Foster Critical Thinking Skills Research Articles

Pengembangan Media Pembelajaran Interaktif Menggunakan Articulate Storyline

The general background advancement of technology has transformed educational practices, necessitating innovative learning media to engage students effectively. Specific background In the context of Islamic education, particularly in the study of fiqh, there is a growing need for interactive learning tools that can facilitate student understanding and engagement. Knowledge gap However, there is limited research on the application of interactive learning media, such as Articulate Storyline, within pesantren settings to support fiqh education. Aims This study aims to develop and evaluate the use of Articulate Storyline as an interactive learning medium for teaching fiqh in An-Nur Islamic Boarding School. Results The findings demonstrate that Articulate Storyline enhances student engagement and understanding of fiqh concepts by integrating various multimedia elements, such as text, graphics, audio, and video, into the learning experience. Novelty this research highlights the innovative use of Articulate Storyline in Islamic education, providing a structured approach to developing engaging learning media that is responsive to students’ interests and experiences. Implications The study's implications suggest that incorporating interactive learning media can significantly enrich the educational experience in pesantren, encouraging active participation and improving overall learning outcomes. Additionally, it emphasizes the role of educators in utilizing technology effectively to foster critical thinking and analytical skills among students in the learning process. Highlights: Articulate Storyline enhances student engagement through multimedia integration. Interactive learning tools facilitate understanding of fiqh concepts in pesantren settings. Educators play a crucial role in effectively utilizing technology to promote critical thinking. Keywords: Articulate Storyline, Islamic Education, Interactive Learning, Fiqh, Pesantren

7E Learning Cycle Based Interactive Learning Media as Alternative Teaching Material in Vocational High Schools

A high-quality learning process is crucial for enhancing the competitiveness of graduates in the professional world. Teaching materials such as Interactive Learning Media have an important role in enabling students to gain knowledge and be actively involved in learning activities. The objective of this study is to develop, evaluate the feasibility, and determine the impact of implementing 7E Learning Cycle Based Interactive Learning Media. This research followed the R&D approach using the ADDIE model. The research subjects included 2 material experts, 2 media experts, 2 language experts, 36 XI TITL students, and 2 subject teachers determined by purposive sampling. The research instrument uses interview guidelines, questionnaire sheets and test questions. Data collection was conducted through interviews, questionnaires and tests. The research findings indicate that 7E Learning Cycle Based Interactive Learning Media is very valid, with a validity level of 85% according to media experts, 79% according to subject matter experts, and 79% according to language experts. The practicality test yielded results of 82% for students and 87% for teachers, falling under the category of "very practical." The evaluation results demonstrated an average score increase of 6.29. It is recommended that students utilize the 7E Learning Cycle Based Interactive Learning Media to facilitate meaningful learning experiences, foster critical thinking skills, promote independence, and enhance conceptual understanding of the subject matter. Furthermore, subject teachers are encouraged to utilize the outcomes of this Interactive Learning Media Development as a framework for developing teaching materials on other topics.

Empowering Young Learners: Insights into EFL Teachers’ Perceptions and Practices within the IB Framework in Elementary School

Drawing from the theoretical perspective that effective English as a Foreign Language (EFL) instruction requires integration with contemporary educational frameworks, this study explores how the International Baccalaureate (IB) framework shapes EFL teachers' perceptions and practices in an elementary school in Tangerang, Indonesia. The research aims to examine the impact of IB principles on teaching methodologies and the resultant educational outcomes for young learners. Utilizing a qualitative narrative inquiry approach, six EFL teachers were interviewed and observed, and their teaching materials were analyzed to provide a comprehensive understanding of their experiences and instructional strategies. The findings reveal that teachers adopt student-centered, inquiry-based methods that foster critical thinking, global awareness, and practical language skills. This integration enhances student engagement and learning outcomes, highlighting the effectiveness of the IB framework in promoting holistic education. The implications of this research suggest that the IB framework can significantly contribute to improving EFL education by aligning teaching practices with global educational standards, thus preparing students for the complexities of an interconnected world. These insights are pivotal for educational policymakers and practitioners aiming to implement innovative and effective EFL teaching strategies.

Mitigating generative AI inaccuracies in soil biology

Generative AI (GenAI) is becoming a valuable tool for enhancing efficiency and can be used to help foster critical thinking skills among students and possibly assist in hypothesis generation. GenAI can excel at improving original content and to make it more accessible to broader audiences. While GenAI can create stunning images, inaccuracies persist, even with well-designed prompt engineering. Likewise, challenges persist in GenAI processing nuanced information accurately, highlighting the need for foundational knowledge and critical thinking when creating prompts and interpreting GenAI responses.

The development of EFL pre-service teachers’ critical thinking in teaching practicum: a case study

ABSTRACT This study investigates the development of critical thinking skills among EFL pre-service teachers during their teaching practicum. The participants comprised three pre-service EFL teachers, belonging to a teaching practicum group that included one university supervisor and three middle school mentors. Data were collected through video recordings of group meetings conducted during the practicum and interviews with the pre-service teachers. Analysis of the data revealed a gradual development of critical thinking among the pre-service teachers over the course of the teaching practicum. They attributed this development to several factors, including the guidance provided by the university supervisor and middle school mentors, peer communication, and the practice of evaluation during the practicum. The implications of these findings are discussed in light of the analysis, offering insights for teacher education programmes aiming to foster critical thinking skills among pre-service teachers.

Using Hyperlocal Projects to Teach Entrepreneurial Skills

This article presents a comprehensive exploration of employing hyperlocal projects as a pedagogical approach to teach entrepreneurship. Hyperlocal projects entail focusing on specific, localized communities to address real-world business challenges and opportunities. The study emphasizes the significance of integrating hyperlocal projects into entrepreneurship curricula, offering educators innovative methods to engage students and cultivate essential entrepreneurial skills. The paper outlines the implementation of the Madison Square Business Association project at Grand Valley State University, where students collaborated with a local non-profit to support businesses within a designated area. Through extensive data collection and collaboration with businesses, students developed persona descriptions, identified critical business issues, and proposed tailored support services. The project spanned two semesters, allowing students to iteratively refine their solutions and engage with local stakeholders. Key findings highlight the benefits of hyperlocal projects in entrepreneurship education. These projects foster critical thinking, creativity, and problem-solving skills by immersing students in real-world business contexts. Moreover, hyperlocal projects facilitate community engagement, providing students with hands-on learning experiences while addressing local economic challenges. The article also offers practical insights into the implementation of hyperlocal projects, including strategies for project planning, stakeholder engagement, and assessment. Furthermore, it discusses the implications of hyperlocal projects for future research, emphasizing the need for long-term outcome evaluations, examinations of their impact on underserved populations, comparative analyses with other educational methods, and exploration of cross-disciplinary applications. Overall, this study underscores the value of hyperlocal projects in entrepreneurship education, encouraging educators to embrace innovative teaching approaches that promote real-world problem-solving and community engagement. By incorporating hyperlocal projects into curricula, institutions can empower students to become entrepreneurial leaders equipped to drive local economic development and social change.

Development of PBL-Based GLOWASEA (Global Warming on the Sea) Educational Media to Train Critical Thinking Skills on the Topic of Global Warming

The low critical thinking skills of Indonesian students in the 21st century indicate the necessity of training these skills to prepare for a future replete with challenges. Teachers need to innovate learning materials that foster critical thinking skills. This study aims to develop a PBL-based GLOWASEA Edukit media product that is valid, effective, and practical for enhancing students’ critical thinking skills. This developmental research was conducted following the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. Qualitative data were obtained through comments and suggestions for improvement in questionnaires and interviews. Quantitative data were obtained from the scores on the validation test, practicality test, questions’ validity and reliability test, and pretest and post-test score data. Data were analyzed using percentage analysis and qualitative description. Successively, the results of media and material validation and practicality were 82.61%, 91.17%, and 90.62%. The effectiveness of Edukit media is calculated using the N-Gain formula, resulting in an average score of 0.33, which meets moderate criteria. It can be concluded that the GLOWASEA Edukit media produced is valid, effective, and practical for training students’ critical thinking skills.

Cultivating Critical Thinking Skills among Military Academy Students

In order to implement the new era's military education policy, it is essential for military academy students to possess critical thinking skills to cope with the complex and ever-changing battlefield conditions. However, the cultivation of critical thinking skills is not only a common challenge faced by higher education but also a weakness in talent development within the College English course. It is challenging for instructors to address other qualities that "high-quality" talents should possess, especially critical thinking skills, innovative abilities, and independent problem-solving capabilities. This article primarily analyzes how to enhance and cultivate critical thinking skills among military academy students within the context of College English teaching. The article first emphasizes the importance of critical thinking skills for military academy students and provides an overview of domestic and international approaches to cultivate these skills. It also identifies the challenges faced in cultivating critical thinking skills at military academies and explores methods and approaches to foster critical thinking skills from the perspectives of instructors, students, and institutions.

Implementasi Strategi Pembelajaran Problem Based Learning Dalam Pembelajaran Siswa Sekolah Dasar

Education at the elementary school level is an important foundation for students on their educational journey to the next stage. The quality of the educational process in middle and high schools depends on how learning in elementary schools is designed by teachers. Therefore, it is very important for teachers to apply learning methods that suit the characteristics of students and are able to improve students' critical and innovative thinking abilities, as well as help students in solving the problems they face. Ideal learning does not only transfer knowledge, but also foster critical thinking, innovative and problem solving skills. Thus, students are ready to face various challenges in the future. The problem based learning (PBL) learning strategy or what is known as problem based learning can help students think more critically in understanding learning. Students will be grouped and asked to analyze a problem in depth, then conclude. This will create students' critical thinking skills that are in line with the abilities of elementary school level students

Teaching critical thinking in nutritional sciences: a model course and assignments.

Critical thinking is a common and important learning outcome in college curricula. Case-based and problem-based learning can be used to assess and foster critical thinking skills. HNF 250-Contemporary Issues in Human Nutrition is a critical thinking course developed during the redesign of a nutritional sciences major program. Course assignments were designed to assess the course and nutritional sciences major learning outcomes. The nutrition and health claim assignment is scaffolded across the academic semester as three assignments: 1) bibliography assignment; 2) poster presentation; and 3) paper. Course lectures and materials have been designed to prepare students for completion of each assignment. The assignments have been modified over time based on classroom observations and student performance. In 2021, the course learning outcomes were examined by assessing several assignments including the nutrition and health claim poster and paper. Course learning outcome benchmarks using these assessments generally included 80% of students achieving an 80% for each criterion. Results revealed that students were not meeting most of these assessment benchmarks during the 2021 iteration, although benchmark data from other course assessments were more satisfactory. It is possible that the transition from a virtual to an in-person format negatively influenced student performance on these course learning outcomes. This course and the nutrition and health claim assignment example can provide a course design and learning outcome assessment framework for other higher education critical thinking courses.NEW & NOTEWORTHY This paper describes how a scaffolded nutrition and health claim assignment is used to teach critical thinking skills among nutritional sciences students and examine the program's learning outcomes. Further, this course example is to serve as an model for STEM majors on how to incorporate case-based and problem-based learning strategies into an undergraduate course.

Exploring Educational Frontiers: Innovating with Chat-GPT while Upholding Traditional Values

This study investigates the impact of Chat-GPT on education, with a focus on personalized tutoring and academic support. While Chat-GPT offers numerous benefits, there is a risk of misuse for academic dishonesty. Therefore, this research aims to explore how educators can use Chat-GPT to promote academic integrity and encourage critical thinking. To accomplish this, the study utilizes both quantitative and qualitative approaches, beginning with a literature review. Interviews with instructors, students, and industry professionals provide different perspectives and reveal practical challenges. Additionally, performance indicators are used to compare Chat-GPT with traditional teaching methods. Initial tests demonstrate potential, but ongoing development requires educators to balance the advantages and risks, address concerns about academic honesty, and foster critical thinking skills in students.

Virtual Worlds for Learning in Metaverse: A Narrative Review

As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

Examining the Significance of Literature in Language Learning: A Linguistics Analysis of Selected Poems for Educational Purposes

This research delves into the profound significance of English literature in the realm of language learning, focusing on a meticulous linguistic analysis of three carefully selected poems: “Be Nobody’s Darling” by Alice Walker, “Mending Wall” by Robert Frost, and “As I Walked Out One Evening” by W. H. Auden. Through a nuanced exploration of these poems’ linguistic features, cultural contexts, and thematic elements, this study illuminates the multifaceted ways in which students can effectively learn language through literature. By closely examining vocabulary choices, syntactic structures, vivid imagery, and nuanced tones within these poems, students are provided with invaluable opportunities to deepen their language proficiency while simultaneously gaining invaluable insights into diverse cultural perspectives. Moreover, the findings underscore the inherent power of literature as a dynamic pedagogical tool, capable of offering authentic and engaging materials that not only facilitate language acquisition but also foster critical thinking skills and cross-cultural understanding. Ultimately, this research highlights the transformative potential of incorporating literature into language education, emphasizing its ability to enrich the language learning experience and cultivate well-rounded communicative competence among students. By embracing literature as an integral component of language pedagogy, educators can create dynamic learning environments that inspire and empower students to engage meaningfully with the English language and the world around them. Keywords: language learning; linguistic analysis; Educational Purposes.

Fostering Critical Thinking Skills Through Innovative Elementary School Science Learning

<em>Contemporary educational frameworks evolve to prepare learners for real-world challenges, so learners are required to have skills and be able to compete in the 21st century era. Critical thinking skills are high-level thinking skills that are very important for learners to have starting from elementary school, but in fact, critical thinking skills in elementary schools are low. The focus of this research is to describe critical thinking skills through innovation in elementary school science learning. This research uses a literature study research method. Data collection is sourced from relevant articles, journals, and books. Research data analysis through four stages 1) data collection, 2) data reduction, 3) data presentation, and 4) conclusion drawing. The results of this study reveal that learning innovation has an important role because it is able to foster critical thinking skills through HOTS questions, appropriate learning models, and media that can foster critical thinking in students. Some things that need to be considered are the utilization of technology that is developing using technology-based media and the use of HOTS questions and learning models is also considered. So it can be concluded that fostering critical thinking skills through learning innovation can be done through HOTS questions, appropriate learning models, and learning media in elementary school science learning.</em>

Effectiveness of Multimedia Approaches in Embryology Teaching: A Scoping Review

Embryology is a critical subdiscipline in medical education, focusing on human body organ development and providing a foundation for understanding developmental anatomy. However, traditional teaching methods using static 2D graphics in textbooks may hinder students’ comprehension of the complex 3D embryonic growth processes. To address this, multimedia approaches, such as animations, videos, and interactive tools, have been explored for effective embryology education. This scoping review identifies five key elements of successful multimedia teaching in embryology: multimodal integrated instructional content, cognitive load-reduction strategies, cognitive engagement and physical interactivity, learner-controlled multimedia instruction, and development of tacit knowledge. These strategies promote active learning, enhance students’ understanding, and foster critical thinking skills. Future research should focus on evaluating the impact of multimedia approaches on students’ engagement, attitudes, and competency development. Embracing multimedia in embryology education can improve medical students’ clinical understanding and support effective medical practice.

Role of Teacher in Secondary Level

Teachers at the secondary level play a crucial role in shaping students' academic and personal development. They not only impart subject knowledge but also guide students in developing critical thinking, problem-solving skills, and a strong work ethic. Additionally, teachers serve as mentors, offering support and encouragement during a pivotal stage of adolescent growth. Their ability to create a positive learning environment and foster a passion for learning can significantly influence students' future success. The role of teachers in secondary education is multifaceted and pivotal in shaping the academic, personal, and social development of students during a crucial phase of their lives.Beyond the conventional transmission of knowledge, teachers serve as mentors, guides, and facilitators of holistic growth. They play a key role in cultivating critical thinking skills, fostering a love for learning, and providing guidance on academic and career pathways. Additionally, teachers contribute to the emotional well-being of students, in-still values, and promote essential life skills. Their influence extends beyond the classroom, preparing students for the challenges of adulthood and contributing to the formation of responsible and well-rounded individuals. In secondary education, students undergo a crucial phase of cognitive and emotional development. Teachers at this level must not only impart subject-specific knowledge but also foster critical thinking skills, creativity, and a love for learning. The abstract discusses the importance of creating a supportive and inclusive classroom environment that caters to diverse learning styles and individual needs.

Integrating innovative pedagogical practices: the impact of the Labprof Box on science

Prompted by the contribution to improving Science education in the Baixada Maranhense region, we have created an innovative tool titled: LabProf Box. The LabProf Box has been contributing to Science education and enhancing student learning. Our educational product represents a significant advancement in education by incorporating innovative pedagogical practices. It promotes effective understanding of scientific concepts by providing practical resources and experiments that go beyond traditional teaching methods. These approaches capture students' attention and make them active participants in the learning process. They also foster critical thinking and problem-solving skills, essential for academic and professional growth. Applied in the Baixada Maranhense, a region often challenged by educational disparities, these disparities have been improved through the introduction of this educational resource. In this work, we present the application of our educational product, the LabProf Box, in the Baixada Maranhense region, which has heightened students' interest, making the teaching of Science more accessible and engaging.

Development of a BPO Serious Game Utilizing a Rational Decision-Making Model to Foster Critical Thinking and Judgment Skills

Development of a BPO Serious Game Utilizing a Rational Decision-Making Model to Foster Critical Thinking and Judgment Skills

Examining Studio-Based Art Practices as a Means of Fostering Critical Thinking Skills in Young Learners

This study examines how studio-based art practices, such as drawing, painting and sculpture, can be used to foster critical thinking skills in elementary and middle school students. Studio art engages students in hands-on creative problem solving and experimentation. A review of literature on critical thinking skills, visual arts education, and cognitive development in children was conducted. Case studies of art programs that incorporate discussion and reflection were also examined. The research suggests that open-ended art projects that promote student autonomy and require making decisions can boost skills like analysis, interpretation, evaluation and creative problem solving. When combined with self-reflection and group critique, studio art may enhance perspective taking, reasoning ability and abstract thought in young learners. When implemented intentionally to cultivate questioning, exploration and meaning making, studio-based visual art practices show potential as a tool for nurturing critical thinking during foundational school years. Further research is still needed to systematically measure critical thinking outcomes of arts-integrated approaches versus traditional instruction alone. Educators and administrators should consider how critical thinking concepts can be made explicit within art curriculum and instruction in order to leverage the cognitive benefits of studio practice for overall student development.

Learning design principles that cultivate future-oriented students

The use of technology-enhanced learning in higher education has increased significantly. While this has led to greater flexibility in delivery and enhanced engagement with students (), it has also placed additional demands on already time-poor educators. Despite the potential benefits, many educators struggle to engage with learning design in a meaningful way, leading to suboptimal student experiences. Despite the prevalence of technology, students are being made to engage with outdated learning strategies and content. This poster shares learning design strategies for time-poor educators to enact in online learning environments to support future-oriented thinking skills of students. Stack and Bound (2021) see future-orientedness as the ability for students to “face future unknowns and new challenges beyond the immediate course/training. The emphasis is on the ability to resolve unfamiliar or non-standard problems. To be able to do this, future-orientedness involves many of what are variously called 21st century skills, or the new ‘top 10 skills’, such as critical thinking, creativity, learning to learn”. Dondi et al. (2021) identified 56 essential skills they think all citizens will need in the future world of work. We will focus on the skills outlined in the cognitive category: critical thinking and mental flexibility. Abrami et al. (2014) in their study outlined two instructional interventions that foster critical thinking skills; the opportunity for dialogue and exposing students to authentic or situated problems particularly when applying problem solving and role-playing methods. Li et al. (2022) in their paper concluded the following: connecting students with resources and facilitating interaction, technology significantly impacts the fluency and flexibility dimensions of creativity. Flexible learning time, cumulative learning processes, and problem-based activities promote the ongoing development of creative behaviours, enhancing fluency, originality, and elaboration in different dimensions of creativity. We will use the 4 domains of the Technology Enhanced Learning Accreditation Standards (TELAS) (2023) framework to outline future-oriented learning design strategies taken from our experience in supporting learning and teaching: Online learning environment Using interactive elements, such as H5P (an open-source JavaScript content collaboration framework), provides multiple perspectives on single issues in an engaging way. Multiple viewpoints for a complex situation or case study can help students evaluate and compare perspectives and provides exposure to multiple points of view. Learner support Providing content in multiple modes and with compelling ‘teacher talk’ to explain what content is there, how they should engage with the content they’re provided and why. Explicitly calling out transferrable skills and capabilities covered in a subject or assessment. Learning and assessment tasks Authentic assessments, especially project briefs provided by industry, give students a chance to respond to authentic, complex, and integrated assessments relevant to their future profession. Providing wicked problems help students to be familiar with and confident in ambiguous settings and encourages lateral thinking. Learning resources Use of techniques such as Socratic and open-ended questioning to have students research some of their own learning. You don’t have to provide all of the answers! It is not about providing all of the knowledge to students, but in supporting their ability to think critically and ask the right questions to find the right information. This future-orients students to be able to problem solve and critically interrogate new and changing information.