Critical Thinking Skills Research Articles

Analisis Pemahaman Konsep Hukum Kekekalan Energi Mekanik Mahasiswa Tadris IPA Pada Mata Kuliah Energi Dalam Sistem Kehidupan

Physics is a branch of science that contains complex explanations regarding the relationships between various natural events which are expressed as facts, theories, concepts, principles and physical laws. Energy is one of essential chapter in physics which contains concepts that need to be understood not memorized. One of the topics discussed in energy material which includes many abstract concepts is the law of conservation of mechanical energy. Studying the law of conservation of mechanical energy, which contains abstract concepts, certainly requires conceptual understanding not just remembering and memorizing. Understanding concepts in physics is very important because it can help develop critical thinking skill, creative thinking skill, and good problem solving skill. The descriptive quantitative method with a test approach was used as a method in this study and the sample is 72 Tadris IPA college students of IAIN Ponorogo in the 3rd semester. The results of the study show that in the category of understanding the concept of the law of conservation of energy in objects moving vertically upwards was classified as moderate, in the category understanding the concept of the law of conservation of energy in objects moving along a certain path was classified as low.

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.

ACHIEVING THE CORRECT FORMATION OF STUDENT ABILITIES THROUGH EDUCATIONAL TECHNOLOGIES

This article covers the issue of proper formation of student's abilities with the help of educational technologies. Modern digital technologies provide students with a wide range of opportunities to develop critical thinking, creativity, problem solving, and communication skills. The article analyzes the methods of forming the abilities of students through individual education through technologies, interactive educational programs, simulations and online discussion platforms. In addition, the contribution of artificial intelligence and virtual laboratories to the development of skills in the educational process is also discussed. This article includes approaches to improve student learning through the effective use of technology in education.

Implementation of the course “good chemistry: methodological, ethical and social implications” – a case study

Abstract The article describes the practical implementation of the course titled “Good Chemistry: Methodological, Ethical, and Social Implications” available on the EuChemS e-learning platform. This MOOC course has been used in various ways at several European universities and through blended learning at Jagiellonian University in Krakow (Poland), which is discussed in this article. Since the groups of students participating in the course were not large and it is worth taking a closer look/insight at this issue, the case study method was used. Sample materials and activities for this course are presented. The survey responses of lecturers and students, as well as the activities and posts of Jagiellonian University in Krakow students on the remote learning platform, were analyzed. The strengths and weaknesses of the course were identified, and the need for continuous efforts by lecturers to develop ethical attitudes, critical thinking, and communication skills in students, especially in the field of socioscientific issues, was emphasized.

Advancing a Practical Inquiry Model with Multi-Perspective Role-Playing to Foster Critical Thinking Behavior in e-book Reading

In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.

Application of the asicc learning model in human physiological system to improve students' critical thinking and creative thinking skills

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.

Influence of Project Based Learning Models and Learning Interest on Critical Thinking Skill Students of Class X SMAN 4 Wajo

This study is a true experiment which employs 2x2 factorial design. The purpose of this study is to analyze the difference in critical thinking skills of students who are taught using the Project Based Learning model and those taught with the Discovery Learning model are reviewed as a whole and reviewed from those who have high and low interest in learning. The sample in this study is 61 students from classes taught using Project Based Learning, and 61 students taught using Discovery Learning. The hypothesis test was carried out with a two-track anava, showing the average score of critical thinking skills of students who were taught using the Project Based Learning model of 21.64 and those who were taught using the Discovery Learning model of 19.13. The difference in the average score of critical thinking skills of students who were taught using the Project Based Learning model and the Discovery Learning model for students who had high interest in learning was 24.82 and 21.35. Meanwhile, the average scores of critical thinking skills of students who were taught using the Project Based Learning model and those taught using the Discovery Learning model for students who had low interest in learning physics were 19.12 and 17.35. Based on the description of the hypothesis test, it can be concluded that there is a difference between the Project Based Learning model and the Discovery Learning model on students' critical thinking skills, there is a difference between the Project Based Learning model and the Discovery Learning model on the critical thinking skills of students with high interest in learning, there was a difference between the Project Based Learning model and the Discovery Learning model on the critical thinking skills of students with low learning interest, and there was no interaction between the learning model and learning interest on the critical thinking skills of students.

Problem-based blended learning: The student’s critical thinking skills in the respiratory system material

Critical thinking skills should be integrated into high school biology education through problem-based blended learning.. This study aims to determine the effect of the Problem-Based blended learning model on students' critical thinking skills in the material on the respiratory system at SMA A. This quasi-experimental study used a nonrandomized control group, pretest-posttest design involving 2 XI classes, namely the control class, which consisted of 33 students and 32 students in the experimental class. Collecting data on critical thinking skills is using a test technique. The test instrument used is a question sheet (pretest and posttest). The data analysis consisted of analysis prerequisites in the form of a normality test and homogeneity test, as well as hypothesis testing in the form of the Mann-Whitney test. This study's results indicate a significant influence on students' critical thinking skills in the respiratory system material for class XI at SMA A after applying the Problem-Based blended learning model assisted by Google Classroom. This can be seen from the average test of critical thinking skills in the experimental class, which is higher than the control class.

Practicality and effectivity of figma-ctllm on poaceae diversity topic in developing critical thinking skills

Creating creative, innovative, and effective learning to improve critical thinking skills along with the rapid development of ICT is a challenge for educators. Therefore, Figma CTL Learning Media (Figma-CTLLM) is a solution to the problem of answering the importance of developing learning media integrated with ICT while developing students' critical thinking skills. This study aims to describe the practicality of Figma-CTLLM on Poaceae diversity in developing critical thinking skills and to describe the effectiveness of Figma-CTLLM on the topic of Poaceae diversity seen from critical thinking skills and student responses. This type of research is Research and Development (R&D) research using the 4D model method (Define, Design, Develop and Disseminate). The research subjects consisted of 26 students. The research instruments were observation sheets to measure the implementation of Figma-CTLLM, CTS test questions sheets and questionnaires to determine student responses. The data analysis technique was quantitatively descriptive by calculating the percentage to describe the practicality and effectiveness of Figma-CTLLM implementation in developing CTS. The results of the analysis of the practicality test of Figma-CTLLM implementation in learning are in the category of very practical. The effectiveness test results were declared very effective by acquiring the average CTS measurement and the average student response assessment. Based on the study's results, the implementation of Figma-CTLLM in learning the diversity of Poaceae has met the criteria of practicality and effectiveness.

Analysis of Students’ Critical Thinking Skills in Nervous System Learning Based on the Level of School Favoritism in Sleman Regency

Critical thinking skills (CTS) are importante cognitive ability to be improved by students in solving problems in the future. This ability needs to be trained in learning at school to equip students in the 21st century. Problems with students' CTS can lead to a decrease in the quality of education and the quality of students. The purpose of this study was to analyze the profile of CTS of high school students at Sleman Regency in biology learning, especially on the topic of the nervous system. This type of research is descriptive research. The research was conducted in six high schools throughout Sleman Regency. The population in this study is grade XI students in six high schools consisting of two most favorite category schools, two favorite category schools, and two less favorite category schools in Sleman Regency. Sampling using random purposive sampling method from six high schools in Sleman Regency totaling 216 students. The data collection technique using the question test method is using test instrument sheet. The data analysis technique used quantitative descriptive. The results showed that the CTS of high school students at Sleman Regency in biology learning reached an average of 46.6% in the medium category. Schools with most favorite categories have the highest CTS for all aspects tested compared to favorite and less favorite category schools. Meanwhile, the lowest CTS is the less favorite category of schools. This shows that schools with most favorite categories have better CTS for all aspects

Enhancing Critical Thinking in Middle School Students: Comparing Problem-Based Learning and Search, Solve, Create, and Share Models

Critical thinking skills (CTS) can be enhanced through instructional models. The chosen model should be problem-based and student-centered. The problem based learning (PBL) and search, solve, create, and share (SSCS) models meet these criteria. This study aims to compare the potential of the PBL and SSCS models to enhance students' CTS on the topics of soil and life sustainability. Data collection techniques included interviews, questionnaires, observations, and tests. Data analysis techniques involved descriptive quantitative techniques, percentage analysis, validity and reliability tests, normality tests, homogeneity tests, Wilcoxon tests, and N-gain tests. The validation of the devices received very valid criteria. The N-gain test in the PBL class received moderate criteria, and the SSCS class received high criteria. The results showed that both models could improve students' CTS, but the two classes had different levels of CTS improvement. The treatment using the SSCS model resulted in higher CTS compared to the treatment using the PBL model. The PBL model can enhance higher CTS in the inference aspect, while the SSCS model can enhance higher CTS in the interpretation, explanation, and self-regulation aspects

The Impact of the Project-Based Learning (PjBL) Model Assisted by Liveworksheet Media on Critical Thinking Skills of Vocational High School Students

This study investigates the effectiveness of the Project-Based Learning (PjBL) model integrated with Liveworksheet media in enhancing the critical thinking skills of vocational high school students. Employing a true experimental design with a pretest- posttest control group approach, the research compared two groups: the experimental group using PjBL with Liveworksheet and the control group receiving conventional instruction. Data collected from pretest and posttest assessments revealed that the experimental group demonstrated a significant improvement in critical thinking skills, with an average posttest score of 81, compared to 64 in the control group. The pretest scores showed no significant differences between the groups, indicating a similar starting point. Post-intervention results were analyzed using statistical tests, confirming the normal distribution and equal variances of data. The hypothesis testing further validated a substantial difference in critical thinking skills, favoring the PjBL model with Liveworksheet media. These results underscore the effectiveness of this innovative teaching approach in fostering critical thinking skills among vocational students

Improving Critical Thinking Skills Using the Guided Inquiry Learning Model Assisted by Interactive Modules on Elasticity Material

This research aims to evaluate the effectiveness of the guided inquiry learning model with the help of interactive modules in improving students' critical thinking skills on elasticity material. This research was conducted involving 39 students of class XI MIPA 5 at a high school in Tangerang Regency. The research model used is Classroom Action Research Action Research using the Kemmis & McTaggart model . The research results showed a significant increase in the critical thinking abilities of students who used the guided inquiry learning model with interactive modules with results obtained in interpretation of 88%, analysis of 63%, evaluation of 93%, and inference of 89%. So it can be concluded that improving critical thinking skills using the guided inquiry learning model assisted by interactive modules on elasticity material results in an increase in the high category.

Improving Critical Thinking using a Guided Inquiry Approach assisted by PhET Simulations in Wave Material

This research shows that using guided inquiry with PhET simulations significantly improves students' critical thinking skills. In this study, Classroom Action Research (Penelitian Tndakan Kelas) method was used with the participation of 39 students of Class XI IPA 3 SMAN 6 Tangerang Regency. Data collection spanned three learning cycles comprising planning, action implementation, observation, and reflection. outcomes consistently showed progress across cycles, with the average score on critical thinking tests rising from 65 pre-intervention to 80 by the third cycle. Moreover, the percentage of students achieving a "Very Good" rating increased significantly from 10% to 20% in cycle III. Observations highlighted heightened student engagement and underscored the pivotal roles of teacher and peer feedback in advancing critical thinking skills. Consequently, the guided inquiry method complemented by PhET simulations effectively cultivated a vibrant and efficacious learning atmosphere that fostered students' critical thinking capabilities.

Implementation of the Independent Curriculum: Educational Innovation that Encourages Learning Independence

This study aims to analyze the implementation of the Independent Curriculum in Madrasah Aliyah Negeri 2 Palembang using a qualitative descriptive approach. This research involves subject teachers, madrasah heads, curriculum waka, and students as key and supporting informants. Data collection was carried out using semi-structured interview techniques, non-participatory observation, and documentation. The data obtained was analyzed through four stages: data reduction, data display, data verification, and drawing conclusions to describe the implementation of the curriculum in depth. The results of research related to the implementation of the Independent Curriculum at Madrasah Aliyah Negeri 2 Palembang show a significant impact on students' academic and social performance. Academically, curriculum flexibility allows students to choose topics and learning methods according to their interests, leading to improved academic understanding and skills. Project-based and research-based learning methods develop critical thinking and problem-solving skills, as evidenced by better academic outcomes and increased achievement. On the social side, the curriculum strengthens collaboration and communication skills between students through group projects and community activities. This increases students' sense of community and confidence, as well as their participation in extracurricular activities. However, challenges such as unequal access to resources and limited teacher training need to be addressed. With adequate support and periodic evaluation, the positive impact of the Independent Curriculum is expected to be maximized, encouraging the holistic development of students at Madrasah Aliyah Negeri 2 Palembang.

Co-Creation through scholarship. The Queen Mary Academy learner interns' programme

Since 2021, the Queen Mary Academy (QMA) at Queen Mary University of London has been running its Learner Interns Programme (LIP). The aim of the LIP is to support educators to undertake student-voice scholarship projects in collaboration with our diverse learner population by annually hiring interns to work on projects. In 2023-24, over 140 applications were received. The poster will discuss how learning and development, for both staff and students, occurs via instigation of such research projects, valuing learner expertise and agency. Student engagement is an element of the Queen Mary Academic Careers Framework which supports academic career paths, and engagement with the LIP has the potential for educators to develop evidence for this. Examples showed how educators deepen their approach to reflection and identified opportunities to leverage research avenues with students as active partners, contributing to their scholarly profiles. As a complimentary point, examples of how interns develop critical thinking and communication skills within academic contexts were shared, covering how interns’ exposure to research helps prepare them for professional roles. The origin and evolution of the LIP was outlined, alongside approaches to intern recruitment, onboarding, co-responsibility training, and community building, that subsequently provide opportunities for the professional development of support colleagues who are involved. Delegates took away ideas around valuing students as partners within structured internships, with direct quotes from educators and support colleagues describing the impact this initiative has had on their professional development. This approach was displayed as an effective example of educational learning development, underpinned by student involvement, for which others may wish to copy its approach or explore potential future collaborations with Queen Mary.

Sustainability Awareness and Behavior of Management Accounting Students: Basis for Course Activity Development

Sustainability refers to both the planet’s health and humanity’s future well-being, encompassing actions humans take to prevent the depletion of natural resources. Education for Sustainable Development (ESD) plays a vital role in course curricula by helping students develop critical thinking, decision-making, socio-emotional, and behavioral skills. This study examined the awareness and behavior of BS Management Accounting (BSMA) students regarding the three pillars of sustainability as well as the relationship between sustainability education and their awareness and behavior. Using the Knowledge-Attitudes-Practices (KAP) and Knowledge-Attitude-Behavior (KAB) frameworks, this quantitative descriptive research collected data from 349 out of 399 BSMA students (87.47% participation rate) enrolled during SY 2023–2024 at the University of Saint Louis, Northern Philippines. The results revealed that students were generally aware of sustainability and exhibited positive attitudes toward sustainable practices. Enrollment in the SASA 1013 course significantly increased sustainability awareness, but neither year level nor course enrollment had a significant impact on actual sustainability behavior. This study offers insights into the relationship between students’ sustainability awareness and their behavior across the three sustainability pillars. The novelty of this research lies in its focus on BSMA students and the specific role of the SASA 1013 course in fostering sustainability awareness. The study concludes with recommendations for curriculum development and policy initiatives to further promote students’ long-term sustainability awareness and behavior.

Integration of Multiple Intelligences Theory in Project-Based Learning, How It Impacts on Students' Critical Thinking and Mathematical Communication Skills?

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

Development of An Integrated Assessment Instrument to Measure Students’ Critical Thinking and Chemical Literacy Skills for Rate of Reaction Topic

Critical thinking is one of the 21st-century skills needed. Understanding chemical literacy can encourage students to be able to think more critically. Given the importance of critical thinking and chemical literacy in chemistry learning, there is a need for an assessment instrument that can measure both abilities. Based on this, the integrated assessment instrument was developed to determine the characteristics and feasibility of the integrated assessment instrument that can measure students' critical thinking skills and chemical literacy on reaction rate materials. The sample in this study is 154 students from two high schools in Makassar City. The feasibility and characteristics of the integrated assessment instrument were analyzed using the Rasch model with the Partial Credit Model-1 Logistic Parameter (PCM-1PL) approach. The results of the analysis show that the 10 items developed are valid and have a high reliability value. The integrated assessment instrument has the characteristics of fit with the model, and the difficulty level of the items is classified as good. The results of this study show that the integrated assessment instrument can be used as a good instrument to measure students' critical thinking skills and chemical literacy on reaction rate materials

Exploring the impact of project-based learning on critical thinking and soft skills development among Moroccan EFL students

This study examines the effects of Project-Based Learning (PBL) on the development of critical thinking and soft skills among 12th-grade Moroccan EFL students. The study used a qualitative research design and involved 24 students who participated in a PBL unit focused on addressing child marriage. Data collection methods included focus group discussions and reflections from the teacher-researcher. The findings show that PBL effectively enhances critical thinking by involving students in activities that require them to learn and apply various skills such as analysis, evaluation, and synthesis of information in real-life situations. Students also reported increased engagement and improvements in critical thinking skills as well as some soft skills, particularly in teamwork and communication. However, the study identified challenges related to time management and unequal participation in group tasks. The study emphasizes the potential of PBL to enhance students’ critical thinking and essential skills in educational settings, specifically in an EFL context. Recommendations of the study include implementing strategies to improve time management and establish clear group roles to maximize the benefits of PBL.