THE ROLE OF DIGITAL LITERACY AND LEARNING MOTIVATION ON STUDENTS’ CRITICAL THINKING

This research aims to investigate the improvement of students' critical thinking skills and learning motivation using a problem-solving approach through Contextual Teaching and Learning (CTL) in the topic of statistics with the assistance of GeoGebra. This study employs a pre-experimental research design with a one-group pretest-posttest approach. The sample consists of one eighth-grade class in a public junior high school in Yogyakarta. Data collection techniques include pretests and posttests to measure students' critical thinking skills and a questionnaire to assess students' learning motivation. The paired sample t-test is utilized for data analysis. The results reveal an improvement in critical thinking skills, with an average pretest score of 49.33 and a posttest score of 85.00. Students' learning motivation also increased, with an average pretest score of 73.60 and a posttest score of 88.87. The t-test result shows a significance value of 0.000 < 0.05, indicating the rejection of the null hypothesis. This implies that there is a significant influence on students' critical thinking skills using a problem-solving approach through Contextual Teaching and Learning in the statistics subject, resulting in an enhancement of students' critical thinking skills

The purposes of this research are to reveal: (1) the influence of the VCT teaching model on students learning motivation; (2) the influence of the VCT teaching model on students critical thinking skills; (3) the significant differences in learning motivation between groups using VCT and PBL teaching model; (4) the significant differences in the ability to critical thinking skills between groups using VCT and PBL teaching model. This research employed a quasi-experimental nonequivalent control group design. The research population in this study were all fourth-grade students of “daerah binaan 2” State Elementary School Klaten, Central Java. The determination of these groups employed purposive sampling, a type of non-probability sampling, with the aim of obtaining a representative sample. The research sample consisted of 50 fourth-grade students. The research instruments were in the form of essay tests and non-tests in the form of questionnaires. The research results show that: (1) there is a significant influence of the use VCT teaching model on learning motivation; (2) there is a significant influence of the use VCT teaching model on the ability to critical thinking skills; (3) there is a significant difference in learning motivation between groups of students who learn VCT teaching model; (4) there is a significant difference in critical thinking skills between groups of students who learn VCT teaching model. The VCT teaching model is proven to have a higher influence on students' learning motivation, this can be seen from the mean and variance scores obtained by each group. The VCT teaching model is proven to have a higher influence on student learning motivation, this can be seen from the mean and variance scores obtained by each group.

Learners’ motivation is fundamental to the development of mathematics learning, especially to their critical thinking skills. This study aims to understand the correlation between learning motivation and students' critical thinking skills for operations in mathematics education. This study used a quantitative research method with a correlational design. The main data collection involved sixty-three students as a sample for main data collection. Sixty-eight students, as 15% sample of the total population of 455, for the empirical validity test of the instrument. Data were collected using the questionnaire survey method to measure the relationship between student learning motivation and critical thinking skills. The validity, reliability, and normality tests were used for guaranteeing the valid, reliable and normal distribution of the data. The main data was analysed using the Pearson correlation technique to examine the relationship between learning motivation and students’ critical thinking skills. Therefore, p-value is 0.602, consequently hypothesis H1 is accepted that learning motivation has strong correlation with the students’ critical thinking skills. This result indicates that a student who receives internal and external motivation tends to achieve satisfactory learning outcomes and enhance critical thinking skills in mathematics education. This study contributes to the improvement of mathematics learning for basic education in Timor-Leste

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.

32 Abstract One of the challenges of teachers in the world of education is implementing learning that is able to improve thinking skills and improve student learning motivation. One way to improve the quality of mathematics learning is to apply a learning model that s upports the realization of real mathematics learning goals, namely by developing a number of students' mathematical abilities including developing students' critical thinking skills that have not been maximized when viewed from students' values in recent years. Therefore, the purpose of this study is to examine the improvement of students' critical thinking skills and student motivation in terms of parenting by applying the Open ended learning model. As one alternative to overcome these problems, mix meth ods are conducted with explanatory sequential designs with the aim of increasing this capability. The subjects used in the study were students of class XI Bandung Talenta High School. In this study the instruments used were, among others, critical thinking ability tests, learning motivation questionnaires, parenting questionnaires as well as observation and interview sheets. The research results obtained are; 1) Critical thinking ability increases when applying the Open ended learning model, 2) Increasing C ritical thinking skills is better when applying Open ended learning models compared to conventional learning, 3) There is an influence of student learning motivation on critical thinking skills of students who apply Open ended learning models and conventio nal learning, 4) Critical thinking ability and student learning motivation are better when applying Open ended learning models compared to conventional learning in terms of parenting style, and 5) Description of students' thinking skills and student learni ng motivation is better by applying open ended models in terms of parenting parents.

The background of this research is the lack of student motivation in learning. This can be seen from students' inactive involvement, lack of enthusiasm in lessons, and low critical thinking skills. This research aims to implement project based learning using a STEM (Science, Technology, Engineering, and Mathematics) approach in training students' critical thinking skills. The research informants are Jambi University FKIP Education administration students who contract teaching and learning courses. A qualitative approach with case study design is used in this research to explore real world problems, and Focus Group Discussions (FGD) and several literature studies are used as collection techniques. data. The research results show STEM as a growing trend in the world of education, used to overcome real-world situations through a design-based problem solving process. Project-based learning allows students to apply what they learn to real-world problems and challenges, which helps them develop critical thinking and problem-solving skills. With the STEM approach in project-based learning, students can learn scientific methods, engineering design, and computational thinking while working on projects that require them to apply concepts to gain a deeper understanding. It can be concluded that project-based learning can increase student involvement and motivation by making learning more relevant and meaningful.

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

Critical thinking skills are 21st century life skills that are very necessary for life. The purpose of this study is to analyze the level of critical thinking skills of students, and how influential learning motivation is on students’ critical thinking skills. The research method used is mixed methods with explanatory sequential strategy. The sample of this study were students in grade V SD Jagalan. Data collection is done by the method of tests, interviews, observations, and documentation. The results of this study indicate that the critical thinking skills of students at SD Jagalan reach an average score of 67. Indicators of critical thinking skills from the highest to lowest values are interpretation, analysis, inference, and explanation. Based on the results a simple regression analysis shows the value of the correlation or relationship that is equal to 0.715. The influence of learning motivation on critical thinking skills is indicated by the coefficient of determination of 51.2%, while the rest is influenced by other variables. So, it can be concluded that there is an influence of learning motivation on critical thinking skills. The higher the motivation of students to learn, the higher their critical thinking skills.

This study aims to determine the effect of the project-based learning (PjBL) model on the learning motivation and critical thinking skills of fourth-grade students in social studies at UPT SDN 23 Centre Takalar 1. According to Afriana, et al, (2016), the PJBL model is a learning model that uses projects as the core of learning. This study employs a quasi-experimental method with a one-group pretest-posttest design. The sample consists of 30 fourth-grade students who were exposed to the PjBL learning model. Learning motivation data was collected through a validated questionnaire, while critical thinking skills were measured using pretest-posttest questions relevant to the topic of population search. Data were analyzed using normality, homogeneity, and T-tests to determine significant differences between pretest and posttest scores. The results showed a significant increase in students' learning motivation, with the average score rising from 58.447 to 84.76 (p = 0.000), and in their critical thinking skills, with the average score increasing from 60.230 to 79.450 (p = 0.000). The application of the PjBL learning model provides a contextual and challenging learning experience, enabling students to become more active, motivated, and capable of critical thinking in completing real-world projects. Thus, the project-based learning model is effective in enhancing students' learning motivation and critical thinking skills in social studies for fourth-grade elementary school students.

The success of teaching can be measured by the critical thinking skills of students as demonstrated through their activities and study results. A descriptive quantitative study was conducted using the Student Perception of Critical Thinking Questionnaire (SPCTQ) to determine the perceptions of 82 grade IX secondary school students in Yogyakarta, Indonesia, regarding their critical thinking skills and their actual performance in the learning process using the Critical Thinking Observation Sheet (CTOS). The data was analyzed using correlation test analysis. The findings showed that the SPCTQ score was higher than the CTOS value. However, there was no relationship between students' perceptions of their critical thinking skills and learning performance. Although students believed their critical thinking skills were good, they could have performed better in the learning process. This highlights that students' critical thinking skills cannot be maximized solely based on self-confidence, beliefs, and student motivation in learning. Instead, it is important to maintain and shape students' perceptions of their critical thinking skills to suit the learning process.

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.

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 development of the 21st century in the Industrial Revolution 4.0 demands quality human resources with communication, collaboration, critical thinking, and creativity skills in supporting the implementation of the Merdeka Curriculum. This study aimed to analyze the effectiveness of e-module discovery learning integrated with Surabaya traditional food in improving students' critical thinking skills and learning motivation. The research participants were 34 students of class X SMA Negeri 3 Surabaya. Somebody assessed the effectiveness of the e-module based on improving critical thinking skills through pretest and post-test results and learning motivation using the ARCS motivation instrument. Critical thinking and motivation data was analyzed using quantitative descriptive methods, including averages, N-Gain, and T-tests. The results showed a significant increase in each indicator of students' critical thinking skills with a value ≥ 3.27 (very good category) and aspects of ARCS motivation with a value ≥ 3.13 (strong to very strong category). The T-test confirmed that the discovery learning e-module effectively improved critical thinking skills and learning motivation. Integrating local wisdom in learning is an innovative approach that supports the implementation

The majority of student learning processes in schools have not encouraged students to improve critical thinking process skills. In fact, it is important for students to have these skills to deal with complex problems in the future, so that learning strategies are needed to improve these skills. This classroom action research aims to improve students' critical thinking skills and learning motivation in game-assisted PBL learning. This research consisted of two cycles consisting of the planning, implementation, and reflection stages. The research subjects were 27 students of class X-11 State Senior High School 1 Batu. The data were obtained from the results of the pre-test and post-test for each learning cycle. The treatment in this study was the PBL learning model with the help of games. The dependent variable used was critical thinking skills and student learning motivation as measured using the critical thinking indicator guide according to Anderson. The results of this study indicate an increase in students' critical thinking skills and learning motivation obtained from the analysis of test results and observations. This shows that PBL is effectively implemented and can equip students with certain skills.

This study aims to examine the effectiveness of contextual strategies based on digital media in improving critical and creative thinking skills on photosynthesis material in elementary schools. This study was conducted at SDN Sukasenang, Singaparna, Tasikmalaya, West Java. The population and sample of this study were fourth-grade students, with a total of 116 students. The sampling technique used was availability sampling or area sampling using a quantitative experimental control group pretest-posttest research method. Data were collected through pretest and posttest tests, and analyzed using the t statistical test and one way ANOVA. The results showed that contextual learning strategies based on digital media were effective in improving students' critical and creative thinking skills, with a significant increase in posttest scores compared to pretests. The average contextual score on critical thinking skills increased from 80.93 on the pretest to 87.52 on the posttest, and the average contextual score on creative thinking skills increased from 74.86 on the pretest to 81.40 on the posttest. This study confirms that digital media-based contextual strategies have a positive impact on the development of critical and creative thinking skills of grade 4 students of Sukasenang Tasikmalaya public elementary school, with digital media-based contextual strategies on critical thinking skills showing superior results. Based on these findings, researchers hope to make a meaningful contribution to the development of the world of education.