Improving critical thinking skills through a Problem Based Learning (PBL) Approach based on Augmented Reality (AR) at SMAN 1 Seunuddon

Monotonous learning activities and a lack of development of critical thinking skills in students cause low critical and creative thinking skills. Based on this, the purpose of this study is to analyze the effect of STEAM Based Learning with Loose Part Media on the Critical Thinking and Creative Thinking Skills of Group B Children. The research method employed in this study is a quasi-experimental design. The design of this study employs a post-test-only control group design. The population in this study consisted of 5-to 6-year-old kindergarten students, with a sample size of 30 students. In this study, the sampling technique employed was purposive sampling, with a total sample of 30 students. The method used in collecting data was a test. The instrument used for data collection was a checklist sheet with a rating scale. The data analysis technique used the t-test. The results of the study showed a significant difference between the experimental group and the control group in terms of critical thinking skills. The average difference value (indicates that the average score of children's critical thinking skills in the experimental group given treatment is higher than that of the control group. Second, there is a significant difference between the experimental group and the control group in terms of creative thinking skills. The average difference value indicates that the average score of the children's creative thinking skills in the experimental group, given the treatment, is higher than that of the control group. It is concluded that the STEAM approach, assisted by Loose Parts media, has a positive effect on improving critical and creative thinking skills in children in Group B.

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.

The use of problem based learning (PBL) to improve critical thinking skills and Indonesian language skills, to improve students' critical thinking skills, problem based learning (PBL) is the right learning model to use. The purpose of problem-based learning is to find out how problem-based learning can help students in improving their critical thinking and language skills. The subject in this study focuses on how students' Indonesian language skills. Data collection techniques are done by observation and finding references from various research journals. The research method used in this study is quantitative method, quantitative research to try to find out how effective PBL is in improving certain skills, such as critical thinking and Indonesian language skills. PBL model can serve as a useful tool to improve students' critical thinking and Indonesian language 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

Critical thinking skills are one of the essential competencies of the 21st century that students must possess to face complex global challenges and support logical and rational decision-making. However, in higher education, the still-dominant conventional learning methods tend to be less effective in stimulating students' critical thinking skills. Therefore, learning models that can activate higher-order thinking processes are needed, one of which is the Problem-Based Learning (PBL) Model. This study aims to determine the effect of implementing the Problem-Based Learning Model on improving students' critical thinking skills. The study used a quasi-experimental design with a non-equivalent control group design approach. The sample consisted of two classes of fourth-semester chemistry education students, each as an experimental group taught using the PBL model and a control group using the conventional model. The research instrument was a critical thinking test with indicators of interpretation, analysis, evaluation, and inference, which was analyzed using paired and independent sample t-tests. The results showed a significant increase in critical thinking skills in the experimental group compared to the control group. The average critical thinking score in the experimental group increased from 62.1 to 84.7 with an N-Gain of 0.62 (moderate category), while the control group only experienced an increase from 61.8 to 70.5 with an N-Gain of 0.28 (low category). The indicator that experienced the highest increase was analysis and inference. It can be concluded that the implementation of the PBL model can significantly improve students' critical thinking skills. This model is recommended for widespread implementation in higher education to optimally develop students' higher-order thinking skills.

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

This research is 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.

<p>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</p>

This study examines the effectiveness of the Discovery Learning model supported by Augmented Reality (AR) media in enhancing critical thinking skills among Grade IV students at SDN 02 Kuto on the topic of plants as a source of life. It also explores how this method compares to the Problem-Based Learning model using PowerPoint media. The research aimed to determine whether Discovery Learning with AR can improve students’ critical thinking skills and engagement. The study also seeks to identify differences in critical thinking outcomes between the experimental and control groups. A quantitative approach was applied with a quasi-experimental design. The study involved 40 students, divided into an experimental group (20 students) using Discovery Learning with AR and a control group (20 students) using Problem-Based Learning with PowerPoint. Data collection utilized validated and reliable multiple-choice and essay tests, analyzed through N-Gain and independent t-tests. The findings showed a significant improvement in critical thinking skills in the experimental group compared to the control group. The N-Gain analysis indicated 66% effectiveness in the experimental group, categorized as moderately effective. The independent t-test revealed a significant difference in critical thinking aspects between the two groups. This study concludes that the Discovery Learning model supported by AR media effectively fosters critical thinking skills and engagement in learning. By integrating innovative teaching strategies with digital technologies, this approach addresses the challenges of 21st-century education and creates an interactive and enjoyable learning environment.

This study is driven by the persistently low levels of students' critical thinking and decision-making skills, despite the implementation of various student-centered learning models such as Problem-Based Learning (PBL). Previous studies have focused mainly on PBL alone, with little attention to visual tools like the Vee diagram, which can enhance understanding and reasoning by helping students organize and reflect on information. However, the effectiveness of integrating the Vee diagram within the PBL framework in improving critical thinking and decision-making skills among high school students remains underexplored, indicating a research gap. This quasi-experimental study aims to evaluate the effectiveness of Vee diagram-assisted PBL compared to conventional PBL in enhancing students' critical thinking and decision-making skills. The study was conducted with 11th-grade science students at SMA Negeri 1 Lebakwangi, Kuningan. Data collection instruments included a critical thinking test (essay format), an observation sheet to assess decision-making skills, and a questionnaire to capture student perceptions of the PBL approach. Data were analyzed using the Independent Samples t-test. The results indicate that students taught using the Vee diagram-assisted PBL model demonstrated significantly greater improvement in critical thinking skills than those taught with conventional PBL. Decision-making skills were also higher in the Vee diagram-assisted PBL group. A positive and significant correlation was found between students' critical thinking and decision-making skills.

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.

Students' ability to identify problems in the PBL syntax is still weak, which affects their critical thinking and communication skills. This has become an issue that requires a solution. This study aims to develop a PBLRQA teaching module to improve senior high school students’ critical thinking and scientific communication skills. The type of research used is R&D (Research and Development) with a 4D development model. The research subjects were 30 tenth-grade students from class X9. The instruments used included validation sheets, essay questions to assess critical thinking skills, and observation sheets to assess communication skills. Data analysis was conducted using percentage formulas and the N-gain test. The results showed a significant difference in the average scores of students’ critical thinking skills before and after the treatment. The average pretest score was 11.3, and after the treatment using the PBLRQA teaching module, the average posttest score increased to 85.16. The N-gain score was 0.83, categorized as high, indicating that the PBLRQA teaching module was effective. The conclusion of this study is that the PBLRQA teaching module has been proven effective in improving students’ critical thinking and scientific communication skills. The implication of this research is that the developed PBLRQA teaching module can be used as a learning tool in biology classes, particularly for the topic of viruses.

This study is aimed at determining the effectiveness of the use of a science textbook integrated with the local potentials of bakpia in improving the critical thinking and communication skills of the junior high school students. The study was a quasi-experiment with a pretest-posttest control group research design. The experiment and control groups were taken by cluster random sampling by considering the location of the school, which is within proximity of the local potentials in question. The study was conducted in the 7 th grade, at one of the junior high schools in Yogyakarta, both for the experiment and control classes. The research instruments were an open-reasoned multiple-choice test and observation sheets to obtain data on students’ critical thinking skills and communication skills. Data analysis was done by the Manova difference test assisted by the SPSS 2.0 computer program with a significance value lower than 0.05. Results showed that the value of the partial Eta squared from the Manova test was 0.981, indicating that the effectiveness of the science textbook integrated with the bakpia local potentials to improve students’ critical thinking and communication skills was in the “high” category. The test of between subject effects of the Manova test showed a significant value of students’ critical thinking and communication skills of less than 0.05. Therefore, it can be said that the science textbook was effective in increasing students’ critical thinking and communication skills, simultaneously. A limitation to the study can be in the fact that the study is not conducted directly in the bakpia factory and that it involves only 60 subjects for both the experiment and control groups. The integrated textbook of bakpia local potentials can be used as a reference for future researchers with other local potentials. The local potential integrated book can also become an alternative-learning mode, e.g.: based on STEM, with materials suitable for local potentials in other regions.

This research comprehensively investigates the pedagogical effectiveness of integrating Augmented Reality (AR)-based digital visualization, facilitated by Assemblr EDU platform using Anchored Instruction (AI) learning model to improve students' critical thinking skills. The research method employed was a quasi-experimental research with a non-equivalent control group design, involving 60 seventh grade students (average age of 13-15 years old) from Global Islamic School Al Amin Junior High School Gondanglegi. The primary instrument for data collection was a valid and reliable critical thinking skills test (Cronbach's Alpha = 0.82), which was specifically designed to measure six crucial aspects of critical thinking. The experimental group adopted learning process that integrated an environmental pollution case study as an anchor by utilizing interactive AR model and visualization creation task using Assemblr EDU. In contrast, the control group was given a lesson using the same AI model but without the AR digital visualization component. The research findings portrayed a statistically significant difference (p < 0.05) in the improvement of critical thinking skills scores between the experimental group (mean gain score 19.7, SD = 3.1) and the control group (mean gain score 9.7, SD = 2.8). The Cohen's d effect size of 2.56 indicated a powerful impact of the intervention. This research provides important implications for science education practice, highlighting the transformative potential of visualization technology, particularly AR through easily accessible platforms such as Assemblr EDU, in enhancing student engagement, facilitating the understanding of complex concepts and empowering the development of their critical thinking skills in facing the increasingly complex environmental challenges

Problem-based learning (PBL) has been recognized as an effective method in improving students' critical thinking skills, especially in mathematics learning. This study aims to analyze the implementation of PBL in improving mathematical critical thinking skills of high school students. The research method used was quasi-experiment with post-test only control group design. The research sample consisted of two randomly selected XI classes, with one class as an experimental group that received PBL learning and one class as a control group with conventional learning methods. The results showed that there was a significant difference between the two groups. The average post-test score of the experimental group was higher than that of the control group, with greater improvement in the interpretation and inference indicators. Statistical tests showed that the application of PBL had a significant positive impact on students' mathematical critical thinking skills. The implications of this study indicate that PBL can be used as an alternative learning strategy that is more effective in improving critical thinking skills in mathematics. Therefore, it is expected that teachers can adopt and develop PBL in learning so that students are more active and independent in solving mathematical problems. Further research is recommended to examine other factors that influence the effectiveness of PBL in improving critical thinking skills.