Managing Learning to Enhance Critical Thinking and Achievement in High School Ecosystem Topics

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

This research is motivated by the findings of problems in economics learning including: in economics learning students are passive; lack of critical thinking activity and creativity; teacher-centered learning (teacher centered); The learning model used by teachers tends to be monotonous. This research aims to determine the implementation of the model problem based learning to develop students' critical thinking skills in economics learning. The research method is a case study with a qualitative approach, data is collected through interviews, observation and documentation of the implementation of learning to develop critical thinking skills. The results of the research show that planning economic learning using models problem based learning to develop highly structured and systematic critical thinking skills. Implementation of economic learning with models problem based learning Overall, it has succeeded in creating a learning environment that supports the development of students' critical and analytical thinking skills. Assessment of economic learning with models problem based learning has been designed and implemented well, so that students' critical thinking, problem solving and collaboration skills develop optimally. Supporting factors for learning economics with models problem based learning really supports the development of students' critical thinking skills. Factors inhibiting economic learning with models problem based learning developing critical thinking skills is a very serious challenge. Efforts to overcome barriers to economic learning with models problem based learning can develop students' critical thinking skills effectively.

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

The popularity of the internet for using modern and digital learning approaches replaced the old and conventional teaching methods. By applying ICT, an ideal learning environment can be created between students and teachers. The main objective of this review article is to review various dynamic approaches to learning and learning approaches to critical thinking skills and student learning outcomes. This type of research is qualitative. The current investigation was led using enlightenment strategies accumulated by library procedures, which were collected considering educational innovations, related issues, and referenced books. The study results indicate that learning approaches such as Game and Computer-Based or Mobile Based learning approaches are more effective and skilled than conventional learning approaches. Collaborative learning approaches such as Case-Based, Project-Based, and Problem Based learning approaches are very constructive for communication, learning outcomes, and analytical thinking skills. So, a practical and newly developed learning approach should be applied to student learning outcomes of high-level critical thinking and communication skills.

The critical thinking skill is one of the high-level thinking skills needed by students in the teaching and learning process. This research aimed to determine the effect of Think Talk Write (TTW) based picture cards on students’ critical thinking skills of class VIII on human digestive system material in SMP Negeri 6 Ketungau Tengah. The research was a quantitative approach using the quasi-experimental design. The populations were all eighth-grade students of SMP Negeri 6 Ketungau Tengah consisting of 41 students. The samples were VIII A class total of 22 students for the experimental class and VIII B class total of 19 students for the control class. Instruments used essay questions to measure critical thinking skills. The data obtained were analyzed using descriptive and inferential analysis using the t-test. The descriptive analysis results in the TTW learning model showed that there was an increase in the mean value of students' critical thinking skills from pre-test to post-test by 66.34% and the conventional learning by 33.30%. The results of the inferential analysis show that there is a significant learning effect on students' critical thinking skills (p: 0,000 < 0.05). The mean value of the TTW learning model is better than the conventional learning. It is recommended that teachers be able to implement the TTW learning model based on picture cards in science learning to improve students' critical thinking skills.

Problem in this research is students’ critical thinking and problem solving skills on learning physics still in low category. The aim of this research is to determine the effect of applying SSCS and PQ4R models, the effect of critical thinking and problem solving skills and their interactions on student learning outcomes. The research used an experimental method and a scientific approach with the research population of all students of class XI IPA SMAN 1 Karanganyar in the 2021/2022. The research sample was determined by cluster random sampling. The experimental class 1 is class XI IPA3 with SSCS model, while experimental class 2 is class XI IPA4 with PQ4R model. The data collection technique used the test method for student learning outcomes data while the questionnaire method for data on students' critical thinking skills and problem solving skills. The data analysis technique used the Anova test. The results concluded that (1) there is a difference in learning outcomes between students who apply SSCS and PQ4R models, learning outcomes where high critical thinking and problem solving student have better outcome than the low one, (2) there is an interaction between learning models, critical thinking and problem solving skills on student learning outcomes.

The challenges of 21st century education today require students to have high-level thinking skills given the many dynamic changes that occur in the field of education. High-level thinking skills are divided into several aspects including critical, creative and collaborative thinking skills. One of the appropriate learning model to improve critical thinking in students is the guided discovery model .The purpose of this study was to determine the implementation of guided discovery. Model in learning genetics to increase higher thinking skills of students of SMAN 1 Lawang which include critical, creative, and collaborative thinking skills. This quasi-experiment was carried out by means of a pre-test and post-test control group design. The sample involved in this study is student of class XII IPA 3 (eksperiment class and student of class XII IPA 4 obtained by purposive sampling techniqueThe results showed that there are differences in the critical, creative and collaborative thinking skills of students who studied with the guided discovery model with a level of significance <0.05. The implementation of the guided discovery model can increase the level of critical, creative and collaborative thinking skills of students of SMAN 1 Lawang. This increase can be seen from the post test results of the experimental class, which are higher than the control class; the ability to analyze the results of the practicum that the experimental class has done; the creativity of students in processing and utilizing laboratory tools and materials; and the collaborative attitude of the students when participating in practicum activities.

Critical thinking skills, often referred to as higher-order cognitive skills, are considered important for the Religious Culture and Ethics Course due to gains such as pupils’ taking responsibility of their own learning, actively constructing knowledge, supporting the development of other high-level thinking skills such as reflective and creative thinking. As students’ critical and inquiring thinking skills increase, they can also develop a number of related skills, such as the ability to explain issues in more detail, evaluate learning topics in relation to their own lives, become aware of different perspectives on problem situations, and question the reliability of information resources. One of the effective approaches for pupils to acquire critical thinking, inquiry and questioning skills is the 'Philosophy for Children' approach, which was developed by Matthew Lipman in the early 1970s’ and has been applied in many countries, for different school subjects since then. The main aim of this approach is to develop students' thinking and reasoning skills through philosophical discussions in the classroom. The 'Philosophy for Children' model stands out as an effective approach in religious education by creating dialogic and collaborative teaching-learning environments, encouraging students to inquire and question, and developing critical and reflective thinking skills. In our country, Religious Culture and Ethics Course curriculum, which highly considers inquiry and questioning in learning, aims to ensure that students learn by making sense of the content and using high-level thinking processes. Instead of a traditional, teacher-centred and rote religious education, it is aimed for students to become learner agents who inquire, question, strive to reach the source of knowledge, and actively construct knowledge. Therefore, Religious Culture and Ethics course requires teachers to use strategies, methods and techniques that enable students to develop and use high-level thinking processes. ‘Philosophy for Children’ approach has also been used in religious education in England and in Islamic religious as well as ethic courses in Malaysia. The studies undertaken in these countries have provided important contributions to students' active participation in the lessons, development of critical thinking and reasoning skills, self-confidence, self-esteem and social relations. This study is a literature review examining the theoretical foundations of the 'Philosophy for Children' approach, its application and evaluation processes, as well as its use in religious education by looking into both international and national literature. The aim of the study is to examine the 'Philosophy for Children' approach, which is thought to be useful in developing effective learning skills such as inquiry, questioning, problem solving and critical thinking related to concepts and problems of religion and morality in the primary and secondary Religious Culture and Ethics Course curriculum. Besides recommendations and implications are made for this course.

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

This 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.

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

The purpose of this study was to analyze the effectiveness of STEM-PjBL learning on students' critical thinking, creative thinking, communication, and collaboration (4C) skills. This research is quantitative with a one-group pretest-posttest design. The research samples were 106 class XI State Senior High School 16 Semarang students. Quantitative data on critical thinking skills were analyzed using the N-gain test, while other data were analyzed descriptively. The results showed increased students' critical thinking skills based on the N-gain test. The paired sample t-test results in the SPSS 28 program obtained a significance value/Sig. (2-tailed) of 0.001, there were differences in critical thinking skills before and after STEM-PjBL learning. STEM-PjBL learning effectively trained students' creative, collaborative, and communicative thinking skills with high categories. This learning effectively trained students' critical thinking, creative thinking, communication, and collaboration skills

The purpose of this study is to examine the dynamics of students’ critical and metacognitive thinking skills, and their contribution to achieving the success of high school students’ Indonesian learning. This study uses a quantitative approach with a correlational design. The population of this study were students of class X SMA Negeri in East Java, with cluster random sampling technique. Data were collected through questionnaire filling techniques and summative score scores, namely the results of students’ final semester exams. The data were analyzed using bivariate analysis and multivariate correlation techniques, which were used to determine the close relationship between the three variables and to determine the direction of the relationship. The results of this study found that there was a dynamic of students’ critical thinking and metacognitive abilities ranging from the lowest score of 65 to the highest score of 92 for critical thinking ability, and the lowest score of 60 to the highest score of 93. The results of the analysis showed that the significance value of 2- tailed critical thinking and metacognitive abilities, critical thinking and metacognitive skills, critical thinking skills and learning outcomes critical thinking skills and learning outcomes, metacognitive abilities and learning outcomes 0.000 < 0.05, and 2-tailed significance value critical thinking skills, metacognitive and outcomes learning is 0.000 < 0.05, so there is a correlation between critical thinking skills, metacognitive and learning outcomes.

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

In today’s world, it is important for individuals to have critical thinking and mathematical thinking skills, which are high-level thinking skills. In advanced education systems, it is among the important priorities that students not only learn knowledge but also acquire high-level thinking skills. This study aims to examine the relationship between mathematical and critical thinking skills and academic achievements of secondary school students. In the study, relational screening model, one of the quantitative research models, was used. The research was carried out in a province located in the southern region of Turkey in the 2022-2023 academic year with students studying in secondary school (n=346) who were determined by maximum variation method selected from the types of purposeful sampling. Mathematical thinking scale and critical thinking scale was used as a data collection tool. In the process of analyzing the data, one-way analysis of variance and regression analysis techniques were used. According to the research findings, it was observed that there was a relationship between the critical thinking and mathematical thinking skills of the students, both the critical and mathematical thinking skills of the students did not differ significantly according to gender, and the mathematical thinking skills differed significantly according to the grade level. In addition, it was concluded that both mathematical and critical thinking skills of the students increased according to their grade levels. In addition, students’ critical skills and academic achievement together explained 25.0% of the total variance of mathematical thinking skills. In other words, as students’ critical thinking skills and academic achievement increase, their mathematical thinking skills also increase.