DEVELOPMENT OF TEACHING MODULES BASED ON SETS (SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY) TO IMPROVE STUDENTS CRITICAL THINKING SKILLS IN GREEN CHEMISTRY MATERIAL

Critical thinking skills are one of the skills that students must have. This skill can be trained through various scientific disciplines, one of which is physics. If we look at its characteristics, temperature and heat physics material is able to train students critical thinking skills using the knowledge and experience they have. But in reality, students consider temperature and heat material to be difficult and boring. This is due to lack of student involvement and lack of student understanding of temperature and heat material. Therefore, this research aims to determine the improvement of students' critical thinking skills through the use of the PIMCA learning model assisted by HOTS-based LKPD on temperature and heat material. The research method used is quantitative with a one group pretest-posttest design. The research instrument is a critical thinking skills test in the form of an essay. Data analysis of critical thinking skills test results includes normality testing, hypothesis testing, and continues with the n-gain test to obtain in-depth information regarding students critical thinking skills. In general, the research results show that the average critical thinking skills of students is 0.76 in the high category. High levels of critical thinking skills can be seen in the categories of elementary clarification, basic support, inference, and strategy and tactics. Meanwhile, students critical thinking skills in the category of advanced clarification are still in the medium category.

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.

This study aims to reveal the effect of using comic book media in online learning during the pandemic on students' critical thinking skills. This study used a one-group pre-test-post-test design. Twenty senior high school students became participants. Data collection used a multiple-choice critical thinking skill test. Data analysis used the n-gain and Wilcoxon test. The results showed that students' average critical thinking skills at the end of the lesson were 87.5. P-value <0.05. The n-gain of the critical thinking skill was 0.81 (high category). This study concludes that online learning supported by digital comics influences students' critical thinking skills during COVID-19. This research recommends that comic media is a solution for student learning resources during a pandemic.

&lt;p&gt;This research analyses the impact of writing to learn strategies on students' critical thinking and science communication skills, particularly on light and sound waves. The research employed a quasi-experimental approach, utilising a nonequivalent control group design. The study involved students from a high school in Palembang, with 32 participants in the experimental group and 32 in the control group. Before being tested on students, the critical thinking skills test items and science communication item sheets were evaluated by three experts. The research used pretest and posttest scores to assess the enhancement of students' cognitive abilities and critical thinking skills. The results showed that the experimental class showed significantly higher essential thinking abilities than the control class. The calculation of Cohen's d effect size is 1.5, which is included in the large category. The results of the analysis show that the test items can be used to test students. The results showed that students in the experimental class wrote conclusions well, but some wrote them less clearly due to repetition. The study concluded that the writing to learn approach effectively improved students' critical thinking skills, indicating that the writing to learn strategy can be an effective learning method. These findings suggest that integrating writing-based approaches in physics instruction can support the development of 21st-century skills. For future education practice, the test items can be combined with education technology, like flipbooks, to assess the development of students' critical thinking and communication skills&lt;/p&gt;

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.

This research aims to evaluate the effectiveness of using case method-based teaching materials with QR code videos on undergraduate students' critical thinking skills in mechanics. This research used a quasi-experimental method with a post-test-only control group design. A sample of 2 classes was taken using a purposive sampling technique. The experimental class used case method-based mechanics teaching materials and videos in QR codes, while the control class used print-outs of material summaries. Data collection was carried out through observation and critical thinking skills tests. Critical thinking skills test results data were analyzed using descriptive and inferential statistics. The t-test of two independent non-homogeneous samples is used to test the hypothesis of differences in means. The t-test results showed a difference in the average critical thinking skills scores of experimental and control class students with , greater than at (rounded up to 43). Based on these results, using case method-based mechanics teaching materials and videos in QR codes effectively develops students' critical thinking skills with an effectiveness level of 0.82, which means highly influential.

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.

The main objective of this research was to find out whether the implementation of guided inquiry learning model can improve students' critical thinking skills on the reaction rate topic at one public school located in Central Sulawesi, Indonesia. Experimental research method was used in this study pretest-posttest design. Two science program classes at the grade 11 were recruited. Both were assigned as experimental class 1 and experimental class 2. To measure students' critical thinking skills, the instruments used were critical thinking skills tests and observation sheets. Findings suggest that the critical thinking skills of students in the experimental class 1 was 44% which was in the very high category, 36% of them included in the high category, and 20% included in the medium category. In contrast, in the experimental class 2, students' critical thinking skills were 52% and included in the very high category, 24% of them included in the high category, and 24% included in the medium category. In addition, the N-gain test showcased that the average value for experimental class 1 was 0.75 (the high category) and experimental class 2 was 0.77 (the high category). Our findings concluded that the guided inquiry learning model can improve students' critical thinking skills on the reaction rate topic.

The purpose of this study was to train critical thinking and collaboration skills through the TPS (Thinking, Pairing and Sharing) learning model assisted by Quizizz. The results of pre-research interviews with science subject teachers revealed that learning had not optimally practiced critical thinking skills and collaboration. This study used a quantitative experimental method with a quasi-experimental group design, where data were collected through tests and questionnaires distributed to 64 VIII grade students as research samples. The instruments used in this study were critical thinking skills test using Quizizz, collaboration skills questionnaire instrument, and TPS cooperative syntax implementation observation sheet instrument. The results of the study showed that the implementation of TPS (Thinking, Pairing and Sharing) cooperative learning model assisted by Quizizz had a significant increase in critical thinking skills and collaboration. The data that has been obtained shows 0.000 &lt;0.05, which means that there is a significant change between the control and experimental classes. HOTS questions can hone critical thinking in the evaluation phase while the study group stage fosters students’ collaboration skills. The average value of critical thinking skills between control and experimental classes shows a difference of 83.6%, while the value of collaboration skills has a difference of 11.6%.

Critical thinking skills are high-level thinking skills that must be developed in schools. These skills need to be trained through the use of learning models that bring students closer to real experiences in the surrounding environment, so that students become more active and able to think critically, one of which is applying the indigenous knowledge-based GDL model. This study aims to train students' critical thinking skills through the application of the indigenous knowledge-based GDL model. The subjects of this study were 108 students consisting of class XI IPA 4, XI IPA 5, and XI IPA 6 SMA Negeri 5 Samarinda for the academic year 2020/2021 which were selected using a purposive sampling technique. This research is classified as quantitative research with a pre-experimental research design type one-group pretest-posttest design. The critical thinking skills test instrument was 5 essay questions composed of 5 indicators. The results of the analysis of critical thinking skills show that the average critical thinking skills of class XI science students at SMAN 5 Samarinda were in the medium category with an n-gain of 0.53; the mean effect size of 5.17 belongs to the large category; statistical test results (? = 5%) which showed a significant increase in critical thinking skills after the application of the indigenous knowledge-based GDL model. Based on this, it can be said that the indigenous knowledge-based GDL model is effectively used to train students' critical thinking skills.

This research aims to determine the profile of students' critical thinking skills and the application of Problem-Based Learning using three-dimensional digital modules, particularly in physics education focusing on static fluid material. Preliminary research with a sample of 106 students employs research methods including critical thinking skills tests, student response surveys, and interviews with students and teachers. The findings were analyzed using qualitative descriptive data analysis. The results of this research are as follows: Questionnaire responses reveal that students' critical thinking skills are predominantly in the low category, with 100 students in the low category, six in the medium category, and none in the high category; Among critical thinking skills, strategy and tactics rank the lowest; Teachers have implemented Problem-Based Learning through active teaching strategies, such as presentations and open-ended questions, to improve students' critical thinking skills. However, three-dimensional digital book media have not yet been utilized in physics learning; and the application of a Problem-Based Learning model supported by three-dimensional digital modules is expected to improve students' critical thinking skills in physics education. This study highlights the need for innovative learning approaches to enhance students' critical thinking skills, especially in physics education. The integration of Problem-Based Learning with three-dimensional digital modules offers significant potential for addressing this need.

This research aims to develop Guided Discovery based teaching learning package to facilitate the critical and creative thinking skills . These teaching learning package were i mplemented in two phases , namely the development of the model 4-P (4-D Models) and the implementation on 3 0 students of VII grade of Mujahid i n Junior High School of Surabaya , using one group pretest-posttest design. Data was analyzed descriptive ly quantitative and qualitative . The results showed that Guided Discovery based teaching learning package valid and good, critical and creative thinking skills increased . V alidation result are for RPP 3.87, LKS 3.87, students book 3.59, le arning outcomes test 3.87, critical thinking skills test 3.64, thinking critical and creative skills assessment form 3.63 . The student s mastery of learning outcomes was with proportion of 80,70% . Based on the data it can be concluded tha t the Guided Discover y based teaching learning package can improve students critical and creative thinking skills , and to improve students mastery of learning outcomes. Keywords: C reative Thinking Skills, Critical Thinking Skills, Guided Discovery .

Thinking skills, especially critical thinking skills are complex skills currently needed by every individual to analyze personal and social problems that exist in the environment with a broad and detailed format. This study aims to analyze and classify the students’ level in constructing critical thinking. The subjects of the study were 20 students of class VIII B MTs PSM Tanen Rejotangan Tulungagung in academic year 2019/2020. Data were collected through interviews and tests of critical thinking skills. The critical thinking skills test instrument consists of 10 essay questions, including 6 indicators. The test instrument used has been tested as valid and reliable as a measuring instrument. Test was validated by experts and the results of the validity, reliability, difficulty index and discrimination power levels were determined as a good test instrument to use as critical thinking skills test for students. The analysis was conducted on the results of students’ tests and categorized into five categories of critical thinking skills, consisting of very good (VG), good (G), medium (M), less (L) and very less (VL). The results showed that 75% of students had critical thinking skills with very less categories (VL) and 25% of students had less categories (L) in critical thinking. The average score of the highest critical thinking indicators obtained in the explaining indicator is equal to 41.5. The indicators analyzing have the lowest average score of 9. The results show that students’ critical thinking skills still need to be improved for future study.

Critical thinking abilities are extremely important in 21st-century learning. The goal of this study was to determine the effectiveness of the free discovery learning paradigm in developing high school students' critical thinking skills. The research approach was a one-group pre-test and post-test design with repeated pre-experimental research without a control group. Before learning, students were given a pre-test, and after learning, they were given a post-test with the same material. The sample used in the study comprised 72 MAN Sidoarjo students divided into two classes, namely class XI MIPA 6 and XI MIPA 7. Critical thinking skills tests and student response questionnaires were utilized as instruments in this study. Paired t-tests, n-gain calculations, independent t-tests, and student response questionnaire analyses were among the data analysis approaches used in this study. With an average n-gain score included in the moderate criteria in the two experimental classrooms, the value of students' critical thinking skills increased.There was no difference in the average n-gain value between the two experimental classes. The average percentage of student responses to learning the free discovery model was in the excellent category of 81.56% and 80.78%. So, it can be concluded that the free discovery learning model effectively improves the critical thinking skills of high school students. This study implies that physics learning with a free discovery model can be helpful for teachers in improving the critical thinking skills of high school students.

The ability to think critically is included in one of the 21st-century skills students need to have. However, sometimes students have difficulty applying their critical thinking skills while facing a physics problem. Therefore, this research aims to determine students’ critical thinking skills in physics learning, especially in magnetic field subjects. This research method is a preliminary study with a sample of 58 high school students in Sidoarjo, East Java. Data collection techniques by sharing critical thinking skills tests and student response surveys. Then the data is analyzed using qualitative description to represent the research results. The research findings are that students have an average critical thinking ability score of 1.023 or are on low criteria. In more detail, six students have a moderate level of critical thinking ability, while 52 students have a low level. Therefore, the low ability to think critically becomes an urgent problem and needs to be solved immediately. Furthermore, there needs to be innovation to overcome these problems, one of which is to use the AR-integrated game application “Adventuring Physics.” These games are necessary to improve students’ critical thinking skills in physics, especially magnetic field subjects.