The Integration of Critical Thinking Skills into College Students� Spoken English Classes

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.

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.

This study aims to; 1) Determine the effectiveness of PBL brainwriting method supplemented with the concept on improving students' critical thinking skills; 2) Determine the effectiveness of PBL with brainwriting method supplemented with concept mapping on improving students' problem solving; 3) Determine the effectiveness of PBL brainwriting method supplemented with concept mapping on improving students' critical thinking and problem solving skill simultaneously; and 4) To determine the relationship between critical thinking and problem solving. This type of research is a quasi experiment, sampling using a cluster sampling technique. The instruments of this study used test questions on critical thinking ability and problem solving ability. The results of the study with the MANOVA test showed that there was a significant simultaneous effects PBL model of the brainwriting method supplemented with concept mapping on critical thinking and problem solving skills, the PBL model of the brainwriting method supplemented with concept mapping is effective in improving students' problem solving skills, the PBL model of the brainwriting method supplemented with concept mapping is effective in improving students' problem solving skills, and here is a correlation between critical thinking and problem solving skills.

In the current digital era, critical thinking and problem-solving skills are becoming increasingly important in everyday life, especially in the industrial era 4.0. One way to develop this ability is to use computational Thinking methods (CT). This research aims to test the effect of direct instruction strategy, integrated computational thinking, and prior knowledge on elementary schools' critical thinking and problem-solving skills in Heat and Changes in Science. The method used in this research is a quasi-experimental pretest-posttest non-equivalent control group design. This research was conducted at Madrasah Ibtidyah Ar-Rahmah Samarinda, involving 58 research subjects. The research instrument includes a prior knowledge test and critical thinking and problem-solving skills. To test the prerequisites for analysis using the normality test and homogeneity. Data analysis was used to test the research hypothesis using parametric statistics Tow Way MANOVA analysis technique. The research results show that (1) There are significant differences in critical thinking skills between groups of students who use computational learning and direct learning methods instructions; (2) critical thinking skills between groups of students with high prior knowledge are significantly from low prior knowledge; (3) There is no interaction between computational thinking and prior knowledge on students' critical thinking skills; (4) There are significant differences in problem-solving skills between groups of students who use computational learning and direct learning instructions; (5) The problem-solving skills of students with high prior knowledge is significantly different with low prior knowledge; (6) There is interaction between computational thinking and prior knowledge on students' problem-solving skills.

As early adopters of an emerging technology, the Tablet PC (TPC), certain University of Houston Information Systems Technology faculty began to integrate TPCs into the undergraduate curriculum in Fall 2003. Classroom experiences revealed the tool as particularly engaging to Information Systems Technology students. Thus, the authors now believe that TPCs have great potential to improve critical thinking skills of Information Systems Technology students if activities can be developed that capitalize on the inherent capability of the TPC to support visualization.We have just begun a formal investigation of the effectiveness of the TPC as an instructional tool that facilitates the development of critical thinking and learning skills in undergraduate Information Systems Technology students. The investigation extends previous work on the effectiveness of mind maps for improving critical thinking and problem solving skills by combining the visual learning technique of mindmapping with the emerging technology of the TPC and pen-enabled mindmapping software. The research question to be answered is: Do critical thinking skills of Information Systems Technology students improve when mindmapping activities are incorporated into the classroom and delivered via technology.In this paper, we first provide background information on the development of critical thinking and learning skills, the role of visual learning in the development of critical thinking and learning skills, and visual learning tools and techniques such as semantic networks, concept mapping, and mind mapping. We then describe the scope of the project we are undertaking and provide initial results of development efforts to create instructional modules and activities focused on mindmaps.

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

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 main theme of the study was to assess the levels of critical thinking skills and academic achievement of students at secondary level. The study was descriptive in nature and survey method was used to conduct the study. All the schools of district Gujrat were taken as cluster. Among all clusters 10% clusters were randomly selected. Moreover, all 10th class students of selected clusters were taken as sample for the study. Test was developed to assess students’ critical thinking skills. Students’ achievement was considered as overall score obtained by the students in the annual examination directed by Board of Intermediate and Secondary Education Gujranwala in 2021. Results of the study concluded that majority of students had high critical thinking and academic achievement level in public and private schools at secondary level. On the basis of conclusions, it was recommended that the curriculum wing may add more content in the curriculum at secondary level regarding different levels of Bloom’s cognitive domain for developing critical thinking and problem solving skills among students, as well as the administrative authorities of educational institutions may focus on the development of critical thinking skills among students to improve their learning progress and academic achievement.


 The purpose of this research is to find out the influence of different learning methods and nauralist intelligence on critical thinking skills on science learning. This research method uses an experimental approach. The data in this resarch was collected with observation techniques for the implementation of learning and tests to measure naturalist intelligence and critical thinking skills. To determine the influence of different learning methods and nauralist intelligence on critical thinking skills on science learning, analysis was conducted with t-Test Two-Sample Assuming Equal Variances. There is an influence on students’ nauralist intelligence level on critical thinking skills taught by problem-based learning methods as evidenced by the results of the analysis where tcount = 6.89 > ttable= 2.03, thus positively correlated with a determination coefficient of 0.58. On the other hand, there is no influence on students’ level of nauralist intelligence on critical thinking skills taught by regular learning methods, which is evidenced by the results of the analysis where tcount = 0.06= ttable= 2.03, so it does not correlate positively with the coefficient of determination of 0.0001. From various literature stipulated that problem based learning is a teaching approach that uses real-world problems as a context for students to learn about critical thinking and problem solving skills, as well as to obtain essential knowledge and concepts from the subject matter.

Learning activities that can be applied to students are by providing innovative learning media so that students are encouraged to hone critical thinking skills and problem solving skills. The purpose of this research is to develop PBL based eco-website media on ecosystem material and analyze the improvement of critical thinking and problem solving skills of class X students of SMAN 1 Waringinkurung Serang district. The research method used is educational design research (EDR) using the Hannafin and Peck model which includes three stages. The need assessment stage shows that students need interesting media equipped with the presentation of images, videos, games, there are cases and media can be used anytime and anywhere without burdening smartphone memory. The design stage is carried out product design to produce eco-website media by providing learning material features in the form of images, text, and videos. Cases are available and equipped with activities with the PBL approach, and interesting games are available. The development and implement stage produces PBL based eco-website media that is feasible to use, this is indicated by the acquisition of values given by media and material experts of 88.33% and 89.17%. The results of the small group readability test to students and educators obtained results of 91,80% and 95.83%, so the media is feasible to use in learning biology ecosystem material. The results of the implementation of learning using PBL based eco-website media in the experimental class were analyzed by MANOVA test which proved that PBL based eco-website media used in biology learning can improve students' critical thinking and problem solving skills on ecosystem material. Thus, the media developed, namely PBL based eco-website, is feasible to use and can improve students' critical thinking and problem solving skills on ecosystem material. Keywords: critical thinking, eco-website, ecosystem, hannafin and peck, manova, problem solving.

Students' critical thinking and mathematical problem-solving skills are important elements in learning mathematics; however, facts in the field still provide notes on the average learning outcomes in the material of sample spaces, and simple event probabilities are still low. This study aims to develop a mobile-based mathematics learning application to improve students' critical thinking and mathematical problem-solving skills. This study uses the ADDIE development design (analysis, design, development, implementation, evaluation) and quasi-experimental methods with a pre-test-post-test design in the experimental and control groups. The study subjects were 11th-grade public and private high school students, with a total of 145 students participating. The instruments include critical thinking and mathematical problem-solving tests based on established indicators. Quantitative analysis uses a paired t-test. The results showed a significant increase in the average score of students in the experimental group with critical thinking skills (experiment 88.77, control 72.65) and mathematical problem solving (experiment 86.55, control 76.54) after using the application. The development of mobile learning applications on the material of sample spaces and simple events can effectively improve the critical thinking and mathematical problem-solving skills of high school students. Keywords: Critical Thinking Skills, Problem Solving Skills, Mobile, Mathematics Learning

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.

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 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

Background: Nowadays all higher educational institutions should develop and enhance their student's critical thinking and problem solving skills to be sure that its products meet or exceed market requirements. this study aimed to determine the impact of critical thinking and problem solving skills on academic achievement among nursing students, Setting; Faculty of Nursing Sohag University The subjects: No. = (448) students all 1st and 4th years, they examined using critical thinking, problem solving questionnaires and students achievement sheets, used descriptive correlational research design. The results revealed that; about (55.7%) of 4th and (49%) of 1st years nursing students were females, the 1st year nursing students had unsatisfactory critical thinking (68.8%) and problem solving skills (63.73%), while the 4th year had satisfactory critical thinking (84.03%) and problem solving skills (78.96%) with achieved point. The present study concluded that, there were positive correlations and statistical significant relation at 1st and 4th years nursing student's academic achievement with total critical thinking and problem solving skills for different nursing courses. The findings of the present study recommended that; critical thinking and problem solving skills measurements and development should be emphasized for undergraduates and postgraduates students and the importance of organized specialized training and workshop for nursing students to improve their critical thinking and problem solving skills.