Enhancing Critical Thinking Skills through Group Investigating Models and “Datar” “Pakar” Media for Facing the 21st Century

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.

For prospective elementary education teachers, critical thinking and collaboration skills in project-based science learning can impact environmental awareness. Critical thinking and collaboration skills can affect prospective teachers' environmental awareness differently, especially in science learning with environmental material. This research aims to determine the effect of critical thinking and collaboration skills on environmental awareness. Correlational research was used to determine the relationship between the two variables. Research data was obtained from 114 prospective Elementary Education teachers at UIN Maulana Malik Ibrahim Malang through project-based learning. Assessment of critical thinking skills was based on reports or essays from projects undertaken. The collaboration instrument was based on rubrics and peer questionnaires. The environmental awareness instrument used a 27-item questionnaire. The questionnaire was measured using a Likert scale of 1 (strongly disagree) – 4 (strongly agree). The data obtained was tested using SEM to determine the effect of critical thinking and collaboration skills on environmental awareness. The research results show that critical thinking and collaboration skills positively affect environmental awareness. This is indicated by a P-value for critical thinking skills is 0.047 0.05 and a P-value for collaboration skills is 0 0.05. Collaboration skills have a stronger effect on environmental awareness than critical thinking skills (path coefficients = 0.766). Indicators of collaboration skills tend to emphasize the aspect of caring more about others and the surrounding environment. The suggestion for further research is needed to see the effects of other variables on environmental awareness in project-based science learning, such as creative thinking and communication skills.

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.

Critical and creative thinking skills are competencies needed in the 21st century. Therefore, a learning model is needed that can improve both competencies, namely the local history-based project-based learning (PjBL) model. The purpose of this study was to determine the effectiveness of the local history-based Project-based Learning (PjBL) model in improving students' critical and creative thinking skills in history learning. This study used a quasi-experimental method with a pretest-posttest control group design. The study was conducted in class X with a sample of 170 people. Data collection used observation using an assessment rubric for students' critical and creative thinking skills, while data analysis used Manova with the help of SPSS 25.0. The results showed that the critical thinking skills of the group that learned using the local history-based PjBL model were better than the group that learned using the conventional model (mean PjBL group = 71; mean conventional group = 60). Likewise, the creative thinking skills of students in the local history-based PjBL group were better than students who learned using the conventional model (mean PjBL group = 81; mean conventional group = 59). This result is reinforced by the results of the Manova test where the F value for Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root is 2466.745 with significance (Sig.) = 0.000 <0.05. Likewise with the Tests of Between-Subjects Effects for critical thinking (F = 1222.236; p <0.001) and creative thinking (F = 4483.554; p <0.001) which means that the integrated PjBL model of Local History is effective in improving students' critical thinking and creative thinking skills both simultaneously and partially.

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.

Introduction: Hybrid-PjBL is an innovative learning model aligned with 21st-century demands but remains limited and rarely studied by Indonesian researchers. This study intends to test the effectiveness of implementing Hybrid-PjBL on students' critical and creative thinking skills.Methods: The pre-experimental method was used by combining a one-group pretest-posttest design in this study. The population consisted of fourth-semester Elementary Education students at Universitas Samudera. A single class was randomly selected from four classes, involving students enrolled in the Development of Language and Literature Learning in Elementary Schools course. A critical and creative thinking skills questionnaire was employed to collect data. The data were averaged to observe improvements before and after treatment and analyzed inferentially using a paired sample t-test.Results: This study presents the finding of a probability value (sig) of 0.00 < 0.05, meaning that there is a significant difference before and after the Hybrid-PjBL model is applied, as seen from the pretest and posttest scores. Descriptive analysis also revealed an increase in the average pretest and posttest scores for critical and creative thinking skills in the Development of Language and Literature Learning course. The average critical thinking skill score increased from 13.74 to 18.15, while the average creative thinking skill score increased from 32.22 to 39.19. This demonstrates an improvement in both skills after applying the Hybrid-PjBL model. Conclusions: This study concludes that there is a significant impact after implementing the hybrid-PjBL model on critical and creative thinking skills in the Language and Literature Learning Development course in Elementary Schools. This model encourages students to actively construct their own knowledge and solve problems, leading to improved critical and creative thinking 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.

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.

Solving problems and making worthwhile decisions is valued in our rapidly changing environment today. Nowadays we see students as too often being passive receptors of information and knowledge. Surely students need a guide to weed through the information and not just passively accept it. Students need to develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face, and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes (Oliver & Utermohlen, R.1995) (1) . This paper reviews the literature of critical thinking and problem solving skills ;focuses on the need for the instruction of critical thinking and problem solving skills ; suggests strategies how to integrate thinking skills into the classroom teaching and provides the positive findings of critical thinking encouragement in the daily classes. Index Terms - critical thinking, problem solving, teaching strategies, spoken English classes 1. Introduction of Critical Thinking Skills The development of improved critical thinking and problem solving skills has been areas of great interest to educators around the world for many years. Today with the ongoing progress in technology and an increased demand for improved skills in the workplace, critical thinking and problem solving skills have become more crucial than ever before. It is the responsibility of educators to provide students with the skills and knowledge that will be required for their future careers. Thus, the ability to transfer knowledge becomes crucial and critical thinking and problems solving skills step in to play a prominent role for our students.

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 research is the tendency of students who only received learning material sourced from teachers through lectures, so that students are less active in the learning process more towards teacher centered. Because during the learning process in the classroom only emphasize knowledge of low-level thinking, students should be able to develop the ability of critical thinking and argumentation skills of students during the learning process so that it will get used to argue and higher level thinking. This study aimed to analyze the implementation of PBL models to improve the ability of critical thinking and argumentation skills as well as to determine the relationship between the ability of critical thinking skills and argumentation skills. The method used Nonequivalent Control Group Design. The population in this study is the class X.1 and X.2 Senior High School PGRI 1 Majalengka in 2015/2016 school year and totaling 47 students. Sampling was done by using cluster random sampling, were divided into 2 groups: PBL model class with 24 students and other class are not using PBL as many as 23 students. Instruments in this research is the description of critical thinking skills and argumentation skills test, observation sheets and questionnaires for students. Hypothesis test using parametric statistical tests in this case to test the hypothesis of implementation PBL models to enhance the critical thinking skills using Manova test was obtained p <0.05 is 0.01 <0.05, which means there is an increased implementation of the PBL model of critical thinking skills of students and hypothesis test of� implementation PBL model to enhance argumentation skills of was obtained p <0.05 is 0.03 <0.05, which means there is an increased implementation of the PBL model of argumentation skills of the students, as well as the correlation coefficient to determine the relationship of critical thinking skills and the skills of argumentation studied through the PBL model obtained p <0.05 is 0.049, which means there is an interaction between critical thinking skills and argumentation skillsKeywords: PBL Model; Critical Thinking Skills; Argument Skills

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.

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

Background: The low levels of students' critical thinking skills and science process skills in diffusion and osmosis material remain a problem in biology learning. This study aims to develop a student worksheet based on the vee diagram to improve students’ critical thinking and science process skills. Methods: The research employed a Research and Development (R&D) approach using the ADDIE model. The subjects were 11th-grade science students at MA Nurul Huda Munjul, consisting of 25 students in the experimental class and 25 in the control class. Instruments included multiple-choice tests, observation sheets, and questionnaires. Data were analyzed using N-gain and t-tests. Results: The developed student worksheet was valid (97.02%) and effectively implemented (90%). Students' critical thinking skills increased with an N-Gain of 0.41 (moderate), compared to 0.05 (low) in the control class. Science process skills also improved to 81.75% (high), outperforming the control class (53.63%). The correlation between critical thinking and science process skills was not significant (r = 0.298 < r table = 0.396; sig. = 0.149). Students’ responses to the student worksheet were in the very good category (85.33%). Conclusion: Thus, the development of vee diagram-based student worksheets on diffusion and osmosis material can enchance student’s critical thinking and science process skills.

Background: An ongoing challenge for medical education in the twenty-first century is determining the best method to foster problem-solving and critical thinking in learners. These higher-order aptitudes help to prepare medical doctors for practice in a rapidly evolving health system. In medical education, Problem-Based Learning (PBL) is an instructional pedagogy in which pupils are challenged to seek answers to authentic patient scenarios in small groups. PBL techniques are proposed as one method to enhance pupils’ learning abilities including critical thinking and problem-solving. Aim: This systematic review was conducted to search for evidence from the past fifteen years of literature, demonstrating the capability of PBL to improve critical thinking and problem-solving skills for medical students. Review Question: Is there evidence to support the capability of PBL to improve problem solving and critical thinking skills in medical students? Methods: The search process was conducted through electronic databases on publications related to the impact of PBL, particularly, on two fundamental skills; critical thinking and problem-solving for medical students. The search process was restricted to publicationsbetween January 1, 2005 and December 31, 2019. Four electronic databases were searched, namely; Medline, PubMed, EMBASE and Scopus. The Best Evidence Medical Education (BEME) guidelines were utilised to guide the way this systematic review was conducted. Quality assessment was performed through rating the evaluation methods of the included studies. This rating was through employing a five-point Likert scale (1= strongly disagree to 5= strongly agree) for each study in relation to three items; the appropriateness of study design, the implementation of the study as well as the appropriateness of data analysis. The rating for each study was then mapped to a grade from grade 1 (low) to grade 5 (high), which aligns with the BEME strength of the study findings. Results: Searching the four aforementioned databases produced 657 publications, including 249 duplicates. Therefore, 408 publications were screened based on their titles against inclusion and exclusion criteria, leaving 86 articles to screen their abstracts. A further 9 articles were manually obtained such that a total of 95 articles were obtained for a review of their abstracts. Forty-one met the criteria for full text review. Following the full text review, twenty-nine articles were excluded. Therefore, twelve studies were included in this systematic review. The BEME strength of study findings were as follows; only two of the reviewed studies were graded as grade 5, four were graded as grade 4, and six were graded as grade 3. Of the twelve studies reviewed, only five studies provided evidence in support of the capability of PBL to improve critical thinking and problem-solving skills among medical students. Two of these five studies were graded as grade 5 and two were graded as grade 4, while one was graded as grade 3. Discussion: The available evidence in this systematic review provided limited support of the claim that PBL improves medical students’ critical thinking and problem-solving aptitudes. Only five studies provided evidence in support of this claim, while the remaining seven studies did not. Two of these seven studies assessed only the knowledge, comprehension, and application domains, as their evaluation of problem-solving and critical thinking abilities was based on student perspectives. A further two of these seven studies, where the description provided either for case-analysis tests or modified essay questions, did not give an actual indication for measuring critical thinking and problem-solving skills. Another two of these seven studies did not describe their written tests i.e. case-analysis tests and proxy questions that are purported to measure higher-order skills, including critical thinking and problem-solving. This prevented the use of the findings from these two studies as evidence to support the specified review question. The remaining study reported that PBL students’ scores in the final assessment did not improve significantly (p>0.05) compared to the initial assessment. Conclusion: There is very little published evidence over the last fifteen years supporting the claim that PBL improves critical thinking and problem-solving skills in medical students. Therefore, recent practice is not based on evidence. As such, investigations are required to legitimise the claims that PBL improves critical thinking and problem-solving skills for medical students. Key words: Problem-Based Learning, Critical Thinking and Problem-Solving Skills, Medical Students