Basic Clarifications Research Articles

ASPEK BERPIKIR KRITIS DALAM BUKU TEKS BAHASA INDONESIA KELAS VII PENERAPAN KURIKULUM MERDEKA

This study aims to describe the aspects of critical thinking contained in Indonesian language textbooks for Grade VII. This type of research is qualitative research. The focus of this research is the aspects of critical thinking, namely basic clarification, providing reasons for a decision, inferring, further clarification, conjecture and integration. The data source in this study is the Indonesian language textbook for class VII, first printing 2021 with a thickness of 220 pages. Data collection techniques are reading, quoting and documentation techniques. Data analysis techniques were carried out by data reduction, data presentation, and conclusion drawing/verification. The results showed that the grade VII Indonesian textbooks included aspects of basic clarification, giving reasons for a decision, concluding, further clarification, conjecture and integration.

The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools

Purpose of the study: This study aims to analyze the effect of the Problem-Based Learning (PBL) model integrated with ethnomathematics on students' critical thinking skills, considering the mediating role of curiosity. Methodology: This study uses a quantitative approach using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to evaluate the relationship between variables. Indicators for the PBL model include understanding of ethnomathematics concepts, cultural relevance, student engagement, and effectiveness in learning. Critical thinking skills are assessed through basic clarification, inference, and strategy, while curiosity is measured by attention, questioning, and comparison. Main Findings: The results showed that the ethnomathematics-based PBL model significantly improved students' critical thinking skills, with a direct effect of 0.68 and a total effect of 0.92 when mediated by curiosity (indirect effect 0.24). This model explains 62% of the variance in critical thinking skills and 29% in curiosity. This study introduces a novel integration of cultural context into a PBL framework, showing that embedding local traditions enhances cognitive engagement and critical thinking in a meaningful way. Novelty/Originality of this study: The findings suggest that incorporating ethnomathematics into PBL not only enhances cognitive skills but also fosters curiosity, offering an effective and culturally responsive teaching strategy.

Fostering Critical Thinking Skills and Scientific Epistemological Beliefs through Flipbook-Assisted POE2WE

This research aims to improve critical thinking skills and Scientific Epistemological Beliefs (SEB) through Flipbook-Assisted Predict Observe Explain Elaboration Write Evaluation (POE2WE) learning model. Critical thinking and good SEB are educational mandates in the curriculum and 21st-century skills. This research was conducted in two classes, namely classes 7A and 7B at the SIKL. This research was a quantitative experiment using posttest-only nonequivalent group. The instruments used to collect data are critical thinking tests and SEB questionnaires. The results of the critical thinking test were analyzed using the Independent Sample T-test. The t-test results obtained were 0.89, greater than 0.05. The highest indicator of critical thinking ability is Basic Clarification with an average score of 91,37. Meanwhile, students SEB were reviewed from the results of filling out the questionnaire, the highest indicator obtained was source with a response of 56.9%. Thus, using the Flipbook-Assisted POE2WE model can significantly improve students' critical thinking skills and SEB.Keywords: critical thinking skills, science epistemological beliefs (SEB), predict observe explain elaboration write evaluation (POE2WE), flipbook, 21st-century skills

Students' Critical Thinking in Solving Numeracy Problems: A Case Study of Students with High Self-Efficacy

Critical thinking is a 21st century skill that allows students to think reflectively and reason in making decisions. Students' critical thinking influences success in solving numeracy problems. This study aims to explain the ability to think critically in solving numeracy problems with high self-efficacy. The study employed a qualitative approach and phenomenological method. Data collection involved the use of the Group Embedded Figures Test (GEFT), self-efficacy questionnaires, and numeracy assessments in mathematics, specifically on topics related to cubes and rectangular prisms. Data analysis comprised data condensation, data presentation, and conclusion drawing. Based on GEFT and self-efficacy questionnaire results, one class V-B student with a field-dependent cognitive style and high self-efficacy was selected for further critical thinking skills assessment. Based on the results the student with a field-dependent cognitive style and high self-efficacy demonstrated notable strengths. In the process of basic clarification, the student met the indicators for analyzing arguments and formulating statements, effectively presenting their arguments. When providing reasons for decisions, the student showed the ability to consider the credibility of sources by selecting appropriate problem-solving strategies. However, she occasionally made calculation errors due to inaccuracy. In the process of concluding, the student met the indicators for making and evaluating decisions, successfully composing conclusion sentences that aligned with the problems and final answers. Students with field dependent cognitive style and high self efficacy are able to fulfill all indicators of critical thinking by using their ability to solve critical thinking problems. He excelled in verbal ability at the time of the interview by explaining the argument of the problem and the answer, but his weakness is less thorough in working so that the results obtained are less precise.

Development of Critical Thinking Skills Instruments : Cases for Essay Tests

This research aims to develop a rubric used to assess students’ critical thinking. This rubric refers to aspects of Ennis' critical thinking. The research method begins with determining the scope of the rubric so that an initial version of the rubric can be prepared. An initial version of the rubric received peer review. Next, the rubric was tested to assess critical thinking tests with essay-type questions. Data analysis was carried out using Cohen's kappa, while aspects of the critical thinking rubric were analyzed descriptively. The research results show that each aspect of critical thinking has been equipped with descriptors that can be used by raters. The level of reliability based on the kappa value of agreement is quite good, which means that different raters can use the rubric consistently. The value of agreement in the basic clarification aspect is 0.33 (fair), bases for a decision (0.571 in the moderate category), inference (0.455, moderate category), advanced clarification (0.250, fair category, supposition and integration (0.250, fair category), and strategies and tactics (0.182, poor category). Then, it can be concluded that the critical thinking rubric developed can be used to assess critical thinking abilities. As a recommendation, of course, this rubric cannot fulfill all types of critical thinking questions tested. It is also necessary to develop rubrics for question types other than essays to accommodate the wider need for critical thinking rubrics.

Instagram-Based Element Chemistry Poker Card Game in Improving Students' Critical Thinking

Learning media in chemistry subjects is needed so that students can better understand chemical materials that are very complex. Instagram-based Poker Chemistry Card game media as an alternative media in learning elemental chemistry. Critical thinking is a whole series of cognitive activities that are used by individuals in dealing with problems. This study aims to analyze the effect of applying the Instagram-based poker Chemistry Elements card game to increasing students' critical thinking. This media development research uses a quasi-experimental research method with a non-equivalent Pretest-Posttest Control Group Design type. This research was tested in class XI SMA using two classes with a total of 70 students. The test instrument was developed based on critical thinking indicators with a total of 10 questions. Critical thinking indicators used are basic clarification, basic support, inference, further clarification, strategy and tactics. The test data results were analyzed using a single ANCOVA with pretest as a covariate. The test results show that Ho is rejected which means there is a significant difference and influence in the application of Instagram-based chemical element poker cards on students' critical thinking abilities in elemental chemistry material. The results of this research confirm that Instagram-based elemental chemistry poker card media can improve students' critical thinking skills in elemental chemistry material.

Analysis of Critical Thinking Skills of Elementary School Students Through Integrated Problem-Based Learning Model with Mind Mapping

Background of the rearch is the low critical thinking skills of students. In addition, there is no data related to the distribution of indicators of students' thinking skills, especially in science learning. The research objective was to analyze the critical thinking skills of elementary school students through an integrated problem-based learning model with mind mapping. This type of research is experimental research with a quantitative approach. The research design used was a pre-experimental design of the One-Group Pretest-Posttest Design. The population in this study was class V SDI BTN IKIP I Makassar City. In this study using a purposive sampling technique this study used a purposive sampling technique. Data collection in this study was a descriptive test consisting of 7 questions according to indicators of critical thinking ability. The results of this study are that the basic clarification indicator gets the highest score on the pretest and posttest, with an average score of 60 and 82. Meanwhile, the strategy and tactics indicator receives the lowest score, averaging 52 on the pretest and 75 on the posttest. So it means that the distribution of critical thinking skills indicator scores shows that the basic clarification indicator gets the highest score, and the strategy and tactics indicators get the lowest score.

Critical thinking in national primary science curricula

This research aims to identify elements of critical thinking that exist in primary science national curricula of several countries. Critical thinking is justified to be important in science teaching. It is considered a complex concept, which encompasses several skills. Science teaching is expected to promote the development and use of those competencies on behalf of the learners. The research around which of these elements are promoted in national curricula is still limited. Some models approach critical thinking as a concept comprised of five different groups of skills, which are basic clarification, decision, inference, advanced clarification and auxiliary skills. The model of Ennis was selected as appropriate for this study, which study examined the curricula of seventeen different countries. Through a content analysis approach, it investigated which of these groups and skills they mention. The data reveal that the majority of curricula refer to most of these skills.

The Potential for the Development of Critical Thinking Tests : An Overview of Educators' Perceptions

This study aimed to investigate teachers' perceptions about the need to develop critical thinking tests. The research method used quantitative descriptive. Research involved 20 biology teachers who taught at the senior high school in Riau. The data collection instrument was a questionnaire accompanied by a discussion with the teacher. The questionnaire contained questions regarding the teacher's knowledge of critical thinking, the availability of critical thinking instruments, and their implementation in learning. Data analysis was carried out in a quantitative descriptive. The results of the study show that the teachers’ knowledge of critical thinking is developing. The teacher also explained that it is crucial for students to have critical thinking skills so that measurements need to be taken. The availability of instruments to measure critical thinking when viewed from the percentage of teachers who provide them is 70%. In its implementation, the teacher makes critical thinking questions sourced from the question bank, articles, and books. The questions prepared by the teacher are also able to measure critical thinking even though they do not yet cover all aspects of critical thinking. Based on the research results, it can be recommended that the development of critical thinking tests can be carried out by the aspects of critical thinking (basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics) and in line with the material being studied at school.

How are Critical Thinking Skills and Integration of IPS Problems in Elementary Schools?

Critical thinking is one of the thinking skills students in 21st-century learning must possess. The reality on the ground shows that the ability to think critically is still relatively low. This study aims to identify social studies learning problems in elementary schools. This research belongs to the pre-experimental research design with a one-shot case study design. The subjects in this study were 5th-grade elementary school students. Data collection in the study was carried out by the test method, with the research instrument being a critical thinking ability test. The data obtained in the study were then analyzed using quantitative descriptive analysis methods. The research analysis results show that the level of student activity, student memory, the application of social studies in everyday life, the ability to identify phenomena, and the complete learning outcomes still need to be improved. Furthermore, students critical thinking skills from basic clarification indicators, assessing basic information support, drawing conclusions, advanced clarification, and applying problem-solving models are also still at a low level, with an average of 44.9%. This preliminary research will be continued into further research to determine the effect of problem-based learning models on students' critical thinking skills.

Analysis of Students' Mathematical Critical Thinking Ability on Polyhedron in Term of Learning Styles

This research aims to describe the critical thinking ability of mathematics students of class VIII of Junior High School N 2 Magelang. The subjects in the study were students of grades VIII-A and VIII-D. The research was carried out in the even semester of the 2021/2022 school year. The data collected is in the form of learning style questionnaire results, mathematical critical thinking ability tests, and interviews in an unscathodox manner. Learning style questionnaires are used to determine students' learning styles, tests to measure mathematical critical thinking ability consist of four questions about the description of polyhedron materials. The results of the questionnaire and test were then analyzed according to the indicators of mathematical critical thinking ability used in this study, namely providing basic clarification, bases for a decision, inference, advanced clarification, supposition and integration. The results of data analysis show that students' critical thinking ability in visual, auditorial, and kinesthetic learning styles is classified as moderate. The results of this study can provide information to teachers about students' critical thinking ability so that teachers are expected to be able to design learning activities that can improve students' critical thinking skills to be good.

The PBL vs. Digital Mind Maps Integrated PBL: Choosing Between the two with a view to Enhance Learners’ Critical Thinking

Critical thinking plays a crucial role in the learning process. Critical thinking should become the focus of learning since it encourages the development of knowledge and includes the act of contemplating subjects, content, and problems. The current study aimed to investigate the effectiveness of Problem-Based Learning (PBL) and Digital Mind Maps-Integrated PBL (DMM-Integrated PBL) in improving students’ critical thinking. This quasi-experiment study employed a pretest-posttest control group design, involving 103 university students from the Biology Department of University in Riau, Indonesia, as the sample. The details of each group consist of 31 students in conventional, PBL (37 students), and DMM-Integrated PBL (35 students) classes. The research data was collected using an essay test. The data obtained were analyzed using ANCOVA at a significance level of 5% and an LSD test. Essay test developed based on critical thinking indicators: basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics. All the instruments had been validated. The ANCOVA analysis results proved that PBL and DMM-Integrated PBL affected the students' critical thinking. However, the LSD test showed no significant difference between PBL and DMM-Integrated PBL in promoting students' critical thinking. Finally, to promote students’ critical thinking, educators are recommended to use PBL or DMM-Integrated PBL in the classroom.

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of α = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students’ critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.

Misuse Of Public Interest Litigation: A Critical Study As How It Is A Major Threat To Judiciary

Regardless of how much advancement PILs have brought to the Indian Judicial framework, we can't unseen the other side of the coin at any expense as PILs are being mishandled a great deal these days alongside its broad and manhandled use. They have brought different traps and downsides as well. Thusly, to keep away from such instances of maltreatment of the PILs, the high court itself set out a definite rule that will be utilized to administer the administration and removal of the PILs. Numerous PIL activists in India have been utilizing the PILs as a helpful apparatus for pestering the legal framework. Since recording PILs is a modest cycle, numerous unimportant cases are being documented with no speculation of heavy court charges which one would typically pay for common prosecution cases. Subsequently, by recording such cases, bargains are haggled to get cash for the said bothered party to get the PILs. The basic clarification for such cases is that any weapon that can be utilized to safeguard oneself can likewise be utilized to assault somebody. Utilizing a similar rationale, one can bring down the Locus Standi prerequisites which license the inspired gatherings to record PILs which could address a public interest matter.

Question Analysis in 11th Grade Chemistry Book in Term of Critical Thinking Indicators

<p>This study aims to determine the indicators of critical thinking skills that developed in the questions that contained in the XI grade high school chemistry textbook and to determine the critical thinking level of the questions developed in the XI high school chemistry textbook. This study is a qualitative research using descriptive documentation analysis method or content analysis. The document that analyzed are questions in the chemistry textbook used by eleventh grade students at four Senior High Schools in Surakarta. The sampling technique that used is multistage sampling and data validation using observer triangulation. The results showed that the critical thinking indicators that appeared on the questions from the textbooks analyzed included basic clarification, appearing at 100%; bases for a decision appearing at 0%; inference appearing at 88.9%; Advanced clarification appearing at 38.9%; supposition and integration appearing at 31.5%; auxiliary ability appearing at 40.7%. Meanwhile, based on the Critical Thinking Level (TBK), the questions included in the TBK 0 group are 0%; TBK 1 are 29.6%; TBK 2 are 68.5%; TBK 3 are 1.8%.</p>

Alternative learning model in physics learning: Effect of the conceptual change model with cognitive conflict on critical thinking skill

The purpose of this study was to apply the Conceptual Change Model (CCM) containing cognitive conflicts and to find out the difference in their effects on students' critical thinking skills. This type of research is a quasi-experimental study with an Only-Posttest design. The sample in this study was 91 students at senior high school in Lombok, Indonesia. The sampling technique used in this research is simple random sampling. Students are divided into three sample groups: experiment class, control 1 class, and control 2. Critical thinking skills are measured based on five aspects: basic clarification, basic decisions, inference, evaluation, and further explanation. The test used to measure critical thinking skills is a description test. The material chosen is motion along a straight line. This research was tested by ANOVA 1 way. The test results show differences in the critical thinking skills of the three sample groups in the motion and straight line material. This shows that CCM containing cognitive conflict can be used as alternative learning to improve critical thinking skills. Subsequent research is carried out for different materials and different areas, but it should be noted that this learning is suitable for materials that experience many misconceptions.

Improving of students’ critical thinking ability through learning based on CCM-CCA assisted virtual experiments on optical materials

This study aims to improve students’ critical thinking skills of optical material through the application of CCM-CCA assisted by virtual experiments. The study was conducted using a mixed-method that is using the exploratory design. The subjects of this study were 30 students in the physics education study program. Students’ critical thinking skills are obtained through critical thinking tests. The results showed that the CCM-CCA assisted by virtual experiment was feasible to use for an optical material. Students’ critical thinking skills have increased in 5 indicators of critical thinking, namely basic clarification, basic decisions, inference, further explanation, reasoning. Learning instructions based CCM-CCA assisted with virtual experiments on optical materials are valid and can be used in learning. Students’ critical thinking skills have improved after learning with CCM CCA with the help of virtual experiments. The inference indicator experienced the highest increase among other indicators.

Radnopravni položaj digitalnih radnika - iskustva evropskih zemalja

The use of information and communication technologies in the work process introduced significant innovations, as well as the emergence of new occupations and professions. This digitalisation of work affects the increase of efficiency and easier performance of a number of jobs, but also the precarisation of labour and shifting the focus of employers from employment to other, atypical forms of labour relations. At the same time, employed digital workers exercise some of their labour rights in a specific way. In most cases, digital work implies physical separation from the employer, which raises a number of questions: how to organise working hours, how to supervise the work of digital workers, how they can exercise their collective rights, how the employer can arrange a safe working environment outside its premises, and similar. On the other hand, workers who work outside the employment relationship, among which platform self-employed workers and freelancers stand out, are in a significantly more difficult position when it comes to exercising basic labour rights. The emergence of false self-employment, which is expanding along with the growth of the use of ICT in the work process in various occupations, as well as the virtually unresolved status of the" freelancers" working exclusively in short-term employment for multiple employers simultaneously or successively, are some of the most pressing problems in modern labour law. The research is focused on the analysis of all these issues; it does not largely deal with the basic clarification of the concepts and development of certain categories of employment - these issues are treated only superficially - but it rather indicates the upgrade of the initial tendencies of changes in the understanding of labour and employment, with particular emphasis on returning to classical form of labour relation, which has been refined and modernised with new elements resulting from the digitalisation of work.

Optimal design, control and implementation of multi-drones for commercial utility

PurposeThis proposed drone is used for surveillance purpose like medical, agriculture and military in the commercial point of view with less cost and size.Design/methodology/approachDuring emergency calls out the technology enabled modes to have quick and timely response for the mankind. As human society continues to spend months together locked inside their homes, it leads to the entire change in the human lifestyle. This also demands the society and the government to get adopt with the technological concepts such as drones to handle this pandemic scenario in a more scientific and safe mode. The major constraints in the utility segment is the cost and performance factor of the drones. This paper aims to design a drone flight management system, which can be used to operate single or multiple drone systems in a wireless mode. The major focus of this work is to minimize the cost of drone flying systems so that it can be accessible to a more massive crowd. The technological design behind the drone has been discussed in detail with mathematical equations. Also the control aspect has been presented in this work. For comparative analysis three drone have been designed and their performance have been compared.FindingsThe multi drone is designed , modelling is done and implemented in simulation and hardware. Its having less weight and cost compared to existing drone models.Originality/value75% original, 25% of the basic clarifications are taken from existing works.

Analisis Analisis Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Pecahan ditinjau dari Gaya Belajar

In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics.
 Keywords: Critical Thinking, Learning Styles, Fraction Problems