Thinking Ability Research Articles

The Problem-Based Learning Model Assisted by Quizizz Papermode Improves Critical Thinking Ability in Mathematics Learning

The low critical thinking ability is caused by the implementation of learning, which is still teacher-centered. This causes students to have a low level of understanding, making it challenging to work on evaluation questions. This research aims to measure the effectiveness of using the problem-based learning model assisted by Quizizz paper mode on students' critical thinking abilities. This type of research is quasi-experimental research. The population of this study was fourth-grade elementary school students. The research sample was selected using random sampling with 33 students. The data collection method is a test. The instrument used to collect data is test questions. The data analysis technique is inferential statistical analysis. The results of the research show that there are significant differences in critical thinking abilities in the learning outcomes between the control class and the experimental class. Student learning outcomes using the Problem-based learning model assisted by Quizzizz paper mode media are higher than those using the conventional learning model. It was concluded that the problem-based learning model assisted by Quizizz paper mode media could improve critical thinking. The research implies that applying the Problem-based learning model assisted by Quizzizz Paper mode effectively improves students' critical thinking abilities.

Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study.

The traditional approach of using PowerPoint (PPT) presentations in medical imaging theory classes hinders the spatial thinking ability of most students. Consequently, the learning outcomes are often unsatisfactory. This article proposes a naked eye three-dimensional (3D) medical imaging teaching assistant app based on augmented reality (AR) technology to enhance learning interest, teaching interaction, and effectiveness. The control group consisted of 50 undergraduate students from the 2018 clinical medicine major who receive traditional teaching, while the experimental group includes 52 undergraduate students from the 2019 cohort who utilize an AR-based naked eye 3D teaching assistant app in addition to traditional teaching methods. Based on Bloom's cognitive learning taxonomy (Remember, Understand, Apply, Analyze, Evaluate, and Create), corresponding teaching curricula and assessment methods were designed in order to achieve more in-depth learning of the curriculum. The evaluation of the teaching effectiveness between the two groups relied on exam scores and student satisfaction questionnaires, with statistical analyses conducted using t-test and Mann-Whitney U-test in SPSS. The experimental group and control group showed statistically significant differences in the theoretical examination scores (62.06 ± 3.06 vs. 59.82 ± 3.38), practical testing scores (22.90 ± 2.35 vs. 21.06 ± 2.65), and total scores (84.96 ± 4.58 vs. 80.88 ± 6.01). Likert scores showed the experimental group scored significantly higher in enjoyment, satisfaction, participation, efficiency, and understanding. They also reported high convenience scores for the app and desired continued use. The naked eye 3D teaching assistant system is an innovative and effective teaching model for undergraduate medical imaging education, enhancing student interest, student interaction, and teaching effectiveness and promising future applications.

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

Critical Thinking Abilities Students Solving Social Arithmetic Numeracy Problems Based On Initial Mathematics Proficiency

This study aims to present the results of the analysis of critical thinking skills of students with low, medium, and high initial abilities in solving social arithmetic numeracy problems and to determine the critical thinking skills of students in each critical thinking indikator. Critical thinking ability is an important skill that students must have to evaluate information, make rational decisions, and solve problems effectively. Students trained in critical thinking have the ability to face problems, examine them, and find appropriate solutions. This research is qualitative research with descriptive qualitative method. The research subjects were seventh grade junior high school students in Surakarta. Data were colleccted through written tests, student interviews, and observations. The results and conclusion of this study indicate that students’mathematical critical thonking skills on social arithmetics material in terms of initial ability are still relatively low, from the results of the analysis based on the four critical thinking indicators that are the reference in this study students tend not to be able to fulfill the four critical thinking indicators.

Introduction To Basic Mathematical Concepts Through Learning Media

Understanding fundamental mathematical concepts is essential for developing students' logical reasoning, critical thinking, and problem-solving abilities. This study employs a literature review methodology to analyze foundational mathematical concepts—such as numbers, arithmetic operations, geometry, algebra, and statistics—and their impact on students' learning and cognitive development. The findings indicate that interactive tools, cultural contexts, and hands-on learning media significantly enhance students' comprehension and retention of these basic concepts. Studies reviewed include applications of traditional games, visual aids, and realistic mathematics approaches, which help bridge abstract concepts with everyday life, thus fostering a deeper, more applicable understanding of mathematics. This research provides insights for educators to utilize varied, engaging approaches that support students' foundational knowledge, encouraging better academic outcomes and practical skills. The findings suggest that contextual and interactive methods in early mathematics education are crucial for cultivating a robust foundation for further learning.

Meningkatkan Keterampilan Berpikir Kritis dan Hasil Belajar IPA Menggunakan Model PBL, SAVI, dan GI pada Siswa Kelas V SD

The low levels of critical thinking skills and student learning outcomes in the science curriculum of class V at SDN Lokrawa Barito Kuala are the study's main concerns. This is because learning in the classroom is still primarily focused on the teacher, which discourages students from speaking up for what they think is right, does not offer learning exercises that encourage critical thinking, puts students in a passive role when solving problems, and results in a lack of comprehension of the subject matter. This may be the best course of action using the paradigms of group research, problem-based learning, and SAVI (Somatic, Auditory, Visual, and Intellectual). Action research in the classroom is used in this study (PTK). This class action research study aims to demonstrate the enhancements in student learning outcomes and critical thinking abilities. Exams for individual evaluation are utilized to gauge the learning objectives of students, and observation sheets are employed to gather data on the critical thinking and action abilities of both teachers and students. The study's findings demonstrated that, at meeting 4, the pupils' and teacher's traditional activity met both the very good and the extremely active requirements. At meeting 4, 93% of the students' learning objectives and critical thinking abilities were satisfied in a conventional way. These findings imply that the application of group investigation models, problem-based learning, and SAVI (Somatic, Auditory, Visual, Intellectual) might enhance students' learning outcomes in science courses as well as teachers' and students' critical thinking abilities.

Artificial intelligence technologies and ethics in educational processes: solution suggestions and results

Artificial intelligence is a technology used to imitate the human-like thinking and decision-making abilities of computer systems. This technology enables computers to perform complex tasks such as data analysis, learning, problem solving and decision making. It is used in the field of education as well as in every field. While the use of artificial intelligence in the field of education provides advantages such as providing personalized learning experiences to students, providing teachers with intuition about student performance and developing educational materials, the ethical dimension should not be ignored. Therefore, the aim of this study is to produce solutions to ethical problems in the teaching and evaluation processes of artificial intelligence technologies in education. Qualitative research method was used in this study. It has adopted the phenomenological research approach among qualitative research methods. The concept of phenomenon is also the ethics of artificial intelligence. The working group consists of teachers, educational technologists and academicians. When selecting the working group, it was taken into consideration that there were teachers who use artificial intelligence applications in education and academics and technologists working in this field. Document analysis and focus group interviews were used as data collection tools. Content analysis was performed on the data obtained. According to the results of the study, ethical problems encountered with the use of artificial intelligence in education were identified and solution suggestions were offered.

The effect of PjBl model on creative thinking ability and higher-order cognitive outcomes in high school

Creative thinking skills are demans on 21st century competencies, and this is an ability that students must have in the independent curriculum. Cognitive learning outcomes are a form of achievement of students’ knowledge after learning. This research aims to analyze the effect of the project-based learning model on the creative thinking ability and cognitive learning outcomes of students at Senior High School 11 Muaro Jambi. The research design used Pretest-Posttest Non-Equivalent Control Group Design. The research sample consisted of 58 students of class XI Phase F students taken by purposive sampling. Data obtained through observation and tests. Data analysis using One Way MANCOVA to verify hypothesis data. The results showed that the average creative thinking ability and cognitive learning outcomes in project-based learning were higher than problem-based learning. The results of the analysis concluded that the use of project-based learning model affects the creative thinking ability and cognitive learning outcomes of students. Therfore, the project-based learning model is recommended to be applied to support the implementation of the independent curriculum in high school as an effort to maximize learning.

The Students' Computational Thinking Ability through Problem-Based Learning in Societal Context

The ability to think computationally is a new thing assessed in PISA 2022. In mathematics, Indonesia ranks 70 out of 81 countries with an average score of 366, while the global average is 472. This shows the need for improvement in mathematics learning, one of which is through learning models that support computational thinking skills. This study aims to improve students' computational thinking skills on set material using the Problem-Based Learning model by considering students' prior knowledge. This study used a pseudo-experimental method with a nonequivalent control group design. The study population consisted of 224 grade X students in Bantul High School, and the sample was taken randomly using the cluster random sampling technique, resulting in two classes with a total of 64 students. Data were obtained from pretest and posttest, then analyzed descriptively and with two-way ANOVA and effect size. The results showed that prior knowledge did not significantly affect computational thinking ability. However, the PBL model had a significant moderating effect on students' general computational thinking ability. These results indicate that the problem-based learning model effectively improves these skills.

RELATIONSHIP BETWEEN ATTITUDE TOWARD STEM AND COMPUTATIONAL THINKING ABILITY IN MATHEMATICS LEARNING OF ELEMENTARY SCHOOL STUDENTS

Computational Thinking (CT) plays an important role in Science, Technology, Engineering, Mathematics (STEM) fields. However, whether Attitude toward STEM is related to CT skills is still unknown. The purpose of the study was to determine whether there is a relationship between Attitude Toward STEM and Computational Thinking skills in mathematics learning of elementary school students. This research is a correlational quantitative research that measures the relationship between two variables. The research was conducted at SDN Gandaria Utara 03 in class IVA and IVB. Simple random sampling technique was used to determine the research sample. The instruments in this study used a questionnaire to measure Attitude Toward STEM and a test instrument to measure Computational Thinking ability. The instruments in this study were measured for validity and reliability before use. Data analysis techniques using linear regression statistical tests. The results showed that Attitude toward STEM is related to Computational Thinking ability. From the results of data analysis, the regression model equation is Y = 19.635 + 0.387x. The coefficient of determination or R2 of 0.805 means that the Attitude Toward STEM variable simultaneously has an influence of 80.5% on the Computational Thinking ability variable

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

An Analysis Of English 9th Grade Turkish Efl Coursebook For High School According To Critical Thinking And Problem Solving In 21st Century Principles

This study looks at how critical thinking and problem-solving abilities can be developed using Uplift Coursebook, a Ministry of National Education English Course textbook intended for English language instruction (ELT) at the ninth grade level. The study is to look into how course materials assist these abilities in a setting where problem-solving and critical thinking are becoming more and more crucial in reading skills. The document analysis method, which is a qualitative research method, was used in the process of finding and analyzing the values in the book.A checklist for reading skills that was based on the Facione Model was used to conduct the analysis. Critical thinking and problem-solving abilities were assessed in relation to the coursebook's objectives, exercises, and provided materials. The coursebook's capacity to promote student participation and its student-centered approach were also taken into consideration.Results indicate that the coursebook has a great deal of promise for fostering critical thinking and problem-solving abilities. It is said, meanwhile, that certain areas still need work and that putting the suggested tactics into practice can assist support these skills more successfully.As a conclusion, this study offers a foundation for comprehending the function of Grade 9 ELT coursebooks in fostering critical thinking and problem-solving abilities as well as pinpointing areas in which these abilities may be strengthened.

A Study on Introducing Logical Symbols with Stories to Improve Critical Thinking with a Comparative Experiment

Critical thinking is becoming more and more important in modern society. Logical thinking is one of the core abilities of critical thinking. However, teaching logic to children faces some challenges especially when introducing logical symbols such as the implication symbol. Using stories to introduce logical symbols will address this problem and improve critical thinking.

Evaluation of integrated modular & traditional curriculum learning environment in medical education

ABSTRACT: BACKGROUND & OBJECTIVE: Most medical schools in Pakistan follow a traditional teaching methodology but a newer and refined method named Integrated teaching methodology has been introduced and proven to be more effective than the former method. The study aims to evaluate the pros and cons of integrated modular & traditional curriculum learning environments. METHODOLOGY: A total of 214 students from 1st year and 2nd Year MBBS were enrolled in the study using the convenience sampling technique. 1st Year students were grouped as Group A undergoing an Integrated learning environment and 2nd Year students as Group B undergoing a traditional learning environment at Abwa Medical College, Faisalabad. A pre-validated John Hopkin’s Proforma was distributed to collect data and was analyzed in SPSS 26 using the student’s t-test. The P-value <0.05 was considered as statistically significant. RESULTS: Out of 214, a total of 180 participants recorded their responses. 58% of the total were male and 42% were female. The responses favored the integrated learning environment as it is conducive, supportive, and provides better opportunities in terms of leadership and career options. The curriculum design was also student-centered and designed according to the student's needs as compared to the traditional learning environment. The participants recorded a healthy and positive relationship with the faculty with a statistically significant P-value <0.05. CONCLUSION: The integrated modular system fosters the ability of critical thinking and innovation among students. The curriculum design offers an integrated modular system that is flexible and student-centered which also yields positive outcomes and change among the students.

The Mediating Role of Generative AI Self-Regulation on Students’ Critical Thinking and Problem-Solving

Within the rapid integration of AI into educational settings, understanding its impact on essential cognitive skills is crucial for developing effective teaching strategies and improving student outcomes. This study examines the influence of generative artificial intelligence (GenAI) on students’ critical thinking and problem-solving skills in higher education. Our research specifically investigates how the perceived ease of use, usefulness, and learning value of GenAI tools might influence students’ critical thinking and problem-solving skills, and whether self-regulation serves as a mediator in this relationship. Utilising a quantitative approach, we surveyed 223 students and analysed their responses using a structural equation modelling method. The results reveal that the ease of use of GenAI significantly enhances self-regulation, which in turn positively impacts both the critical thinking and problem-solving abilities of students. However, the perceived usefulness and learning value of GenAI were not found to significantly influence these skills through self-regulation. These findings suggest that, while AI tools can offer an environment conducive to developing higher-order cognitive skills, this might not necessarily translate to the enhancement of students’ skills. This research contributes to the ongoing literature on the role of technology in education by highlighting the importance of designing GenAI tools that support self-regulated learning. Furthermore, it calls for educators and developers to focus not just on the functionality of AI, but also on how these tools can be integrated into curricula to effectively support critical thinking and problem-solving. The practical implications of our research highlight the need for AI tools that are user-friendly and aligned with educational goals, enhancing their adoption and effectiveness in improving student outcomes. It is crucial for educators to integrate strategies that promote self-regulation within AI-enhanced learning environments to maximise their impact on student learning.

The Effect of Video-Assisted Brain-Based Learning Model on Mathematical Critical Thinking and Mathematical Problem Solving Skills

This study aims to determine the effect of the video-assisted Brain-Based Learning (BBL) learning model on mathematical critical thinking ability and mathematical problem-solving. This research is a quantitative research type of quasi-experimental design. The population in this study were all students in class VIII of SMPN 1 Tanjung Bintang for the 2023/2024 academic year. The sampling technique used cluster random sampling, namely three classes: class VIII B as experimental class 1 using the BBL learning model assisted by learning videos, class VIII A as experimental class 2 using the BBL learning model, and class VIII D as the control class using direct instruction learning model. The instruments used have previously been tested for validity, difficulty level, distinguishing power, and reliability. The data collection technique used was an essay test to measure mathematical critical thinking and problem-solving abilities. The data analysis techniques used are the normality test and the homogeneity test. Hypothesis testing uses the MANOVA test. Based on the results of hypothesis testing that has been carried out, it can be concluded that the BBL learning model assisted by video learning influences students' mathematical critical thinking and mathematical problem-solving abilities. Students' mathematical critical thinking and mathematical problem-solving skills are better using the BBL learning model assisted by learning videos than the BBL learning model and direct instruction learning model. This can be seen from calculations using MANOVA to obtain a significance level of 0.000 and value α test criteria = 0.05, which means p-value < α so that H_0AB is rejected and H_1AB is accepted.

Analysis of Students Creative Thinking Abilities on the Topic of Energy in Living Systems

Creative thinking is a habit of sharp thinking with intuition, moving the imagination, revealing new possibilities, uncovering unique ideas, and inspiring unexpected ideas. Based on fluency, flexibility, and originality, this research aims to describe students' creative thinking abilities regarding energy material in class VII life systems at SMP Negeri 1 Tapa. This research type is descriptive qualitative research. The instrument used is a 10-number essay test whose validity has been tested. The sample used in this research was 30 students. The results of research on creative thinking abilities on energy materials in living systems are in the fluency aspect of 55.83% in the enough creative category, the flexibility aspect of 67.5% in the creative category, and the originality aspect of 52.5% in the enough creative category. This shows that the low ability to think creatively is due to students' need to understand the creative thinking ability test and students' unfamiliarity with creative thinking. Students are expected to be able to practice working on questions that can hone creative thinking skills and can use the results of this research as a reference for further research related to creative thinking skills.

Pengaruh Pemanfaatan Media Video Youtube Terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Informatika Kelas VIII SMP Negeri 1 Painan

Critical thinking in informatics learning is an important competency that needs to be developed in students. This study aims to investigate the effect of the use of YouTube video media on the improvement of critical thinking skills of grade VIII students of SMP Negeri 1 Painan. Through a quantitative approach with an experimental design, this study compares the critical thinking skills of students who receive learning with YouTube video media (experimental class) with students who receive conventional learning (control class). The research sample was taken at a simple random rate from the student population of grade VIII, namely class VIII.6 (experimental class) and class VIII.4 (control class). Data collection was carried out using a questionnaire that had been validated, consisting of 26 statements to measure critical thinking skills. Data analysis was carried out in two stages, namely descriptive analysis to describe data characteristics and inferential analysis using a t-test to test the average difference in critical thinking skills between the two groups. The results showed that the average score of critical thinking ability of students in the experimental class (95.56) was significantly higher than that of the control class (87.36) with a significance value of 0.001. This indicates that the use of YouTube video media is effective in improving students' critical thinking skills in informatics subjects

The Ability of Computational Thinking in Physics Learning

<p>The introduction describes the critical role of computational thinking in the digital era and ecosystem and developments in the global economy, work, and everyday life. Computational thinking skills are critical, especially in the Industrial Revolution 4.0 era, where technology and automation play a central role. Computational thinking includes problem solving, critical thinking, and integrating digital technology with human ideas. Abstraction, decomposition, algorithms, and evaluation are some of the main aspects of computational thinking skills. The research method used is a literature study with content analysis techniques. This research concludes that Computational Thinking is an approach that can improve the quality of physics learning, concept understanding, critical thinking skills, and student learning outcomes. Obstacles can be overcome by collaborating with other learning methods and approaches.</p>

Urgensi Pembelajaran Multiliterasi bagi Mahasiswa Pendidikan Bahasa Indonesia dalam Menghadapi Kurikulum Merdeka

The education curriculum in Indonesia has undergone significant changes, with the 2024 launch of the Merdeka Curriculum as the latest innovation. This curriculum demands a more flexible, student-centered learning approach, which requires readiness and adaptive skills from prospective educators, including Indonesian Language Education students. Multiliteracy learning becomes a strategic choice to equip students with the skills needed to face the dynamically changing curriculum. Multiliteracy, encompassing reading, writing, speaking, and digital media usage skills, supports students in comprehending and conveying materials in a profound and engaging manner. In the evolving digital era of the 21st century, multiliteracy skills also equip future educators with critical thinking, collaboration, and problem-solving abilities. This research employs a literature review method to examine the urgency of multiliteracy learning for Indonesian Language Education students. The results indicate that a multiliteracy approach not only enhances students' cognitive skills but also fosters adaptive and innovative attitudes relevant to the Merdeka Curriculum. The urgency of multiliteracy learning is expected to support students in becoming high-quality educators ready to meet the challenges of the new curriculum.