Integrating Agricultural Research into Undergraduate Work Integrated Learning (WIL) Courses

An undergraduate honors program in agricultural economics confers a multitude of advantages, fosters an enriching academic experience, and propels students toward professional excellence within the agricultural sector. A major difficulty that many programs must manage is how to get more students interested and engaged in these programs, particularly as new pathways to our programs are developed. There is a lack of standardization concerning honors content and processes, particularly for transfer students. In programs that are commonly considered “found” majors, students may have the potential for honors research, yet are not sure how to engage in the short two years in the major. This article details existing honor program structures and offers a pathway toward a rigorous and comprehensive curriculum tailored to students who have two years to complete their program. The first year focuses on building a strong foundation in their field. In the second year, students embark on a specialized research project under the guidance of experienced faculty mentors. At the program’s conclusion, participants will have engaged with the complexities of agricultural economics and honed their critical thinking, research, and communication skills.

A correlational research design was used to investigate the correlation between (1) critical thinking and communication skills; (2) critical thinking and learning outcomes; (3) communication skills and learning outcomes; and (4) critical thinking, communication skills, and learning outcomes. The research population consisted of all eleventh-grade students from the Department of Mathematics and Natural Sciences, SMAN 4 Malang. This study took place during the 2019-2020 academic year. The study sampled 78 students using the homogeneity test. The participants’ critical thinking skills were assessed using an essay test integrated into an achievement test on the human movement and circulatory systems. In contrast, their communication skills were assessed using an observation sheet. Data analysis showed that there was a correlation between (1) critical thinking and communication skills, (2) critical thinking and learning outcomes, (3) communication skills and learning outcomes, and (4) critical thinking, communication skills, and student learning outcomes. The correlation between variables exists because critical thinking and communication skills can influence, empower and improve students’ biology learning outcomes.

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.

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

Critical thinking and communication skills are skills that must be possessed by students. Critical thinking and communication skills of students are very important to measure, so that teachers can later apply appropriate learning strategies for students. The purpose of the study was to determine the critical thinking and communication skills of class XI students at SMA Negeri 2 Payakumbuh. This type of research is descriptive research. The sample in this study was 74 students of class XI MIPA SMA Negeri 2 Payakumbuh which consisted of eight classes. The sampling technique was simple random sampling. The instrument used is a questieon in the form of a vallid essay. Data analysis technique using Microsoft Excel. Based on the research, it is known that the criticical thinking skills of class XI students are still in low qualifications with an average of 56,09% and communication skills are in good qualifications with an average of 66,65%. These result are expected to provide information about critical thinking and communication skills so that teacher can apply appropriate learning strategies and models in developing students’ critical thinking and communication skills.

The use of multimedia microbiology teaching materials integrated with STEM to empower students' critical thinking and communication skills has not been carried out optimally. The aim of the study was to determine the effect of STEM (M-STEM) integrated multimedia microbiology teaching materials on students' critical thinking and communication skills. The study method is quasi-experimental through a non-equivalent control group design pretest-posttest research design. The independent variable of the study is M-STEM microbiology teaching materials, and the dependent variable of the study is students' critical thinking and communication skills. The research sample was students from the Biology Education Study Program at IKIP Budi Utomo who were taking a Microbiology course. Class A is the research experimental class and class B is the control class. The research instrument was a multiple-choice type test for pretest and posttest questions. The research data are pre-test and post-test scores from the experimental class and control class which will be tested for prerequisites (normality and homogeneity) first and then will be tested with the ANAKOVA test with SPSS. The results of this study indicate that there is an effect of STEM (M-STEM) integrated multimedia microbiology teaching materials on students' critical thinking skills (sig<0.05) and student communication (sig<0.05). The research concludes that multimedia-integrated STEM (M-STEM) microbiology teaching materials have a positive effect on students' critical thinking skills and communication.

Learning in every education unit in Indonesia is expected to develop good local cultural values so that it can make changes for the better in the future. In order to face future global competition, students at universities must have critical thinking and communication skills. This study aims to examine the effects of local culture-based learning in the field of Science on students' critical thinking and communication skills. The method used in this research is quantitative method with a posttest-only control group design. The subjects in this study were 58 students who attended the Study and Learning lectures at one of the universities in Mataram. Learning theories discussed through local culture-based learning for 8 meetings are behavioristic, cognitive, constructivist, and humanistic learning theories. The instruments used in this study were a test of critical thinking skills and an assessment sheet for student communication skills. Data analysis to test the research hypothesis using SPSS 25. The research showed that there were differences in critical thinking and communication skills between groups of students whose learning was based on local culture in the field of Science and groups of students whose learning was using conventional models. The level of critical thinking skills and communication skills in the group of students whose learning is based on local culture in the field of Science is higher when compared to the group of students whose learning uses conventional models

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.

This study investigates the effectiveness of the blended learning model in improving critical thinking and communication skills of students at university. This is a quasi-experimental study with a non-equivalent control group design involving one experimental group and one control group. The research population comprised students sitting in the Entrepreneurship class at the Department of Electronic Engineering Education, who were selected purposively. The data were about critical thinking skills that were gathered using a test, while the data about communication skills were obtained through observations. The data were analysed using a paired sample t-test and an independent sample t-test. The findings show that: (1) the implementation of the blended learning model effectively increases the critical thinking skills; (2) the use of the blended learning model effectively improves students’ communication skills and (3) according to the independent sample t-test, students’ critical thinking skills and communication skills in the experimental class had a significant difference from those in the control class. Keywords: Blended learning model, critical thinking skills, communication skills.

Students need critical thinking, creativity, communication and collaboration skills to face and adapt to social change, so that students can survive and compete well in social life. The aim of the research is to describe the critical thinking, collaboration, communication and creativity skills of high school students in biology learning. The research was carried out in August-September 2023. The research population was high school students in Magetan Regency. The research sampling technique was cluster sampling and the research sample was 539 high school class students. Data collection techniques used questionnaires on critical thinking skills, communication, collaboration and creativity. This research instrument is a questionnaire in the form of a questionnaire with 5 Likert scales. Quantitative descriptive research data analysis techniques. The research results show that high school students' critical thinking and creativity skills are in the medium and low categories compared to communication and collaboration skills. The results of the research can be used as a reflection for teachers or future researchers as a follow-up to empower students' critical thinking, communication, collaboration and creativity skills in implementing the Merdeka Curriculum.

This study aims to analyze the level of students' critical thinking and communication skills in science learning, identifying areas of strength and weakness. A descriptive quantitative method was employed, with tests and questionnaires as instruments. This research involved 73 students from the eighth grade of a junior high school as respondents. The data analysis technique used in this research is quantitative descriptive analysis. The results of this study indicate that the level of critical thinking and communication skills of junior high school students has a significant gap in science learning. In this study for critical thinking skills, each indicator is providing simple explanations (65%) in the medium category, building basic skills (51%) in the low category, concluding (45%) in the low category, providing advanced explanations (41%) in the low category, and organizing strategies and tactics (28%) in the very low category. And for communication skills, each indicator is Expressing 45% (low), Evaluating 42% (low), Responding 59% (medium), Negotiating 49% (low). Students' critical thinking and communication skills are in the low category, this indicates the need to improve learning strategies that encourage active involvement and reflective thinking of students.

This research aims to analyze the increase critical thinking and creative thinking skills furthermore to describe collaborative skills and communication skills with PjBL method. This research quantitative type. Pretest-Postest given for critical thinking skills and creative thinking skills, while observation sheet for communication skills and collaboration skills. The populations students of grade X MNS, research samples 34 students of grade X MNS 2 even semester academic year of 2021/2022, with convenience sampling technique. Research instruments are assessment sheets of critical thinking, creative thinking, communication, and collaboration skills. To determine the increase critical thinking and creative thinking skills are analyzed by One sample T test and N-gain, while for communication skills and collaboration skills are analyzed by quantitative descriptive. T-test results showed a significant difference between pre test and post test results. N-gain analysis results showed that an increase creative thinking skills of 0,72 “moderate” category, critical thinking skills of 0,77 “high” category. While the average score of students’ collaboration skills and communication skills are 64,85 and 65,07 respectively with good category. Conclusion of this research is given, students experienced an increase in creative thinking and critical thinking skills, furthermore for the communication and collaboration skills are categorized as good.

This study aims to determine the mathematical critical thinking and communication skills of high school students in trigonometry materials. This research uses descriptive qualitative approach. Subjects were randomly selected from 10th grade as many as five students. The instrument used was a test of critical thinking skills, communication, and non-tests in the form of an attitude scale questionnaire of 16 statements. The results showed that students had critical thinking skills and communication in the low category. Students are not able to complete trigonometry questions completely. This is because students are poorly trained in solving trigonometric problems with non-routine questions. Based on the findings, it can be concluded that: (1) mathematical critical thinking skills of five students of class X on trigonometry material are still relatively low. (2) Mathematical communication skills of five students of class X on trigonometry are still relatively low. (3) There is a relationship between critical thinking skills and mathematical communication of students. (4) And students’ attitudes toward mathematics learning, tests of mathematical critical thinking, and communication skills on trigonometric material are good. So the critical thinking skills and mathematical communication of five students in trigonometry material are still lacking because students have difficulty in modeling trigonometry problems, and stuck with modification questions because many students are not able to complete the answers to the questions given.

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.

Flipped learning technology is an effective approach that has been used widely in Morocco during the pandemic period. It is an approach that combines both face-to-face and online settings of learning and teaching. It is claimed that the utilisation of this approach matches the learners’ needs and promotes autonomous learning among students at almost all educational levels. In this regard, this study aims to examine the effectiveness of Flipped learning technology in upgrading critical thinking and communication skills. This paper employed a quasi experimental pre-test post-test study design and teacher’s observations. The sample was two groups consisting of 60 students aged 13 and 14 years old in the 8th grade at Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=30) that received the treatment study using Flipped learning technology approach and a control group (N=30) taught traditionally. They were taught using a teacher centred method. The researcher used a critical thinking and communication skills test as an instrument and a paired sample t-test for the analysis. The findings revealed a significant difference between the experimental and the control group (sig <0.05); it showed that experimental group participants achieved higher thinking and communication skills. Overall, we conclude that Flipped learning technology influenced critical thinking and communication skills.