborative skills with observation methods. Learning implementation data is then analyzed with mode formulas. Critical thinking skill data is analyzed using the paired-sample t-test. Collaboration skill data is analyzed with the mode formula. Critical thinking skills indicators are providing simple explanations, building basic skills, concluding, providing advanced explanations, and organizing strategies and tactics. Collaborative skill indicators are working productively with a group of friends, being jointly responsible for getting work done, participating respectfully in discussions, debates, and disagreements, committing to putting group goals first, showing flexibility, and compromising. The study showed that tcount=12.961 and ttable=30. It means that a structured inquiry learning model can improve students' critical and collaborative thinking skills.

This study aimed to investigate the correlation between (1) critical and creative thinking skills; (2) critical thinking skills and learning achievement; (3) creative thinking skills and learning achievement; and (4) critical thinking, creative thinking, and learning achievement. The current study was conducted in April 2019 and employed a correlational research design. The participants of this study consisted of 30 fourth-semester students from the Department of Biology Education of IKIP Mataram, Indonesia, who were currently studying Plant Physiology. Data were collected using a test that contained 19 essay questions on photosynthesis. The critical thinking instrument was composed of five aspects, whereas the creative thinking instrument comprised of eight aspects. Besides, the instrument used to determine learning achievement incorporated six aspects. Each of the elements was represented by one test item. The results of the data analysis indicated correlations between (1) critical and creative thinking skills; (2) critical thinking skills and learning achievement; (3) creative thinking skills and learning achievement; (4) creative thinking, critical thinking, and learning achievement. Since critical and creative thinking skills affect learning achievement, the empowerment of these skills may lead to the enhancement of learning achievement.

Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

The rapid development of information and communication technology has changed the paradigm of learning in the current digital era. Teachers are required to be able to integrate technology into the learning process in order to improve students' critical and creative thinking skills. Critical thinking skills are the main skills that students must have in order to be able to sort, analyze, and evaluate information appropriately amidst the rapid flow of digital information. Therefore, the learning strategies implemented by teachers must be able to facilitate the development of students' thinking skills by utilizing various digital media and technologies effectively. This study aims to identify and analyze teacher strategies in improving students' critical thinking skills in the technological era, especially through digital literacy. The strategies implemented include learning planning that integrates digital media such as laptops, projectors, internet networks, and online learning platforms (e-learning). The implementation of learning uses problem-based learning methods and collaborative learning that encourage students to be active in discussions, case analysis, and problem solving together. Learning evaluation is also carried out interactively by utilizing technology to measure students' critical thinking skills more accurately and in real-time. In addition, teachers provide motivation and rewards as an effort to increase students' self-confidence in critical thinking. The use of audio-visual media, videos, and interactive modules is also an important strategy to attract students' interest in learning and link learning materials to real-life contexts. Teachers act as facilitators who guide students in mastering information, analyzing various points of view, and developing creative solutions to problems faced. Digital literacy education is also taught to equip students with the ability to sort valid information and avoid the spread of false information. By implementing these strategies, students' critical thinking skills can increase significantly, so that they are better prepared to face the challenges of learning in the digital era and are able to actively participate in the information society. This study emphasizes the importance of the role of teachers in developing critical thinking skills through the use of technology and digital literacy as part of the 21st century competencies that students must have.

The purpose of this study is to examine the dynamics of students’ critical and metacognitive thinking skills, and their contribution to achieving the success of high school students’ Indonesian learning. This study uses a quantitative approach with a correlational design. The population of this study were students of class X SMA Negeri in East Java, with cluster random sampling technique. Data were collected through questionnaire filling techniques and summative score scores, namely the results of students’ final semester exams. The data were analyzed using bivariate analysis and multivariate correlation techniques, which were used to determine the close relationship between the three variables and to determine the direction of the relationship. The results of this study found that there was a dynamic of students’ critical thinking and metacognitive abilities ranging from the lowest score of 65 to the highest score of 92 for critical thinking ability, and the lowest score of 60 to the highest score of 93. The results of the analysis showed that the significance value of 2- tailed critical thinking and metacognitive abilities, critical thinking and metacognitive skills, critical thinking skills and learning outcomes critical thinking skills and learning outcomes, metacognitive abilities and learning outcomes 0.000 < 0.05, and 2-tailed significance value critical thinking skills, metacognitive and outcomes learning is 0.000 < 0.05, so there is a correlation between critical thinking skills, metacognitive and learning outcomes.