Implementation Of PBL Model To Enhance Critical Thinking Skills And Argumentation Skills Of Students

Skill in the 21st century that must be mastered by students is critical thinking skill. Students' critical thinking skill can be developed through the world of education. The results of observations found at Bireuen State Islamic Senior High School shows that the students at Bireuen State Islamic Senior High School have low critical thinking skill because the learning conditions tend to be passive, so they cannot explore critical ideas in solving the problems presented. These conditions cause students to only refer to the answers provided by the teaching concept, namely conventional modules to answer the problems given, without observing the problem directly. The research objective is to find out the improvement of students' critical skill through the use of free inquiry-based modules. A quasi-experimental with pre-test and post-test control group design was used in this study. The population of the study was Islamic Senior High School 4 Bireuen and Islamic Senior High School 5 Bireuen students, totalling 165. The sampling technique used random sampling, so the sample in this study amounted to 111 students. The instrument used to measure critical thinking skill is a reasoned multiple-choice test. The data were analyzed by using N gain and analyzed by using the independent sample test at a significant level of 0.05. The result of the study is p < a, which is 0.001 < 0.05. The application of the free inquiry-based module can improve students' critical thinking skill at Islamic Senior High School Bireuen. The N gain value shows 0.78, an increase in the high category. There are differences in the critical thinking skills of students in the experimental class and the control class on the concept of environmental pollution at Bireuen State Islamic Senior High School. The implication of this study is that this module can be used as an alternative teaching concept that refers to the free inquiry model, which will facilitate educators in carrying out the learning process in the classroom and guiding students in constructing their knowledge. From the results of this study, it is recommended for other researchers to increase creativity and innovation in learning such as by using free inquiry-based modules to support classroom learning so that students' critical thinking skill can be improved.

This study identified the effectiveness of cooperative learning approach in developing critical thinking skills of secondary students. The study involved 115 second-year level students as subjects. All the subjects were taught lessons using the lecture discussion method and cooperative learning approach alternately. The pseudo-experimental method utilizing the repeated measures design was used in the study. Correlation t-test was used to compare the mean scores on the pretest/posttest of achievement tests and attitudinal inventory scale tests, and Pearson moment correlation was used to determine the correlation between the mean scores on achievement and attitude of students. The study found out that there is a significant improvement in the critical thinking skills of students taught with the use of lecture discussion method and cooperative learning approach. The gain scores between the two groups do not significantly differ during the first three weeks; however, the cooperative learning approach has significantly improved the critical thinking skills of the students on the fourth, fifth, and sixth weeks, respectively. The cooperative learning attitude gain scores are higher than the lecture discussion method attitude gain scores. Lecture discussion method is not significantly related to critical thinking scores, while cooperative learning approach is significantly related to critical thinking scores.

Critical thinking skills are thinking skills that are needed to live in the 21st century. This study aims to analyze the effectiveness of TPACK based physics learning with the PBL model to improve students' critical thinking skills. The research is a Pre-Experimental Design with the trial design a one-group pretest-posttest design. The subjects in this study were students of class X IPA 5 and X IPA 6 SMA Negeri 1 Driyorejo Gresik in the academic year 2020-2021. Trial design using. The data analysis technique used quantitative and interferential descriptive analysis. The results showed that physics learning based on TPACK with the PBL model was effective in improving students' critical thinking skills. In terms: a) improving critical thinking skills of students is significant at α = 0.05 (2-tailed), b) mean n-gain score with high category, and c) nothing different in improving critical thinking skills of students at each class. Thus, TPACK-based physics learning with the PBL model can use as input for teachers to improve the critical thinking skills of students.

This research discusses the implementation of a Problem-Based earning learning model assisted by PhET Simulation to improve students' critical thinking skills on the material of traveling waves and stationary waves. The purpose of this study is to obtain a profile of students' critical thinking skills in physics learning at the Senior High School level and to evaluate the effectiveness of the PBL model enhanced by using PhET Simulation in improving these skills. This research method is a preliminary study and descriptive qualitative. The research instruments used were a critical thinking skills test, a teacher interview, and a learner response questionnaire. The findings of students' critical thinking skills are categorized into low, medium, and high. There are 62 students in the low category and 8 students in the medium category and the level of critical thinking skills of female students is higher than male students. Based on the results obtained, it can be concluded that the critical thinking skills of students are in a low category, and practice and the use of appropriate learning models are needed.

Uno de los propósitos de la educación es desarrollar habilidades del pensamiento crítico en los estudiantes. En este sentido, el sistema educativo desempeña un papel relevante para su desarrollo, en particular en edades tempranas. El objetivo de este estudio fue conocer las habilidades de nivel inferencial y crítico en estudiantes de 6o. grado. Se diseñó un estudio exploratorio transversal con 33 alumnos, 16 niños y 17 niñas (Medad = 11 años, DE = .24), quienes respondieron un cuestionario que planteaba dilemas. Las respuestas se analizaron a partir de un sistema de rúbricas para evaluar el nivel de desempeño de las habilidades de análisis, evaluación y argumentación. Como resultado se conformaron dos grupos: los de desempeño alto y los de desempeño bajo, encontrándose diferencias estadísticamente significativas entre ellos. El análisis mostró que el grupo de alto desempeño registró un mayor rendimiento tanto en el nivel de habilidades inferenciales como críticas.

Background and Purpose. The development of critical thinking, a component of clinical reasoning, is a central focus of physical therapist (PT) education. Despite this focus, critical thinking is not being measured in most programs. Previous studies measuring the acquisition of critical thinking skills in PT students have yielded mixed results. There is no available literature on the development of critical thinking skills in internationally trained PTs. The purpose of this study was to measure the acquisition of critical thinking skills in internationally trained PTs and to describe curricular characteristics used to facilitate the development of critical thinking skills in these therapists attending a postprofessional master's degree program in the United States. In addition, this study explored the relationship between learning styles and the acquisition of critical thinking skills. Method/Model Description and Evaluation. Eighteen students in a postprofessional Master of Science in Physical Therapy education program for internationally trained PTs participated in the study. The students were assessed using the Health Science Reasoning Test (HSRT) 3 times during the first year of the program. In addition, students also completed the Kolb Learning Style Inventory (KLSI) as a measure of learning styles. The program curriculum consists of 39 credits over 4 semesters and is based on a philosophy that values the development of the application of clinical skills and clinical decision making. Teaching strategies within the curriculum are grounded in Schön's reflective practice and Bandura's social cognitive theory and are discussed in this article. Outcomes. The students’ critical thinking skills showed a statistically significant increase over the study period of 1 year. Compared to normative data, students scored in the upper end of the strong range. There were no significant differences among learning styles in this cohort. There was a positive relationship between abstract conceptualization (AC) and higher HSRT performance in this cohort. Discussion and Conclusion. Teaching strategies in the curriculum most reflect Schön's reflective practice and Bandura's social cognitive theory's individual and collective agencies. We discuss specific strategies of facilitating instruction used to promote the development of critical thinking skills. In conclusion, critical thinking acquisition took place over a period of 1 year in a curriculum that employs multiple social learning strategies and self-reflection.

Learning science at school is expected to develop critical thinking skills students for the challenges of the 21st century. Ccritical thinking skills are integrated in the curriculum of 2013. The ability of high scientific literacy show high critical thinking skills. This study aimed to analyze the level of critical thinking skills of high school students in the District of Semarang on environmental changes material of curriculum 2013. This study was descriptive quantitative survey method using a questionnaire and observation sheet. The research was conducted in three high schools in Semarang District selected by purposive sampling in SMAN 1 Ungaran, SMAN 1 Bergas and SMA Islam Sudirman Ambarawa. Respondents used is class X IPA as many as 195 students in three schools. The data were analyzed using R software. Based on the results of research, critical thinking skills of students only in the quite critical category . Kruskal-Wallis test results of chi-square showed a difference in the level of critical thinking skills of students at SMAN 1 Ungaran, SMAN 1 Bergas and SMA Islam Sudirman Ambarawa with significant value 0.000009439. The highest level of high schools students critical thinking skills based on average indicators of critical thinking is SMAN 1 Ungaran with a percentage of 58%. The percentage of students' critical thinking skills in SMAN 1 Bergas and SMA Islam Sudirman Ambarawa is 57% and 55%. Critical thinking skills of students at SMAN 1 Ungaran, SMAN 1 Bergas and SMA Islam Sudirman Ambarawa included in the quite critical category. The proportion of students at the level of critical thinking skills in SMAN 1 Ungaran, SMAN 1 Bergas and SMA Islam Sudirman Ambarawa is different. The questionnaire results and students' test results showed linkage relationships based on Pearson correlation analysis chi-square obtained 42.199 squared count&gt; squared table with significant value 0.000000168.

This article analyzes the challenges and prospects of cultivating critical thinking skills in students through project-oriented tasks. It explores essential concepts and strategies related to critical thinking and project-based learning within the framework of educational institutions. Through an evaluation of the extent to which project-based activities are utilized in schools, the need for developing critical thinking is highlighted. The article also discusses the practical application of a program aimed at enhancing critical thinking skills in tenth-grade students through project-based activities on the basis of individual profile subjects allowed to increase the level of critical thinking in students of the experimental group. The improvement of critical thinking indicators according to the methodology of Y.F. Gushchin and N.V. Smirnov was noted. The findings from the modified L. Starkey test also show notable advancements in all areas of critical thinking, particularly in drawing logical conclusions and analyzing information. These results collectively support the idea that project-based activities positively influence the enhancement of critical thinking skills in students. General recommendations for more effective use of project activities in the educational process for the development of flexible skills have been developed.

In the current educational landscape, the development of critical thinking abilities is becoming increasingly important, especially considering the prevalence of hybrid learning methods. This investigation aimed to evaluate the proficiency of critical thinking skills in students who are immersed in hybrid learning. A descriptive quantitative research approach was employed, utilizing observation, documentation, and critical thinking assessments to collect data from a sample of 60 students from vocational high schools. The findings highlight two main results: firstly, the majority of students demonstrate a low level of critical thinking skills within the hybrid learning context, indicating the need for improvement; secondly, various factors that influence these skills were identified. These outcomes emphasize the challenges associated with acquiring 21st-century skills and emphasize the necessity for collaborative efforts. Both educators and students must enhance their commitment to effective learning preparation, with a particular emphasis on motivation to foster improved critical thinking abilities. This research provides valuable insights for educators and policymakers who are striving to enhance the hybrid learning environment in order to better cultivate critical thinking skills in students.

The aims of this study were to: 1) generate interactive multimedia of colloidal system which is suitable to be implemented in schools, and to test the effectiveness of the interactive multimedia by: 2) knowing whether critical thinking skill of students who use context-based interactive multimedia is better than critical thinking skill of students who do not use context-based interactive multimedia on subject matter of the colloidal system. The method used in this study was research and development (R&amp;D) according to the model of Borg &amp; Gall’s development. The results of the expert validation by 4 validators and limited testing by 10 students showed that the interactive multimedia was very suitable to be used, with scores of 4.21 and 4.36 for expert validation and limited testing, respectively. Field trial using a non-equivalent control group design with 2 class samples, resulted in the critical thinking skill of probability value of 0.00 (p &lt; 0.05). From this research we can conclude that: 1) context-based interactive multimedia can be developed by means of analyzing the materials in each sub materials as the basis for developing primary form of product, then tested for it’s feasibility, effectiveness, and revised through an expert validation, limited field testing, and main field testing, consecutively, so that the resulting product is considered to be suitable for learning process, and 3) critical thinking skill of students who use context-based interactive multimedia is better than critical thinking skill of students who do not use context-based interactive multimedia on the subject matter of the colloidal system. Keywords: interactive multimedia, context learning, concept mastery, critical thinking skill

Lectures are basically a relationship between lecturers and students with the purpose of lectures being the achievement of Course Learning Outcomes. Mathematics Education students have a challenge regarding the mindset that courses in the Mathematics Education study program are not easy so that they require critical logical mathematical thinking skills. Critical thinking skills were needed because they have an impact on learning outcomes. The lecture process that is centered on lecturers is one of the causes of passive classes and low critical thinking skills of students. A learning approach was needed that could foster critical thinking skills of students. This study was aims to improve the critical thinking skills students of Mathematics Education in the Integral Calculus course through the application of Student Center Learning. The method of qualitative research is the research of classroom action, the technique of data collect is non-test, namely through observation, data sources from observation sheets and students. The research results show that there is an increase in indicators of critical thinking skills before and after the action. Before the action, students can identify problems by 15% and after the action becomes 50%. Students can analyze problems, before the action by 20% and after the action 60%. Students can solve problems, before the action 15% and after the action 65%. Students can draw conclusions before the action 25%, after the action 70%. From the research results and discussion, it could be concluded that practice the Student Center Learning could improve the critical thinking skills the students of Mathematics Education in the Integral Calculus Course

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

One of the problems faced in education in the 21st century is the critical thinking skills of students who are still considered lacking. One of the learning tools that need to be improved to help improve students' critical thinking skills is the Student Worksheet (LKPD). This study aims to describe the effectiveness of LKPD on the concept of Structure and Function of Plant Tissue Based on Critical Thinking Skills. The validation subjects were 3 experts, individual test subjects were 3 high school class XI students and small group test subjects were 6 class XI high school students. This type of research is development research to produce valid, practical, and effective products. The results showed that the effectiveness of LKPD expectations based on the assessment of students' critical thinking skills in working on LKPD had both categories (including interpretation, analysis, inference, and explanation) and very good categories (including self-regulation). Interpersonal skills (collaborating) and intrapersonal skills (meticulous) students have very good categories.

This study aims to determine the effectiveness of discovery learning based learning tools that integrate 21st-century skills in trigonometric material on the mathematical critical thinking skills of students in high school. This research is a pre-experimental study with a one-group pretest-posttest design. The tools used are the syllabus, lesson plans, and student's worksheets. The learning tools used have gone through the validation process and previous practicality tests. The effectiveness test was conducted in class XI MIPA 1 SMA Babussalam Pekanbaru. In the effectiveness test stage, the researcher gave a mathematical critical thinking ability test after completing the learning using the developed device. Indicators of mathematical critical thinking skills used are interpretation, analysis, evaluation, verification and inference. The test results show that there is an increase in each indicator of critical mathematical thinking used and the percentage of students who reach the passing grade test of mathematical critical thinking skills reaches 82.14%. So it can be concluded that the learning tools developed are effective for use. The data obtained from the critical thinking skills test results were not normally distributed based on the normality test, so to find out differences in students' critical thinking skills before and after using the device, researchers used the Mann Whitney test. Based on the results of the Mann Whitney test, it is known that the mathematical critical thinking skills of students after using the device are better than before using the device with an N-Gain value of 0.70 with a high increase category.

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.