USING VISUAL THINKING STRATEGIES FOR DEVELOPING STUDENTS’ CRITICAL THINKING IN ENGLISH LANGUAGE CLASSES

Integration of visual thinking strategies to undergraduate health assessment course: A mixed-method feasibility study

Objectives: The study attempts to define what creativity and visual thinking mean in English education and to suggest how teachers can enhance children’s creativity through visual thinking strategy in English instructions. Methods: The method employed in this study is an analytic literature review in order to examine previous studies of creativity and visual thinking strategy, focusing on English language teaching and learning. The leading themes emerged from the literature review are: 1. A strong connection between creativity and language development, 2. A wide range of applications of visual thinking strategy, 3. Optimal environments for creativity and visual thinking strategy development. Findings: Findings indicate that only a few studies researched on concrete and explicit teaching models of visual thinking strategy in the area of English education, especially for English as a second or foreign language learner. Moreover, it seems that the concept of visual thinking and the advantage of visual thinking strategy are relatively unfamiliar idea in the area of English education. Therefore, more research should be conducted to develop various techniques and models applied with visual thinking strategy for English language learners’ creativity and English ability. The key finding of this study is meaningful in that it raises the issues of visual thinking strategy which can be effectively incorporated to language instruction, and it highlights the role of language teachers as a facilitator and provider of optimal learning environments for both creativity and visual thinking strategy. Finally, it is hoped that the finding of the study builds awareness of teachers and boosts adoption of levelappropriate practices of visual thinking strategy lessons. Additionally, it is also hoped that the finding helps the development of a theoretical framework for visual thinking strategy use in English education. Improvements/Applications: Based on the finding, suggestions are made for effective ways of teaching visual thinking strategy and integrating it into creativity development of English language learners in optimal classroom environments.Keywords: Creativity, Creative Thinking, English Language Learners, Visual Thinking, Visual Thinking Strategy

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.

Due to the wide application of digital tools and the improvement in interactive technologies, design thinking might change in digital world comparing to that in traditional design process. This study aims to explore the difference of design thinking between three kinds of sketching tools, i.e. hand-sketch, tablet, and pen-input display, by means of conducting 27 sessions of design trials. Totally, nine industrial design students as the participants were recruited to develop the concept sketches. Each participant has to undertake three sessions, and use one of the three kinds of sketching tool in one session for about 40 min. With a retrospective interview survey to all the participants followed by a protocol analysis to the transcriptions of the interview, a coding framework including six visual think behavior codes (i.e. transform, manipulate, concretize, abstract, modify and timescan) and four visual thinking strategy codes (thinking, feeling watching/listening, and other) were developed, and used to analyze the difference of occurrence frequency of the visual thinking behaviors and strategies. Furthermore, a one-way ANOVA and stepwise regression analysis were applied to inspect the correlation of behaviors and strategies of design visual thinking. The results show the different roles of sketching tools in affecting the occurrences frequency of various visual thinking behaviors and strategies, and the correlation between visual thinking strategies and behaviors. The conclusion was made by proposing the approach facilitating the design concept development in design education within digital world as well as the suggestion to future research work.

Critical thinking skills and science literacy represent two pivotal aspects within education, seeking to cultivate students into knowledgeable, analytical individuals proficient in critical thinking when confronting diverse challenges and life circumstances. In the pursuit of enhancing critical thinking abilities, four fundamental aspects come into play, encompassing the capacity for problem-solving, decision-making, assumption analysis, as well as evaluation and inquiry skills. On the other hand, the literacy aspect comprises the articulation of phenomena through the application of chemical concepts, the resolution of problems through the utilization of chemical comprehension, and the critical analysis of strategies and benefits derived from chemistry education. The primary objective of this study are to analyze research trends on the influence of design thinking strategies in improving students' critical thinking and literacy skills through bibliometric analysis and to ascertain the impact of design thinking strategies on the augmentation of students' critical thinking skills and literacy. The data sources used came from reputable journals from 2017-2023. The data obtained is secondary data analyzed with VOSviewer on research trends in critical thinking skills and scientific literacy, the number of publications, the type of research, and the samples used. The data analysis technique employed is Miles and Huberman's method, which consists of four stages: data collection, data reduction, data display, and conclusion drawing. The findings of this research indicate that the utilization of design thinking strategies exerts a significant influence on students' critical thinking skills and literacy, employing 13 aspects applicable during the implementation of chemistry learning processes

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 landscape of English language teaching has evolved, focusing on developing critical and creative thinking skills among learners and educators. Despite numerous efforts, no single method has emerged as universally superior for fostering critical thinking, though some strategies prove more effective. This study examines instructional strategies that enhance critical thinking in EFL/ESL classrooms using document analysis. Strategies investigated include explicit instruction, teacher questioning, group discussions, reciprocal peer questioning, case-based learning, Socratic seminars, project-based learning, metacognitive strategies, problem-based learning (PBL), debate, reflective journals, inquiry-based learning, visual thinking strategies, role-playing, and collaborative problem-solving. Findings highlight explicit instruction as particularly effective, improving students' metacognition and analytical skills. Teacher questioning techniques engage students in deeper analysis and inference, while group discussions and peer questioning facilitate collaborative critical analysis. PBL and debate further enhance problem-solving and reasoning abilities. Reflective journals and inquiry-based learning promote self-reflection and analytical thinking. Acknowledging instructional variability as a limitation, this study suggests integrating these strategies into teacher training and curriculum development. This research suggests that diverse critical thinking strategies can enrich EFL/ESL learning environments and foster essential skills for complex problem-solving.

What's going on in this picture? With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students' critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New York's Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art--as well as poems, primary documents, and other visual artefacts--to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centred environments where students at all levels are involved in rich, absorbing discussions.

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.

The use of museums as a medium for evaluating history learning plays a strategic role in improving the quality of the learning process while sharpening students' critical thinking skills. This study aims to evaluate history learning at the Learning Museum of Universitas Negeri Malang (UM), focusing on optimizing the museum’s role in supporting students' critical thinking abilities. A qualitative approach with a participatory design was employed, involving museum administrators, lecturers, and history students as key participants. Primary data were collected through participant observation and in-depth interviews, while secondary data were obtained from literature studies, documentation, and museum archives. Data analysis was conducted thematically through the stages of data reduction, display, and verification to ensure the validity of the findings. The results indicate that the application of a participatory approach in history learning at the museum significantly enhances student engagement, strengthens critical and reflective thinking skills, and fosters a deeper understanding of historical material. Students not only function as recipients of information but also actively engage in discussing historical contexts and reflecting on the relevance of historical values in contemporary life. Furthermore, the museum has proven to be an effective medium for authentic, contextual, and enjoyable learning evaluation, capable of bridging the gap between theory and practice. This study contributes to the literature on museums as a medium for participatory learning and critical thinking in history education. The findings also provide practical recommendations for museum administrators and educators in designing innovative history learning programs. More broadly, this research may serve as a reference for developing museum-based history learning strategies in Indonesia and at the international level.

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.

Mathematical critical thinking skills are critical thinking skills that involve cognitive processes and encourage students to think reflectively which are developed in mathematics learning. Mathematical critical thinking skill is necessary for students in solving mathematical problems. However, in reality, many students have low critical mathematical thinking skills. Several researchers have studied there is correlation between mathematical critical thinking skill to students habits of mind. Therefore, this research aims to determine the correlation between habits of mind and critical mathematical thinking abilities of class IX students at SMP Negeri 1 Montong Gading. This research is a non-experimental descriptive quantitative research with a correlation method. Sampling method used purposive sampling technique to obtain data from class IX B students of SMPN 1 Montong Gading with a total of 26 students as samples. Data collection techniques include giving habits of mind questionnaires, testing students' critical mathematical thinking skills and interviews. This research uses descriptive techniques and prerequisite tests. The research results show that habits of mind and mathematical critical thinking skills are included in the medium category with percentages of 65% and 62%. The results of the correlation analysis using the pearson product moment formula show that there is a significant relationship between habits of mind and students' mathematical critical thinking abilities with a correlation value of 0.481946, which is categorized as a medium level correlation. Keywords: Habits of mind, mathematical critical thinking

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.

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.

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the cross-sectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills.