Analytical Thinking Skills Research Articles

The development of RBL-STEM learning materials to promote the students analytical thinking skills in solving convolutional neural network problems

Analytical thinking is a crucial cognitive skill that involves organizing, connecting, and understanding information to formulate solutions to problems. Analytical thinking skill consist of three indicators, namely the ability to distinguish, organize, and connect. To enhance higher-order thinking skills, we utilize RBL learning integrated with a STEM approach. Developing the learning materials to support the success of learning activity is important to improve student analytical thinking skill. The learning materials that have been developed reach the criteria of valid, practical, and effective. The validity of material component reach 3.79 or 94.75%. The post-test results show that 31 students (82%) have scores above the minimum completeness. The observation result of material learning implementation achieved an average score of 3.95, equivalent to a 98.75% percentage. Student response data reaches the average positive percentage 90.64%. Based on data analysis, it can be conclude that the RBL-STEM learning materials is ready for use.

Formation of digital competences of older teenagers in the process of sports and recreational activities

The educational process, among other important tasks, should be directed to the formation of digital competences of children and school youth, including in the process of sports and health activities, since information technologies open up wide opportunities for the introduction of new modern forms and methods in working with children and school youth.
 The formation of digital competences of older teenagers in the process of sports and health activities is an integral part of the process of forming a mature personality, prepared for life, ready for self-analysis and self-realization, able to resist the unwanted effects of information flow and manipulation.
 A methodological toolkit aimed at forming the digital competences of older teenagers in the process of sports and recreational activities can be: cloud services in education, Web 2.0 services, creation of presentations; conducting video lessons, online training; development of online travel; involvement of older teenagers in research and information projects aimed at popularizing a healthy lifestyle, expanding knowledge about physical culture and sports, hygiene, etc.; use of interactive tasks; conducting fitness battles and other activities.
 The advantages of forming digital competences in the process of sports and health activities for older teenagers are: formation of critical and analytical thinking skills; popularization of a healthy lifestyle through the use of digital technologies; development of information literacy and data processing skills; development of search activity; development of cooperation and interaction skills; the opportunity to be involved in sports and health activities (increase one's own physical health indicators) in the online mode.

The role of mathematical knowledge in the development of critical and analytical thinking in students of technical university

Relevance. The labour market requires specialists with critical and analytical thinking skills. It is the study of mathematics that lays the foundations for the development of logical thinking, attention, and accuracy, starting from the school mathematics course. Purpose. The purpose of the study is the theoretical substantiation of the significance of the level of mathematical knowledge of students in the development of critical and analytical thinking skills. Methodology. Research methods: theoretical analysis and generalisation of pedagogical experience; conversations; questionnaires; analysis of special and popular scientific literature; use of mathematical statistics methods in processing the results of experimental research. Results. Students in each of the presented specialities were assigned to control and experimental groups. The selected pedagogical conditions were introduced into the educational process of the experimental group, and the students of the control group were taught according to the standard teaching technology. As a result of the experimental verification of the effectiveness of the development of interest in the study of mathematics, positive results were obtained � the level of mathematical knowledge of the students of the experimental group was 9% higher than that of students using conventional technology. Evaluation of the level of critical and analytical thinking was carried out according to the developed criteria in three stages: the first � before studying mathematics in the 1st year, the second � after completing the mathematics course, and the third � before defending diploma projects. Results: at the first stage, there was no difference between the results of the control and experimental groups, at the second stage the difference was 5%, and at the third stage � 7.1%. Conclusions. Thus, the students of the experimental groups were able to demonstrate a higher level of critical and analytical thinking. Bachelors with a higher level of critical and analytical thinking will be more in demand in the modern labour market. Keywords: development of interest in mathematics; teaching mathematics; development of critical and analytical thinking; educational process of the university

Peran Keikutsertaan Mahasiswa FISIP Universitas Teknologi Sumbawa dalam Organisasi terhadap Pola Pikir Kritis

This research discusses the influence of the participation of students from the Faculty of Social and Political Sciences, Sumbawa Technology University in organizations on critical thinking patterns. The problem formulation that will be discussed in this research is the role of participation in organizations in changing the critical thinking patterns of students at the Faculty of Social and Political Sciences. This research aims to determine the role of participation in organizations on changes in the critical thinking patterns of students at the Faculty of Social and Political Sciences. This research uses a descriptive qualitative research method, namely describing the data as it is and explaining the data or events with qualitative explanatory statements to obtain in-depth information, as well as data that contains significant meaning and can influence the research object. This research produced several results. Students get the opportunity to develop thinking patterns, analytical thinking skills, as well as communication and negotiation skills. The participation of students from the Faculty of Social and Political Sciences in student organizations that encourage debate and discussion activities provides important benefits. These discussions and debates train students in critical thinking, develop communication skills, and convey opinions clearly and persuasively.

Water Inquiry in Geography Education: A Comparative Analysis of Analytical Thinking Enhancement in Hydrosphere Dynamics among Indonesian High School Students

Analytical thinking skills, characterised by complex reasoning and the creation of meaningful learning processes, are crucial for students to master in the evolving educational landscape. Despite the widespread application of inquiry-based learning methods, there needs to be more research exploring the specific effectiveness of the Water Inquiry Learning Model within the context of geography education, particularly in the domain of hydrosphere dynamics. This study aimed to ascertain the influence of the Water Inquiry Learning Model on the analytical thinking abilities of 10th-grade students at SMA Negeri 2 Batu, Malang, Indonesia. Utilising a proper experimental design with a pretest-posttest control group setup, two classes were observed: X-7 (experimental) and X-8 (control). Findings revealed a superior gain score of 72% for class X-7 compared to 45% for class X-8, signifying a significant enhancement in the experimental group's analytical thinking capabilities. These results underscore the powerful impact of the Water Inquiry Learning Model on students' analytical thinking skills. Nonetheless, a deeper understanding and adaptation of the model by students are imperative. Future implementations should provide detailed instructions regarding using biomonitoring cards, a component that may further amplify learning outcomes.

Measuring the Effectiveness of Guided Inquiry-Based Modules for Training Analytical Thinking Skills in Teaching Materials on the Structure and Function of Plant Tissues for Class VIII SMP Negeri 22 Surakarta

Research and development objectives: measure the effectiveness of analytical thinking skills through guided inquiry-based modules. Data analysis used during research and development is descriptive analysis, percentage techniques and anacova tests. Research and development of teaching modules uses the Borg Gall procedural model which has been modified into nine stages: 1) research and information gathering stage, 2) planning stage, 3) initial product design development stage, 4) initial field trial stage, 5) initial first stage product revision, 6) limited field test stage, 7) second stage product revision stage, 8) operational field test stage, 9) final product revision stage. The results of research and development show: the guided inquiry-based module is effective in training analytical thinking skills, because based on the results of the Anakova test, it shows that there are differences in post-test results between the experimental, control and model classes. teaching material on the structure and function of plant tissues with F Table (0.05) = 2.37 F Calculate (0.05: 2) = 6.35.

Digitalization of Education: Possibilities of VR-Based Educational Resources and Their Impact on the Development of Analytical Thinking of Students

This research aims to assess how virtual reality technology influences the analytical thinking skills of students. The study sample consists of 436 third-year students from the Philological Faculty enrolled in the full-time program. The sample was divided into two groups. Group 1 (228 participants) consisted of students who studied “Philosophy of Social Sciences and Humanities” using traditional teaching methods, without the use of virtual reality. Group 2 (208 students) utilized virtual reality in their learning process. Research methods included an online survey of students and content analysis of the collected data. The study found that students in the group utilizing virtual reality reported a statistically significant change in the level of analytical thinking: it increased by 5%. There was also a 7.81% increase in the average score of this group. The results of this study demonstrate the positive impact of educational digitalization.

The Role of Ethics and Civilization Course in Nurturing a Madani Generation

The development of a Madani generation involves more than just material advancement; it necessitates meticulous thought and the cultivation of ethical values. The 10th Prime Minister of Malaysia, Datuk Seri Anwar Ibrahim, conceived the slogan “Malaysia MADANI,” paving the way for Malaysia and its diverse population of races, religions, and cultures to progress. Therefore, this study aims to examine the role of ethics and civilization appreciation courses in fostering a Madani generation. The six main pillars contained in the idea of a civilized Malaysia, including sustainability, well-being, creativity, respect, confidence, and courtesy, were also debated to foster a generation that is advanced in terms of thought, spirituality, and materiality. The entire study employs qualitative methods to analyze primary and secondary sources. A document analysis study was also carried out to ensure the validity of each piece of information presented and evaluate the available facts. The study’s results revealed that the ethics and civilization appreciation course significantly contributed to the understanding of the six core pillars that shape a Malaysian generation MADANI, thereby enhancing critical and analytical thinking skills to navigate a more challenging life. The study’s implications demonstrate that ethics and civilization appreciation courses significantly contribute to the development of the most Madani generation, thereby contributing to the progress of the nation.

STEAM-Inquiry Learning Module Assisted by Liveworksheet for Multiplication Material in Elementary School

Mathematics often poses a daunting challenge for elementary school students, affecting their academic performance. Addressing this issue requires creating more engaging and innovative learning approaches. This research and development endeavour aim to assess the validity and practicality of a STEAM-based inquiry learning module assisted by a liveworksheet for multiplication material in third-grade elementary school. The study employed the Research and Development (R&D) method using the ADDIE model. The research involved 11 third-grade students at Tulip Putih Elementary School, and both quantitative descriptive analysis and qualitative description techniques were applied for data analysis. The validation results affirmed the suitability of the developed module, categorizing it as excellent. Trial results further demonstrated the practicality of the developed tool. Based on data analysis, it can be concluded that the STEAM-Inquiry Learning module assisted by a liveworksheet, developed for third-grade elementary school students studying multiplication, is suitable for implementation. The incorporation of technology within teaching modules enables educators to create interactive learning experiences. This can enhance the understanding of the material and subsequently influence the improvement of learning outcomes. The deployment of this instructional module stimulates students to be more engaged and active in class, nurturing critical, creative, confident, and analytical thinking skills

Transformation Of Learner Learning: Improving Reasoning Skills Through Artificial Intelligence (AI)

The research aims to explore the potential of artificial intelligence (AI) in the context of Learning as a solution to the challenges in developing thinking skills. Through the use of AI technology, the study focuses on finding out the relationship between AI and students' ability to argue. The approach used in this research is quantitative with correlational methods. Research results show that AI in learning can be a significant catalyst for the development of critical and analytical thinking skills. Students engaged in learning environments using AI showed an improvement in problem-solving, information-analysis, and critical thinking skills so that their ability to argue improved. In addition, learning efficiency, and motivates the learners to reach their maximum potential. This research contributes to an understanding of how AI in education can have a positive impact on the development of argumentation skills. The practical implications of these findings can open the door to the development of more effective and personalized learning strategies in the future, creating a responsive and adaptive educational environment.

THE EFFECT OF IMPLEMENTING CASE STUDY APPROACH ON STUDENTS LEARNING OUTCOMES IN TEACHING KAZAKH LEGAL DISCOURSE

This study explores case study not as research method, but as a teaching method in teaching legal discourse pre-service law students. The purpose of this study was to explore the role of case study method in teaching Kazakh legal discourse and its effect on learning outcomes in the Kazakh language acquisition of law students. Thirty-five pre-service law students enrolled at the Department of History and Law at Sh.Ualikhanov Kokshetau University participated in this study. The present study was done during the academic year 2021/2022 at the Department of Philology and Pedagogy, Kokshetau University (KU) at Professional Kazakh language course (PKL). The present study applied mixed methods to identify the effect of case study approach on pre-service law students' performance and learning outcome. The data collection was done through questionnaires and interviews. The data were analysed descriptively using frequency and percentage gained from the questionnaire and interpretation of interview results. The research results have shown that the use of the case study method has a positive effect on students’ learning outcomes and developing language and soft skills. Many students noted the significance of case study approach as it combines theory and practice to facilitate students’ skills of working with diverse sources of information. Analysis of the participant's responses illustrates that among language skills best of all students managed to enhance their speaking skills and listening skills. Furthermore, besides language skills, PKL course learners indicated that the case study approach had a great impact on developing their soft skills such as problem-solving and decision-making skills, critical and analytical thinking skills, negotiation, and presentation skills, teambuilding skills, interpersonal skills, anticipating skills in problem identification and solving.

The Integration of Industry Case-Based-Environmental Sustainability with Heutagogy Approach in Evaluating the Thinking Skills Among Technical Students

This study evaluated the efficacy of an innovative teaching method framework, which incorporated heutagogical techniques and industrial case-based learning, in boosting the critical thinking abilities of vocational students. Using a pre-and post-test experimental design, 120 students from three Malaysian vocational colleges were randomly assigned to experimental and control groups. The experimental group participated in a three-day environmental sustainability and heutagogy-based educational camp. Pre- and post-test performance was graded using a validated rubric that evaluated analytical, creative, and practical thinking skills. Controlling for pre-test performance, Multivariate Analysis of Covariance (MANCOVA) demonstrated a substantial influence of the heutagogical method on the post-test scores of the students. These findings demonstrate the potential for creative, hands-on teaching techniques, such as heutagogy coupled with industry case-based learning, to improve students' critical thinking abilities. For even more outstanding results, future studies should examine complex, personalised teaching tactics that consider pupils' various learning styles. This study highlights the significance of industryrelevant and learner-centred teaching approaches, especially in Technical and Vocational Education and Training (TVET).

Predictors of Students’ Performance in Accounting 1 at Romblon State University

In Romblon State University (RSU), the surge of enrolment but low cohort survival rate in the BS Accountancy program calls for an urgent review of its admission policies. This study analyzed whether gender, school type, academic track, senior high school report card grade, Overall College Admission Test (CAT) Score, and its subject components (Science, English, Mathematics and Filipino), and abstract reasoning can significantly predict students’ performance in Accounting 1. Correlation between accounting grade in senior high school and final grade in Accounting 1 in college was also determined. Multiple linear regression was employed in analyzing registration data and test results from 79 students with complete information out of 139 target respondents. Results showed that English CAT Score (β = 0.34 , p = 0.001), academic track (β = 0.32 , p = 0.001) and Abstract Reasoning Test Score (β = 0.31 , p = 0.002) can predict the performance of students in Accounting 1 but there was no significant relationship between accounting grade in senior high school and final grade in Accounting 1 in college (r = 0.21, n = 55, p = 0.12). The significant predictors are reflective of the important intellectual skills and competencies the accounting profession requires such as analytical, problem-solving and strategic critical thinking skills. The University may consider these factors in updating their admission policy to the program.

Enhancing Analytical Thinking Skills and Scientific Attitudes of Prospective Science Teacher Students through Pre-Practicum Virtual Simulation

Analytical thinking skills are important for science pre-service teachers to achieve the professional competence of science educators. The aim of national education mandates the formation of a complete human being through the development of character and attitudes in the learning process, including a scientific attitude. Data shows that students' analytical thinking skills are still below standard and scientific attitudes have not been sufficiently trained in learning. The purpose of this research is to describe the analytical thinking skills and scientific attitude of prospective science teacher students through pre-practicum virtual simulation. The research design was a post-test-only control group design with a sample of 55 prospective science teacher students. The data was taken using an analytical thinking ability test and a scientific attitude questionnaire. The instruments used are worksheets and web-based simulations. The experimental class conducted a pre-practicum virtual simulation before the field practicum. The results of the Wilcoxon test were <0,05 showing differences in students’ analytical thinking skills through practicum and pre-practicum virtual simulation learning. The highest score of the analytical thinking skills indicator is ‘organizing’ namely 71,0 in the experimental class. Scientific attitude with the highest indicator is curiosity in the experiment and control class with percentages of 97% and 88% respectively. Overall, both analytical thinking skills and scientific attitude are enhanced through virtual simulation pre-practicum.

The Analytical Thinking Ability of Prospective Science Teachers: An Overview of Study Programs and Gender

The study aimed to describe the analytical thinking skills of science teacher candidates based on the study program and gender. This research is a descriptive quantitative study with a sample of 80 students, 20 boys and 60 girls from the Biology Education Study Program (38 students), Physics Education (13 students), and Chemistry Education (29 students). The instrument used is descriptive subjective test questions adapted to three indicators of analytical thinking skills, namely differentiating, organizing, and attributing. Analyzed descriptively and statistically. The instrument used has been declared valid with Cronbach's Alpha reliability of 0.77. The results of the study show that overall, students' analytical thinking skills are quite analytical. However, there are differences in the ability to think analytically based on the study program. In addition, there is also a difference in the ability to think analytically between female and male students, although the difference is not too significant, namely only 4.63%. Based on these findings, it is necessary to make efforts to improve the analytical thinking skills of prospective science teacher students through the development of learning programs that focus more on developing analytical thinking skills.

Higher Order Thinking Skill (Hots) Ability Instrument for Theme 2 (Unity in Diversity) in Class VI Elementary School

The lack of focus on HOTS assessment in the education system can lead to a lack of encouragement for students to develop critical, analytical and creative thinking skills. This research aims to develop a HOTS instrument for HOTS abilities for sixth grade elementary school students with theme 2 (Unity in Difference). The development of instruments in this research was guided by the Borg and Gall model. The HOTS instrument developed is a test in essay form. Meanwhile, the object in this research is the quality of the question items. The data collected in this research is data regarding the HOTS ability instrument. The method used to collect data in this research is the test method. Data were analyzed using content validity analysis tests, item validity tests, reliability tests, discrimination tests, and difficulty level tests. The content validity test results tested by five HOTS Instrument experts were declared relevant, the average content validity test results were declared valid, the average instrument validity test results were declared valid, the average instrument reliability test results were at very high criteria, the average results of the power test results which are in the good different power criteria, the average results of the difficulty level scores of the questions which are in the medium level category of difficulty. It was concluded that the HOTS ability instrument for sixth grade elementary school students with theme 2 (Unity in Difference) is suitable for measuring students' HOTS abilities in solving problems and training students to think creatively.

Kiwari: Inquiry Smart Module (Investigation Fiction Case-Based) as an Approach to Integrative Science for Student's Analytical Thinking Competencies in Senior High School

The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).

Teaching Mathematics with Visuals Gohar Marikyan

This article is about research done on the ways of using visuals in teaching introductory mathematics. Research showed that the use of visuals improves the learning of mathematics. However, more research is needed to explore which math concepts need to be addressed, how to choose visuals for that purpose, and how to incorporate them in teaching mathematics. The analysis shows that the effective use of correctly chosen visuals in teaching introductory mathematics positively impacts students’ attitudes toward mathematics, and enhances their learning, engagement, and motivation. Keywords: analytical thinking skills, instructional strategies with visuals, introductory mathematics, student engagement, and motivation

The Dispute Between Thinking Styles and Thinking Skills Among Technical Students

Thinking style is one thing that can help students in solving problems by knowing the students' own style. The style of thinking is not an ability but more towards how to use the existing abilities of each individual. Similarly, thinking skills can help students to solve problems and can make students smart in thinking about things. Thinking skills can be formulated as the process of using the mind to find a solution or understanding of something. Thinking skills also allow students to integrate each newly experienced experience into each individual’s mind box. The aim of this study was to identify the thinking style patterns and the level of thinking skills between the demographic factors among technical students. The design of this study was descriptive and inferential with a quantitative approach. A total of 273 technical students from the Faculty of Technical and Vocational Education (FPTV) at Universiti Tun Hussein Onn Malaysia (UTHM) were randomly selected as a sample covering the fields of Building Construction (BBB), Catering (BBC), Welding and Metal Fabrication (BBD), Electrical and Electronics (BBE), Creative Multimedia (BBF) and Refrigeration and Air Conditioning (BBG). A set of modified questionnaires from past studies were used as research instruments. Majority of technical students have a balanced thinking style and follow a critical and creative thinking style. The majority of all technical students at FPTV has a level of mastery of all three thinking skills analytical, practical and creative. Among the three types of skills, the majority of technical students have a level of mastery of high practical thinking skills, followed by creative thinking skills and analytical thinking skills. It is hoped that this study can provide guidance to students, lecturers and institutions to improve the Way of teaching and learning in accordance with the thinking style and thinking skills of students.

The Problem-based Learning Model: PBL Model via Cloud Technology to Promote Programming Skills

The problem-based learning model via cloud technology (PBL model via cloud technology) is a research tool fabricated with the concepts of problem-based learning management, in which students are stimulated and enabled to foresee the problems that will arise. Also, in this learning style, teachers will define the problem situations and encourage students to develop their systematic analytical thinking skill by taking action through the cloud technology. Thus, it is believed that this learning model can be used as a guideline for the instruction management that can promote students to have thinking process and problem-solving process while developing their programming skills. The objectives of this research are (1) to synthesize the conceptual framework of the PBL model via cloud technology, (2) to develop the PBL model via cloud technology, and (3) to study the results of the PBL model via cloud technology. The results of this research show that (1) the overall elements suitability of the PBL model via cloud technology is at the highest level (Mean = 4.77, SD. = 0.44), and (2) the overall suitability of the PBL model via cloud technology is at the highest level (Mean = 4.74, SD. = 0.39). Referring to the research results above, it can be summarized that the PBL model via cloud technology can be employed as a guideline to further develop the PBL systems via cloud technology in order to promote the programming skills among vocational students in Thailand.