Abstract
Information literacy is closely related to critical thinking skills. Critical thinking skills are related to exploring and evaluating information to make argumentation with relevant and appropriate information. It includes analyzing and synthesizing information to solve a problem where these activities are part of information literacy. Thus, information literacy-based learning should be able to enhance critical thinking skills. This study aims to determine the correlation between critical thinking skills and student’s information literacy enhancement through learning chemistry with the PjBL-IL model on the biogas production context. This study used a pre-experimental method - one group pretest-posttest design involving 32 high school students. Students' critical thinking and information literacy skills were measured using tests. Critical thinking skills and information literacy enhancement on high and medium category with N-gain score are 72.90% and 66.20% respectively and show a low correlation with a correlation coefficient value of 0.144. Where the basic support indicator has a negative correlation (r = -0.105). Thus, critical thinking skills enhancement is not always in line with information literacy.
Highlights
The findings showed that both skills have enhanced after learning with the Project-based learning (PjBL) - IL model, the highest increase occurred in critical thinking skills
Based on the Spearman correlation test, the research findings show that there is a correlation between critical thinking skill and information literacy enhancement but low correlation
The findings show that the correlation between critical thinking skills and information literacy enhancement is very weak
Summary
In addition to information literacy skills, the 2013 curriculum expects students to develop learning and innovation skills that include critical thinking and problem solving, be creative and innovative, and be able to communicate and collaborate In developing these skills, the 2013 curriculum recommends a scientific approach as a process of building knowledge, skills, and attitudes. The scientific approach is the organization of learning experiences in a logical order, including the learning process: (a) observing; (b) ask questions; (c) collecting information / testing; (d) reasoning / associating; and (e) communicate. These five things can be seen as abilities that students need to train and possess in relation to the competencies needed in the 21st century (Kemendikbud, 2016)
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