Critical Thinking Skills Research Articles

Linear Regression Algorithm the Effect of Game Time on Students' Reading Interest

Education plays an important role in shaping an individual's character and abilities, with students' interest in reading as the main foundation for intellectual development and critical thinking skills. However, in today's digital age, there has been an alarming decline in students' interest in reading, who are more interested in spending their free time playing games than reading. The development of information technology and digital entertainment such as smartphones, tablets, and computers has changed students' habits in utilizing their free time. Playing games is the main choice, while reading interest is marginalized, which has a negative impact on students' literacy skills. The decline in reading interest has serious implications, especially in Indonesia, where the Human Development Index (HDI) in the field of education is still low compared to neighboring Malaysia. This low interest in reading is influenced by the lack of reading habits from an early age and unequal access to education. Good reading skills not only affect academic achievement but also the development of critical, analytical, and creative thinking skills. This study aims to understand the factors that affect students' interest in reading, especially the influence of game time. The Simple Linear Regression method was used to analyze the relationship between game play time and students' reading interest, which provided valuable insights for educators and parents in designing effective educational strategies. The study focused on SMP Negeri 7 Binjai and used a linear regression method to analyze data on students' reading and gaming habits. The results of the study show that excessive game playing time, an average of 9 to 10 hours per day, has an impact on increasing and decreasing students' interest in reading. This data was analyzed using the RapidMiner application, which showed a correlation between playing games and students' reading interest.

ChatGPT as Teacher Assistant for Physics Teaching

This study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI's adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT's ability to simulate real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

Integrating Local Wisdom with Project-Based Learning to Enhance 21st-Century Skills in the Society 5.0 Era

In the context of Society 5.0, education must equip students with essential 21st-century skills such as problem-solving, collaboration, and creativity. However, traditional teacher-centered methods often fail to develop these competencies effectively. To address this issue, we developed a Project-Based Learning Model integrated with local wisdom (PBLM-e) within the Merdeka Belajar framework. The PBLM-e model enhances critical thinking and problem-solving skills by embedding culturally relevant, real-world problems into the learning process. This study employed a mixed-method approach, combining Research & Development (R&D) and experimental design, with 116 junior high school students in Makassar, Indonesia. Pre- and post-tests assessed students’ problem-solving abilities across four key indicators: understanding the problem, devising a plan, executing the plan, and reflecting on the solution. Results showed significant improvements in all indicators, demonstrating the model’s effectiveness in fostering essential skills. The integration of local wisdom made learning more meaningful, connecting academic content with students’ cultural contexts. The PBLM-e model presents a practical approach to preparing students for the challenges of Society 5.0, and future research should explore its long-term impact and the potential for incorporating advanced technologies.

Student-created videos in online STEM education: a large, interdisciplinary, randomized control study

Student-created videos engage students’ interests, creativity, and content knowledge and enrich collaborative learning in STEM education. These videos enhance critical thinking and analytical skills, which are essential tools in the fields of science, technology, engineering, and mathematics (STEM). This study presents the results of such an assignment across several STEM areas (biology, chemistry, exercise science, information technology, and mathematics) at a minority-serving, liberal arts higher education institution in the southeast region of the United States. Undergraduate students (n = 557) across varied, online course modalities (synchronous and asynchronous) were required to create four problem-solving videos 3–8 min in duration. Assessment tools included a self-assessment of learning gains survey given to control and experimental groups and a post-video creation survey given only to experimental groups. Grade data was also collected from all sections. Comparing the experimental and control groups, students showed a statistically significant gain in their ability to give oral presentations, create videos, and edit videos. Qualitative data from free-response questions corroborate these gains and suggest that students also grew in content knowledge and conceptual understanding through these assignments. Our study implements a multimedia theoretical framework which suggests students learn more effectively from consuming presentations with both auditory and visual components. Our results suggest students see similar gains from producing presentations with both auditory and visual components. Further our results suggest that multimedia production enhances students’ presentation skills. From a practical perspective, this study suggests that faculty should incorporate student-created videos in online classes, which typically require oral presentations in person. Faculty are also advised to require oral and visual components within these videos to maximize learning gains from the perspective of a multimedia theoretical framework.

Exploring the Effects of Using AI Technologies in Higher Education Institutions in UAE

This study aimed to explore the effects of using artificial intelligence (AI) technologies in higher education institutions in UAE on students and faculty members. Through designing a survey on Google Form and adopting a descriptive analytical approach, the intended goals were met. This survey employs the five point Likert scale and includes two main parts. The first part collects data about (gender, name of the university, and academic rank). The second part targets two areas. The first area is the effects of using AI technologies in higher education institutions in UAE on students and the second area is the effects of using AI technologies on faculty members. The researchers shared the survey link on several WhatsApp groups that target faculty members in eight universities in UAE. The survey was filled by 244 faculty members. Thus, the purposive sampling method was used. SPSS program was used for conducting an analysis for the collected data. It was found that using AI technologies in higher education institutions in UAE has positive effects on students and faculty members. In terms of students using AI technologies develops the critical thinking, research, critical thinking and time management skills of students.

PERENCANAAN PEMBELAJARAN PAI BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) DI ERA SOCIETY 5.0: STRATEGI DAN IMPLEMENTASI

The Society 5.0 era, which is characterized by the integration of smart technology in everyday life, demands significant changes in educational practices, including Islamic Religious Education (PAI). To answer this challenge, PAI needs to integrate Higher Order Thinking Skills (HOTS) into its curriculum, with the aim of producing students who not only understand religious teachings but also have critical, creative and solution thinking skills. Strategies such as a contextual learning approach that links Islamic teachings with social issues and the use of digital technology can be used to strengthen the learning process.Research shows that implementing HOTS has a positive impact on students' critical thinking and problem solving abilities. However, challenges remain, including limited teacher knowledge about the HOTS method and inadequate technological facilities. Therefore, continuous teacher training and support from technological facilities are needed to ensure that technology-based learning can run effectively

Gender-based Tracer Study of the Bachelor of Science in Accountancy for AY 2014-2015 to AY 2017-2018

The study conducted a gender-based analysis on the educational background including competencies and the employability of the Bachelor of Science in Accountancy (BSA) graduates from the College of Business, Economics and Accountancy (CBEA) of MMSU for Academic Years 2014-2015 to 2017-2018. The research employed a descriptive-quantitative design, which utilized a survey questionnaire to gather data from 65 randomly selected graduates out of a total population of 169. The data collection was facilitated through Google Forms. Descriptive statistics, specifically frequency distribution, percentages and ranks were used to analyze the data. The findings revealed that more than half of the respondents graduated as cum laude and magna cum laude and that more than half of them passed the Licensure Examination for Certified Public Accountants (LECPA). The primary motivation for pursuing the BSA degree was influenced by parents or relatives, and many graduates pursued further training and advanced studies for professional development. The respondents deemed the competencies acquired during their academic training to be highly relevant, especially in the areas of critical thinking, problem-solving, and communication skills. The study also found out that majority of the BSAcc graduates were employed, predominantly holding permanent positions as accounting staff in the private sector, especially in consulting firms with monthly gross earnings ranging from Php 25,001 to Php 35,000. Notably, many respondents were not in their first jobs, their decision of changing job is influenced by salaries and benefits. The study highlights the necessity of continuous feedback from graduates to improve the BSAcc curriculum, aligning with industry requirements. This feedback is important for developing a more relevant and effective educational program that further enhances the employability and competencies of future graduates, which ensures they meet the evolving demands of the labor market.

Enhancing the Graduate Nursing Student Experience Through Gamification.

Gamification, the use of game-styled learning methods in non-game contexts, encourages student participation, increases learning motivation, and maximizes the amount of information students can retain. An intervention was designed utilizing gamification principles to reinforce material learned during a week-long regional anesthesia intensive. Students participated in team-based competitions consisting of knowledge-based questions, critical thinking, and hands-on ultrasound skills. Anonymous survey results demonstrated a statistically significant increase in post-intervention student knowledge, confidence, and motivation. This project's impact may encourage the integration of gamification in nursing education to increase student motivation and confidence while providing feedback to decrease knowledge gaps.

Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study

Purpose This study aimed to explore the perspectives and experiences of healthcare academics regarding the impact of ChatGPT, an artificial intelligence (AI)-supported language model, on education and research. Sample and methods This qualitative study employed a phenomenological analysis approach. The study sample consisted of nine academics from the Faculty of Health Sciences at a university in Türkiye, selected through purposive sampling method. Data were collected through semi-structured interviews, coded using the MAXQDA software, and analyzed using content analysis. Results The participants highlighted that while ChatGPT offers rapid access to information, it occasionally fails to provide current and accurate data. They also noted that the students’ misuse of ChatGPT for assignments and exams has a negative effect on their critical thinking and information retrieval skills. The academics reported that there is a need for expert oversight and verification of the data generated by ChatGPT. Conclusion While ChatGPT offers significant benefits such as enhanced efficiency in academic research and education, it also presents challenges, including accuracy and ethical concerns. Institutions should integrate ChatGPT with clear guidelines to maximize its benefits while maintaining academic integrity. Future studies should explore the long-term impacts of AI tools, such as ChatGPT, on educational outcomes and their application across various disciplines.

Influence of Teaching Strategies in Developing Critical Thinking Skills: A Review

This study aimed to review existing primary and secondary resources to make all stakeholders aware of the influence of different teaching strategies on fostering critical thinking in students. A specific criterion was set out by the researcher like the scope of the study, language, year of publication, nature of the journal, etc. The researcher searched out articles that duly fulfill the required criteria. After a review of those articles, findings explored multiple teaching strategies that may have a positive influence on students in making them critical thinkers. From this review, the most effective teaching strategies include the use of fairy tales, problem-based approach, collaborative learning, Socratic questioning, inquiry-based learning, and argument mapping, etc. The researcher suggested adopting multiple teaching strategies to enhance critical thinking skills in students.

Integrating Measurement Uncertainty Analysis into Laboratory Education for the Development of Critical Thinking and Practical Skills

Integrating Measurement Uncertainty Analysis into Laboratory Education for the Development of Critical Thinking and Practical Skills

The Effectiveness of Project-Based Learning Assisted by Digital Technology to Improve Problem-Solving and Critical Thinking Skills in SMKN 3 Sampang Students

Lack of students' ability to find idols that reflect national values ​​and weak vision of their future. Technology-based PjBL learning is applied to engage students in active and collaborative learning processes, helping them develop critical thinking and problem-solving skills. This study aims to analyse the effectiveness of project-based learning (PjBL) supported by digital technology in improving students' critical thinking and problem-solving skills at SMKN 3 Sampang. This study is a quantitative study with a positivist approach. A descriptive survey approach examines variables and research units without considering the relationship between variables. The results show that this method is effective in improving these skills and motivating students to be more involved in learning, with environmental support playing an important role in optimizing results. In conclusion, innovation in learning methods that are adjusted to technological developments and the needs of the world of work is needed to ensure that vocational high school graduates have adequate competencies and are relevant to industry demands.

A Didactic Intervention On Written Discourse And Rhetorical Patterns

Reading comprehension skills in EFL is vital for university students. Particularly, being aware of the writer’s intention by means of discourse patters allows students to interact with the written text. Therefore, this research paper examines the implementation of a Discourse Analysis perspective in an Intermediate general EFL lesson aimed to enhance both critical thinking and reading skills by identifying the use of language patterns in written texts. 20 students form an Upper-Intermediate English course that studies a BA in English at a public University situated in the center of the state of Veracruz Mexico were the participants. Qualitative classroom research approach was chosen to implement a didactic intervention aimed at enhancing students communicative and reflective skills on the impact that social media has had on their lives. Results revealed that students were able to identify the meaning, and the relationship discourse markers establish between the written ideas and the meaning the writer wants to transmit. Particularly, students were able to reflect on the implications of social media use on communication, information access, marketing, and self-perception of its users. The didactic implications of the lesson focused on discourse patterns use indicate that such teaching perspective can significantly improve students’ critical thinking and communicative abilities. Therefore, it can be considered this lesson as an innovative proposal for enhancing the development of communicative skills in EFL students.

Meningkatkan Kemampuan Bernalar Kritis Peserta Didik Pada PAK Dengan Model Pembelajaran PBL Berbantu Power Point Kelas 8 SMP N 2 Wonoboyo Satu Atap Temanggung

Education in Indonesia plays a crucial role in forming competent and competitive human resources. However, despite various reforms, the Indonesian education system still faces various challenges. One of them is the gap in the quality of education between regions, which is reflected in the differences in the results of the National Examination and the Human Development Index (HDI) in various provinces. In response to this, the government implemented the Independent Curriculum which aims to increase learning flexibility and develop 21st-century competencies in students. However, its implementation is still constrained, especially in remote areas with minimal access to quality learning resources. SMP N 2 Wonoboyo Satu Atap in Temanggung Regency, Central Java, is an example of a school that faces this challenge. Located on a mountain slope with limited access, this school serves a community that is predominantly a farmer. This condition has an impact on educational priorities that are often neglected due to economic demands. One of the main problems in this school is the low critical thinking skills of students, especially in Catholic religious subjects. The causal factors include limited learning media, monotonous teaching methods, and lack of support for learning at home. To overcome this problem, innovation in learning methods is needed. Problem-Based Learning (PBL) approach supported by power point media can be a solution. This method invites students to actively solve real problems that are relevant to the subject matter. Based on this background, Classroom Action Research entitled "Improving Students' Critical Reasoning Skills in PAK with PBL Learning Model Assisted by Power Point Class 8 SMP N 2 Wonoboyo Satu Atap Temanggung" is expected to improve students' critical reasoning skills.

Analyzing Student’s Mathematical Critical Thinking Ability of Concept Newman’s Error Analysis Review from Habits of Mind

This study aims to analyze and describe the mistakes made by students in completing mathematical critical thinking skills in terms of habits of mind (HOM) with three categories, namely limited, developing, and proficient. The review was also analyzed from the factors that led to the occurrence of errors based on error analysis according to Newman. This research uses qualitative research methods. The data collection techniques used are questionnaires, tests, and interviews. The instruments used are HOM questionnaires and mathematical critical thinking ability tests. The selection of the study subject was carried out purposively with the consideration that the subject had a HOM category. A total of 25 students who filled out the HOM scale and mathematical critical thinking ability test, 3 students were selected to be interviewed based on the HOM category classification. The data analysis techniques used in this study are data reduction, data presentation, and drawing conclusions. Based on the results of the study, students with limited HOM were only able to solve questions up to indicator 1 because they made mistakes in reading and process skills. Students with HOM develop, only able to solve problems up to indicator 2 due to Comprehension and transpormation errors. Students with proficient HOM, are able to solve questions up to indicator 3 because they make mistakes in the skill and encoding process.

Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning

The integration of Artificial Intelligence (AI) into Open Distance eLearning (ODeL) represents a significant evolution in STEM education, offering transformative benefits in teaching, learning and administrative processes. This conceptual paper explores how AI-driven platforms are revolutionising ODeL by providing personalised learning experiences, real-time feedback, adaptive assessments and immersive simulations through technologies like Augmented Reality (AR) and Virtual Reality (VR). These advancements not only enhance student engagement and understanding but also support the development of critical thinking and problem-solving skills. The paper highlights successful case studies from institutions like Carnegie Mellon University and Stanford Online High School, showcasing practical implementations of AI in STEM education. However, the integration of AI also brings forth challenges, particularly concerning data privacy, security and the need for equitable access to technology. As AI continues to advance, it promises to play an important role in lifelong learning, offering modular and just-in-time educational opportunities. The paper concludes with a call for robust ethical frameworks to guide the responsible use of AI in education, ensuring that the benefits are maximized while potential risks are mitigated.

Meningkatan Kemampuan Berpikir Kritis Siswa Kelas X Melalui Model Pembelajaran Problem Based Learning di SMK Pertukangan Santo Yusup

This Classroom Action Research (CAR) aims to improve the critical thinking skills of Grade X students at SMK Pertukangan Santo Yusup by applying the Problem-Based Learning (PBL) model. The background for this research is the previously low critical thinking skills of students, who tended to be passive and less actively involved in the learning process. The method used is Classroom Action Research (CAR) divided into two cycles, Cycle I and Cycle II, covering the stages of planning, implementation, observation, and reflection. In the first cycle, observation results showed that most students were still in the low category of critical thinking skills, with only a few reaching the "Proficient" category. After improvements in the second cycle, there was a significant increase. The number of students able to think critically in the "Proficient" category rose to 47%, and many students began to analyze, evaluate, and argue more effectively. The study also proved that the application of PBL increased students' active involvement in learning. They became more engaged in group discussions, problem-solving, and independent problem analysis. The classroom atmosphere also became more dynamic, with more positive interactions between students and between students and teachers. In conclusion, the PBL model is effective in improving students' critical thinking skills. The recommendations are to strengthen the implementation of PBL, develop relevant learning materials, provide sufficient time for learning, and conduct regular evaluations to ensure continuous improvement. With proper implementation, PBL can be further developed to help students hone their critical thinking skills.

Refinement and Evaluation of the Critical Thinking Self-Assessment Scale.

Background and Purpose: Critical thinking (CT) skills are necessary tools for enhancing patient care. The Critical Thinking Self-Assessment Scale (CTSAS) was based on Facione et al.'s (1990) schema of 6 CT skills and 16 subskills. Although early results indicated a strong instrument, it was lengthy at 115 items. The study purpose was to statistically reduce the number of items in the instrument. Methods: Using a sample of 712 undergraduate nursing students, item analysis and confirmatory factor analysis were used to determine items to retain and delete. The scale was validated by comparing to the Need for Cognition Scale. Results: Items were reduced to 46 and spread over the 16 subskills. Conclusions: The revised CTSAS is a valid, reliable tool that is greatly reduced in length without compromising its psychometric properties. Faculty could use the measure as a reflection of students' levels on these skills and design learning activities to target problem areas.

Meningkatkan Kemampuan Berpikiri Kritis dan Kreatifitas Siswa dengan Model Problem Base Learning (PBL) pada Siswa Kelas IV Fase B di SD Negeri 12 Sungai Risap

This research aims to describe the application of the Problem Base Learning (PBL) model in improving the critical and creative thinking abilities of class IV phase B students at SD 12 Sungai Risap. As well as describing how the critical thinking skills and creativity of class IV phase B students at SD 12 Sungai Risap increased after implementing PBL. The type of research is Classroom Action Research (PTK), entitled "Improving Students' Critical Thinking Abilities and Student Creativity with the PBL Model in Class IV Phase B Students at SD Negeri 12 Sungai Risap." This research was carried out at SDN 12 Sungai Risap, Binjai Hulu District, Sintang Regency from 13 to 19 September 2024. This research was carried out using the Problem Based Learning model. The research subjects were students of class IV Phase B at SDN 12 Sungai Risap. The research object was the application of the Problem Base Learning (PBL) model in improving the critical and creative thinking abilities of class IV phase B students at SD 12 Sungai Risap. The research was carried out in two classroom actions. The activity stages include planning, implementation, observation, analysis and reflection which are carried out face to face. Data collection was carried out by making direct observations and distributing questionnaires to students. Data analysis techniques are carried out through data collection, data condensation, presentation and drawing conclusions. The research results show that the application of the Problem-Based Learning (PBL) model can improve the critical thinking skills of class IV Phase B students at SD 12 Sungai Risap. Overall, PBL forces students to be active in their learning process, thereby improving critical thinking skills by teaching them to analyze, evaluate, and make better decisions. The application of the Problem-Based Learning (PBL) model can increase the creativity of class IV Phase B students at SD 12 Sungai Risap. Use of Innovative Ideas, Diverse Learning Outcome Products, Alternative Approaches to Problem Solving, Deeper Exploration. Overall, PBL facilitates increased critical thinking and creativity in students by placing them in learning situations that require complex and innovative problem solving.