Critical Thinking and Collaboration Skills on Environmental Awareness in Project-Based Science Learning

This research aims to analyze the increase critical thinking and creative thinking skills furthermore to describe collaborative skills and communication skills with PjBL method. This research quantitative type. Pretest-Postest given for critical thinking skills and creative thinking skills, while observation sheet for communication skills and collaboration skills. The populations students of grade X MNS, research samples 34 students of grade X MNS 2 even semester academic year of 2021/2022, with convenience sampling technique. Research instruments are assessment sheets of critical thinking, creative thinking, communication, and collaboration skills. To determine the increase critical thinking and creative thinking skills are analyzed by One sample T test and N-gain, while for communication skills and collaboration skills are analyzed by quantitative descriptive. T-test results showed a significant difference between pre test and post test results. N-gain analysis results showed that an increase creative thinking skills of 0,72 “moderate” category, critical thinking skills of 0,77 “high” category. While the average score of students’ collaboration skills and communication skills are 64,85 and 65,07 respectively with good category. Conclusion of this research is given, students experienced an increase in creative thinking and critical thinking skills, furthermore for the communication and collaboration skills are categorized as good.

The purpose of this study was to analyze the effectiveness of STEM-PjBL learning on students' critical thinking, creative thinking, communication, and collaboration (4C) skills. This research is quantitative with a one-group pretest-posttest design. The research samples were 106 class XI State Senior High School 16 Semarang students. Quantitative data on critical thinking skills were analyzed using the N-gain test, while other data were analyzed descriptively. The results showed increased students' critical thinking skills based on the N-gain test. The paired sample t-test results in the SPSS 28 program obtained a significance value/Sig. (2-tailed) of 0.001, there were differences in critical thinking skills before and after STEM-PjBL learning. STEM-PjBL learning effectively trained students' creative, collaborative, and communicative thinking skills with high categories. This learning effectively trained students' critical thinking, creative thinking, communication, and collaboration skills

Students need critical thinking, creativity, communication and collaboration skills to face and adapt to social change, so that students can survive and compete well in social life. The aim of the research is to describe the critical thinking, collaboration, communication and creativity skills of high school students in biology learning. The research was carried out in August-September 2023. The research population was high school students in Magetan Regency. The research sampling technique was cluster sampling and the research sample was 539 high school class students. Data collection techniques used questionnaires on critical thinking skills, communication, collaboration and creativity. This research instrument is a questionnaire in the form of a questionnaire with 5 Likert scales. Quantitative descriptive research data analysis techniques. The research results show that high school students' critical thinking and creativity skills are in the medium and low categories compared to communication and collaboration skills. The results of the research can be used as a reflection for teachers or future researchers as a follow-up to empower students' critical thinking, communication, collaboration and creativity skills in implementing the Merdeka Curriculum.

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

STEM or Science, Technology, Engineering, and Mathematics-based learning is one of the alternative learning methods that can be used to develop critical thinking skills and communication skills of students. STEM learning methods can be packaged in the form of project-based learning models such as Project- Based Learning (PjBL). Project- Based Learning (PjBL) is a learning model that is centered on students to work on projects in the form of a series of complex tasks so that it can stimulate critical thinking skills and communication skills of students. The purpose of this article is to provide an overview of the influence of Project- Based Learning (PjBL) on critical and creative thinking skills in Vocational High School (VHS) students. The methodology used in compiling this article is a literature study from relevant journals. The results of the study indicate that the Project- Based Learning (PjBL) is able to provide a positive impact on the development of critical thinking and creative thinking skills of students.

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.

Post-pandemic, gadgets have become an inseparable part of student life. This gives rise to brainrot which affects students’ critical thinking and creative thinking skills. Gadgets also create an individualistic attitude, causing students to have difficulty communicating and collaborating. Seeing this challenge, students need to be equipped with Critical Thinking, Communication, Collaboration and Creativity (4Cs) skills. This research aims to determine the 4Cs profile of Pelita Nusantara Kasih Surakarta Christian Junior High School students in studying Ecology and Biodiversity. The research method used in this research is descriptive quantitative with multiple choice questions for critical thinking skills, a questionnaire for communication and collaboration skills, and essay questions for creative thinking skills. The research sample was class VII, VIII, and IX students with a total of 150 students as respondents. The sampling technique is cluster random sampling. Data collection techniques using questionnaires and tests. The results show that the critical thinking skills score is 74, the creative thinking skills score is 56, the collaboration skills score is 73, and the communication skills score is 66. The average 4Cs skills score for Pelita Nusantara Kasih Surakarta Christian Junior High School students is 67. The results of this research show that The 4Cs skills of Pelita Nusantara Kasih Surakarta Christian Junior High School students are in the medium category, but for the creative thinking skills need to be improved because they have the lowest score compared to other skills.

Critical thinking and collaboration skills are fundamental skills that must be owned by teachers in the 21st- century. Critical thinking skills make teachers more sensitive and critical of the teaching and learning process so the teachers can continue to improve the quality of their learning. Improving the learning process will be maximized if a teacher collaborates with other teachers to design improvements in the teaching and learning process. The development of critical thinking and collaboration skills will be maximized if they realize the importance of having these skills. The purpose of this paper is to outline the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills for prospective teacher- students. The method of this research was descriptive and literature study. Data retrieval was carried out through questionnaires that were given to 224 prospective teacher students at Universitas Negeri Malang. The questionnaire was filled out by 63 postgraduate and 161 undergraduate students. The purpose of the questionnaire was to find out the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills is. Analysis of the data was carried out using qualitative analysis techniques. The results of the questionnaire showed that all prospective teacher-students agree that the development of critical thinking and collaboration skills is important, especially for prospective teacher-students. These results indicate the need for developing critical thinking and collaboration skills for prospective teacher-students through various models/methods/strategies in learning.

This research is motivated by the ability of students who are still lacking to identify, understand, state, find solutions, and draw conclusions to the problems. In addition, students also tend to be passive in learning. This study aims to analyze the effect of the problem-based learning model with the aid of the mentometer on elementary school teacher education students' critical thinking and collaboration skills. The method used in this study is a quasi-experimental design with a non-equivalent control group. Critical thinking skills were collected with critical thinking skills tests in the form of essay tests and observation sheets to determine collaboration skills. The results show significant differences in critical thinking and collaboration skills between students who study using problem-based learning with the aid of a mentimeter and students who learn without using problem-based learning with the aid of a mentimeter. So, it can be concluded that the problem-based learning model assisted by a mentimeter influences elementary school teacher education students' critical thinking and collaboration skills.

This paper examines the correlation of mathematical critical thinking and creative thinking skills towards students' mathematical achievements. A total of 115 eighth grade students from three schools in Sleman Regency were involved as the subject of this research. Data were obtained from the results of critical thinking skills test, the results of creative thinking skills test, and the results of mathematical achievement test on the learning material that students had studied in the previous semester. The instrument for testing critical thinking skills was the essay questions which measure the aspects of critical thinking skills, namely inference, analysis, evaluation, and interpretation, while the instrument for creative thinking skills test was also the essay questions which measure the aspects of creative thinking skills, namely originality, flexibility, and fluency. Besides, the data for the students' mathematical achievements were obtained from the report of mathematics achievement test prepared by the Mathematics Teachers' Working Group. The correlation of these variables was analyzed through multiple regression test. The analysis resulted a positive relationship between the mathematical critical thinking and creative thinking skills towards the mathematical achievement indicated by the regression coefficient R = 0.721 and R2 = 0.52. These values showed that the influence of mathematical critical thinking and creative thinking skills on the students' mathematical achievements was 52%, whereas 48% was influenced by other factors. Then, the coefficient value of creative thinking variable was β1 = 0.363 and the coefficient value of critical thinking variable was β2 = 0.477. These values indicated that if the creative thinking skill increases by one unit, the mathematical achievement increases by 0.363, on the other hand, if the critical thinking skill increases by one unit, the mathematical achievement increases by 0.477.

This research is a meta-analysis to see the influence of the Project-Based Learning (PjBL) model in learning science and physics on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2023, that discuss the application and influence of the PjBL model in learning science and physics on students’ critical and creative thinking skills. Overall, the results of the research show that the application of the PjBL model in learning science and physics has an influence in the high category, both on students' critical and creative thinking skills. In the school-level category, the implementation of the PjBL model had the highest effect on students' critical thinking skills at university levels. Whereas in terms of creative thinking skills, the implementation of PjBL has the highest influence at the elementary school levels. In the subject category, the application of the PjBL model has a high effect on both critical thinking skills and creative thinking when applied to science and physics subjects.

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.

Students should be given the opportunity to be actively involved in learning, for them to be able to construct their knowledge through critical thinking and developing collaboration by working together. Through STEM-PjBL-based Science and Social learning, students are involved in contextual learning and students are encouraged to learn to explore all their abilities. This study aims to determine the effect of STEM-PjBL-based Science and Social learning on critical thinking and collaboration skills of grade 6 students of SD Negeri 3 Plumbungan for the academic year 2022/2023. This research was conducted at SD Negeri 3 Plumbungan, Pagentan District, Banjarnegara Regency. This study uses a quantitative research approach, with associative research types (relationships), and uses quantitative analysis methods (numerical data). Data on critical thinking and collaborative thinking skills were collected through observation using assessment instruments in the form of rubrics. 6 students are used as the sample in this study. The research data were processed using a simple linear regression test with results for the effect of STEM-PjBL-based Science and Social learning on critical thinking skills tcount = 3,600 and ttable = 2,776, meaning tcount > ttable. For the effect of STEM-PjBL-based science learning on collaboration skills, tcount = 3.331 and ttabel = 2.776, means tcount > ttable. Based on the results of this study, it shows that there is an influence of STEM-PjBL-based Science and Social learning on critical thinking and collaboration skills of grade 6 students of SD Negeri 3 Plumbungan for the academic year 2022/2023. This research provides insight into the importance of STEM-PjBL-based Science and Social learning to improve 21st century skills, especially critical thinking, and collaboration of learners.

This research aimed to (1) analyzes the effect of model project-based learning approach STEM (science, technology, engineering, mathematics) on natural science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effect of model project-based learning on STEM (science, technology, engineering, mathematics) on natural science learning to junior high school student’s critical thinking skills and cooperative skills. This research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. Sampling selection technique used cluster random sampling techniques and obtained class VIII B as an experimental class and class VIII C as a control class. Learning in the experimental class project-based learning model was STEM-oriented, and the control class used a scientific approach. The data were pretest and posttest critical thinking, observation sheets of cooperative. The analysis used the normality test, homogeneity test, MANOVA test, and effect size. The results showed that: (1) there was an effect of project-based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project-based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

Project-based learning is a learning approach that emphasizes students as learning actors who facilitate students to construct their knowledge. However, the application of project-based learning to learning at the tertiary level is a learning syntax that has not been designed by adjusting the characteristics of learning for the tertiary level. This study aims to analyze the effectiveness of case study-based learning conducted using a hybrid project-based learning model in improving students' critical thinking and creative thinking skills. This study used a non-equivalent control group research design with 70 samples divided into the experimental and control groups. The instruments used are standard critical thinking skills tests, namely Cornell Critical Thinking Test (CCTT) level X, creative thinking skills test instruments, and observation sheets. The results showed that hybrid project-based learning effectively improved students' critical and creative thinking skills. The increase in students' critical thinking skills is higher than students' creative thinking skills.