Teachers’ written feedback in postgraduate online learning: students’ perspectives

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.

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

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.

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.

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

PurposeIn the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.Design/methodology/approachThis study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.FindingsThe findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.Research limitations/implicationsSome limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.Practical implicationsThis study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.Social implicationsThe social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.Originality/valueThe uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

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

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&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 < 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.

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

The rapid development of information and communication technology has changed the paradigm of learning in the current digital era. Teachers are required to be able to integrate technology into the learning process in order to improve students' critical and creative thinking skills. Critical thinking skills are the main skills that students must have in order to be able to sort, analyze, and evaluate information appropriately amidst the rapid flow of digital information. Therefore, the learning strategies implemented by teachers must be able to facilitate the development of students' thinking skills by utilizing various digital media and technologies effectively. This study aims to identify and analyze teacher strategies in improving students' critical thinking skills in the technological era, especially through digital literacy. The strategies implemented include learning planning that integrates digital media such as laptops, projectors, internet networks, and online learning platforms (e-learning). The implementation of learning uses problem-based learning methods and collaborative learning that encourage students to be active in discussions, case analysis, and problem solving together. Learning evaluation is also carried out interactively by utilizing technology to measure students' critical thinking skills more accurately and in real-time. In addition, teachers provide motivation and rewards as an effort to increase students' self-confidence in critical thinking. The use of audio-visual media, videos, and interactive modules is also an important strategy to attract students' interest in learning and link learning materials to real-life contexts. Teachers act as facilitators who guide students in mastering information, analyzing various points of view, and developing creative solutions to problems faced. Digital literacy education is also taught to equip students with the ability to sort valid information and avoid the spread of false information. By implementing these strategies, students' critical thinking skills can increase significantly, so that they are better prepared to face the challenges of learning in the digital era and are able to actively participate in the information society. This study emphasizes the importance of the role of teachers in developing critical thinking skills through the use of technology and digital literacy as part of the 21st century competencies that students must have.

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

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.