Features of Contextual Problem-Solving by Secondary School Students

The research aims to explore the impact of the strategy of imaginative learning on the development of analytical thinking among fifth-grade primary school students in mathematics.To achieve the research objective, the researcher formulated four null hypotheses and utilized an experimental design with two equivalent groups (an experimental group and a control group).The research sample consisted of 62 students from the fifth grade, with 32 students in the experimental group and 30 students in the control group.The reliability for the test of analytical thinking skills was 0.82 using the Kuder-Richardson Formula 20, indicating good reliability with an acceptable ratio.Building on the findings of the current research, the researcher suggests conducting the following study: The impact of the strategy of imaginative learning on the academic achievement of fifth-grade students in mathematics and the development of their mathematical thinking skills .

The development of analytical thinking in junior schoolchildren plays a crucial role in their cognitive growth and academic success. This study investigates the psychological aspects affecting the development of analytical thinking at the primary school level, focusing on the cognitive challenges, age-related characteristics, and the individual differences that shape a child’s ability to think analytically. The study aims to identify key psychological factors that influence analytical thinking and provide recommendations for enhancing the educational practices to support this development. A combination of research methods was used, including literature analysis, surveys, and interviews with teachers and parents, alongside a controlled psychological experiment. The results of the study revealed several important findings. First, the initial level of analytical thinking in young schoolchildren was found to be relatively low, with significant difficulties in areas such as logical reasoning, analysis, and information synthesis. Psychological factors such as attention span, memory, and self-control were identified as key challenges. The study also highlighted the lack of specialized methods for fostering analytical thinking in the current educational practices. However, the experimental implementation of a targeted educational program showed a marked improvement in students' analytical thinking abilities. The experimental group demonstrated a significant increase in both high and moderate levels of analytical skills, accompanied by a reduction in the number of students exhibiting low levels of thinking abilities. The practical significance of this study lies in its contribution to improving teaching methods for developing analytical thinking skills in younger students. The findings support the need for a more structured and interactive approach to teaching, integrating critical thinking exercises and modern educational technologies. It is recommended that schools focus on enhancing cognitive skills such as memory and attention, incorporate more interactive and game-based learning methods, and involve parents in the educational process. These strategies will ensure that students develop stronger analytical skills, which are essential for their academic performance and long-term cognitive development.

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies

An interactive e-worksheet is an alternative that teachers can design themselves to support the development of higher order thinking skills in students, including analytical thinking skills. One learning model that can support the development of analytical thinking skills is guided discovery. This study aims to determine the effect of interactive e-worksheets based on guided discovery on students' analytical thinking skills. This type of research is a pre-experimental study using a one group pretest posttest research design. The research subjects were students of class X SMAN 1 Parongpong. The instrument used includes tests of students' analytical thinking skills. The results of the study in the form of the Wilcoxon test (Asym sig 2 tailed 0.001 <0.05) showed that there was a significant effect on changes in students' analytical thinking skills with an increase in the average score (gain score) of 27.3 after the implementation of the e-worksheet. The student response to the e-worksheet was considered good, with several obstacles such as a bad internet connection.

The current research aimed to explore the effectiveness of using interactive stories in developing analytical thinking skills and promoting positive consumer practices among kindergarten children.The researcher adopted a quasi-experimental design, which relied on experimental and control groups. The research sample consisted of (68) boys and girls, divided into two groups (experimental and control), from the second-grade children at Ahmed Lotfy Experimental School in Suez City, aged 5.5–6.5 years.The research procedures were carried out as follows:- Preparing a list of analytical thinking skills that can be developed in kindergarten children. (Prepared by the researcher)- Preparing a list of positive consumer practices that can be enhanced in kindergarten children. (Prepared by the researcher)- Preparing an activity guide based on interactive stories to develop analytical thinking skills and promote positive consumer practices in kindergarten children. (Prepared by the researcher)- Preparing an analytical thinking skills test and an illustrated consumer practices test for kindergarten children. (Prepared by the researcher)- Applying the illustrated analytical thinking skills test for kindergarten children and the illustrated consumer practices test to the control and experimental research groups as a pre-test.- Applying activities based on interactive stories to the experimental group.- Re-administering the illustrated analytical thinking skills test and the illustrated positive consumer practices test for kindergarten children as a post-test to determine the effectiveness of activities based on interactive stories in developing analytical thinking skills and positive consumer practices.- The data were statistically processed, and the results were analyzed and interpreted comprehensively and accurately.The findings revealed statistically significant differences in favor of the experimental group, indicating the effectiveness of interactive stories in developing the targeted skills. The researcher recommended the integration of interactive stories in early childhood programs and the training of teachers and parents on their use to support children's learning and enhance the family's role in home learning

The study evaluates the INNOVA-DB2SL model's efficacy in enhancing students' analytical and entrepreneurial thinking skills, addressing the modern world's need for critical thinking and creativity in science learning. The study uses a mixed methods approach, combining qualitative and quantitative data. It employs MANOVA for quantitative analysis and collects qualitative data from student and instructor perspectives. The effectiveness of the INNOVA-DB2SL model is tested using a pretest-posttest control group approach. The sample includes 99 Senior High Non-Boarding School students and 183 Senior High Boarding School students. The INNOVA-DB2SL model, which integrates Socioscientific Issues (SSI) and the Scientific Approach, significantly enhances analytical thinking skills, with an average score of 80.62. This surpasses the Scientific Approach, which scored the lowest, indicating its limitations in cultivating deep analytical thinking. The study also found variations in these skills across different schools, with women generally outperforming men in both analytical and entrepreneurial thinking skills. The SSI model had the highest average score, slightly surpassing INNOVA-DB2SL, and younger students, particularly 16-year-olds, exhibited stronger analytical and entrepreneurial thinking skills. These findings highlight the importance of selecting appropriate learning models for students' academic and professional success.

Student worksheets are used as a learning resource that is concise and practical. The design of student worksheets that is concise and practical tends to be low in developing the stages of thinking processes. Physics learning that studies natural behavior always involves analytical thinking. The development of student worksheets based on analytical thinking design is the important goal in this study. Three stages are used to develop student worksheets with an analytical thinking design, that are differentiating, organizing, and attributing. Student worksheets design with the development of analytical thinking has been generated for momentum material. The differentiating stage includes identifying the quantity of moving object, defining the amount of momentum and estimating the velocity before and after the collision. The organizing stage includes the activities of analyzing and relating the momentum quantity to the collision phenomenon. While the attributing stage includes the activities of deducing the relation between momentum quantity and the collision phenomenon, also evaluating the law of conservation of linear momentum of a collision. The results of student worksheets validation obtained a percentage of 92.9%, so this learning resource is in a highly valid criteria. The design of student worksheets that develop analytical thinking skills can form the basis and support higher thinking skills.&#x0D;

Objective: In Indonesia, programs amid the widespread were proceeded and reinforced into the Merdeka Belajar program which was actualized more comprehensively through 4 programs counting online get to, instructor preparing, learning materials, and crisis educational programs. In any case, the existing science education in Indonesia has to be changed into a unused paradigm that includes the aptitudes required within the period of mechanical transformation 4.0 and society 5.0. These skills include analytical thinking and entrepreneurial thinking. Method: This type of research is Research and Development (R&amp;D) research with the Design-based Research (DBR) development model adapted from Plomp. Focus Group Discussion aims to equalize perceptions and make decisions on the dimensions of analytical thinking and entrepreneurial thinking skills. Focus group discussion involved 25 respondents who are experts in their fields, consisting of 25 experts including 3 professors, 10 doctors, 3 masters, and 9 practicing Senior High School Science Teachers. The research data were analyzed with descriptive statistics to obtain averages and percentages. The Focus Group Discussion process was carried out for 2 cycles to obtain an agreement regarding the dimensions of analytical thinking skills (AT) and entrepreneurial thinking skills (ETS). Results and Discussion: The results of the development of the dimensions of analytical thinking skills consist of Analysis, Organization, Generalization, and Evaluation. While the aspects of entrepreneurial thinking skills include Good Planning, Strategic Thinking, Creativity, Communication, And Leadership. The validity results show that all instruments have a validity value &gt; 0.83%. Research Implications: The implication of this research is that this research is expected to be a reference for teachers to empower higher order thinking skills. As well as being a reference for independent curriculum education policies related to the future competencies needed by students

The article is devoted to the description of a methodology for the implementation of interdisciplinary and cultural links with fiction in contemporary school during the study of basic disciplines on an example of a geography course. The advantages of using literary works in class are determined; the expediency of their systematic use is substantiated; the general methodical features of the fiction usage at geography lessons are revealed. Scilicet: the directions of the literary works usage at the lessons, the methodical features of the use of large volume of works, their separate plot lines, types of tasks for the activization of cognitive activity and interest, development of analytical and logical thinking, the formation of cartographic culture are described. The tasks for the development of analytical thinking on the basis of literary works are aimed at the selection and structuring of geographical information, the explanation of the properties of geographical objects and phenomena, the identification of factors that influence their formation, the compilation of characteristics. For the development of logical thinking the tasks to the artistic works are applied; their content allows to link geographic phenomena and patterns that have already been studied or to discover the new ones. The tasks aimed at the formation of cartographic culture include: tracking the route of on the map according to the plot of the work; the self-made possible routing for the literary heroes; the search of the locations of the described objects and their coordinates on the map.

Analytical thinking skills and problem-solving skills are important competencies that learners need to have in facing challenges in the 21st century. Analytical thinking skills enable learners to analyze information systematically and solve problems in a logical way. Similarly, problem-solving skills support learners in finding solutions to problems faced. This study aims to determine the initial portrait of analytical thinking skills and problem solving skills of students at Al-Madinah Junior High School in Tasikmalaya Regency. The method used in this research is descriptive with 99 respondents of class VIII students selected by purposive sampling. Data were collected through a questionnaire with a Likert scale and analyzed using percentages. The results showed that the students' analytical thinking skills were in the insufficient criteria with an average percentage of 59.60%, while problem solving skills were also in the insufficient criteria with an average percentage of 59.94%. These findings indicate the need for further efforts to improve learners' analytical thinking and problem solving skills, such as the application of varied learning models that are in accordance with the needs of the 21st century. This research is expected to contribute to the development of more effective learning strategies to improve learners' analytical thinking and problem solving skills. ABSTRAKKeterampilan berpikir analitis dan keterampilan pemecahan masalah merupakan kompetensi penting yang perlu dimiliki oleh peserta didik dalam menghadapi tantangan di abad 21. Keterampilan berpikir analitis memungkinkan peserta didik untuk menganalisis informasi dengan sistematis dan memecahkan masalah dengan cara yang logis. Begitu pula, keterampilan pemecahan masalah mendukung peserta didik dalam menemukan solusi terhadap permasalahan yang dihadapi. Penelitian ini bertujuan untuk mengetahui potret awal keterampilan berpikir analitis dan keterampilan pemecahan masalah peserta didik di SMP Al-Madinah Kabupaten Tasikmalaya. Metode yang digunakan dalam penelitian ini adalah deskriptif dengan responden penelitian sebanyak 99 peserta didik kelas VIII yang dipilih secara purposive sampling. Data dikumpulkan melalui kuesioner dengan skala Likert dan dianalisis menggunakan persentase. Hasil penelitian menunjukkan bahwa keterampilan berpikir analitis peserta didik berada pada kriteria kurang dengan rata-rata persentase 59,60%, sementara keterampilan pemecahan masalah juga berada pada kriteria kurang dengan rata-rata persentase 59,94%. Temuan ini menunjukkan perlunya upaya lebih lanjut untuk meningkatkan keterampilan berpikir analitis dan pemecahan masalah peserta didik, seperti penerapan model pembelajaran yang bervariasi dan sesuai dengan kebutuhan abad 21. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan strategi pembelajaran yang lebih efektif untuk meningkatkan keterampilan berpikir analitis dan pemecahan masalah peserta didik.

Education is one of the efforts to improve the intelligence of the next generation of a nation. Education is considered an important and strategic factor in national development, with efforts oriented towards improving the quality of human resources. In dealing with problems in social life, of course, every student needs to develop process skills. The process skills of each student will be honed by itself if students have the will to be better. It relates to physical and mental skills that result in good attitudes and processes. This study aims to determine the relationship between students' analytical thinking and process skills using the problem based learning model and the problem solving model, and to find out the differences between students' analytical thinking and process skills using the model and the problem solving model. This research uses quantitative research with associative and comparative types of research. For this type of associative research, descriptive statistical tests are used, while for this type of comparative research, assumptions and hypothesis tests are used. The sampling technique used is purvosive sampling with the criteria of students studying mathematics on circle material, the samples taken are 180 students. The results showed that there was a relationship between analytical thinking and student process skills with the problem based learning and problem solving models besides that there was a comparison between analytical thinking and student process skills in both schools. The implication of this research is that the application of the learning model can be used as a means to develop students' analytical thinking skills and process skills in mathematics.

This research aims to (1) Develop learning management activities using the 5E inquiry-based learning model. science and technology course of students in grade 3. (2) Develop the analytical thinking of grade 3 students to pass the criteria of 70%. (3) To study the satisfaction of grade 3 students towards learning management using the 5E inquiry-based learning model. Thus, the researchers developed our solar system learning activities. of6- plans and developing analytical thinking skills of grade 3 students of 31 people. The results showed That (1) Learning management using the 5E quest model Amount of 6 plans and passed the evaluation of suitability efficiency by 3-experts. (2) The results of the development of analytical thinking of grade 3 students. It was found that after receiving the learning management, inquiry-based learning style 5E with an average of 7.25 representing 72.74 percent (3) Satisfaction of grade 3 students towards the learning management of the 5E inquiry-based learning model. with a high level of satisfaction.

Changing trends in the workplace requires employees with different skills compared to employees in the past. Therefore, this study aims to investigate the influence of service-learning in developing cultural adaption skills, analytical thinking skills and communication skills among university students. Questionnaires are distributed to 129 students selected through stratified random sampling. Data are analyzed using descriptive and regression analysis. The findings show a significant influence of service-learning on cultural adaption skills, analytical thinking skills and communication skills among university students. These findings implies that service-learning is a beneficial teaching approach that can develop skills needed by the present employees’ requirements. Therefore, universities should embed more service-learning projects in their curricula, increase service-learning training for course instructors and develop strong collaboration with the community to ensure students have vast opportunities for cultural adaptation, analytical thinking and communication skills development.

Promoting analytical thinking skills development in elementary school students through animated cartoons