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In the current educational landscape, the development of critical thinking abilities is becoming increasingly important, especially considering the prevalence of hybrid learning methods. This investigation aimed to evaluate the proficiency of critical thinking skills in students who are immersed in hybrid learning. A descriptive quantitative research approach was employed, utilizing observation, documentation, and critical thinking assessments to collect data from a sample of 60 students from vocational high schools. The findings highlight two main results: firstly, the majority of students demonstrate a low level of critical thinking skills within the hybrid learning context, indicating the need for improvement; secondly, various factors that influence these skills were identified. These outcomes emphasize the challenges associated with acquiring 21st-century skills and emphasize the necessity for collaborative efforts. Both educators and students must enhance their commitment to effective learning preparation, with a particular emphasis on motivation to foster improved critical thinking abilities. This research provides valuable insights for educators and policymakers who are striving to enhance the hybrid learning environment to better cultivate critical thinking skills in students. [ABSTRACT FROM AUTHOR]

This research aims to determine the role of developing and implementing discovery learning models to develop students' critical thinking skills in mathematical story problems. The search was carried out in the even semester of 2022/2023 with research subjects totaling 30 fourth semester elementary school education students. The research was conducted using qualitative analysis methods with data collection through observation, interviews, and documentation. The discovery learning model is implemented through learning stages, namely training students to use various concepts, principles, and skills they have learned to solve the mathematical story problems they face. The research results show that the discovery learning model has an impact on the development of critical thinking skills because the research's observations of critical thinking abilities result in the capacity to recognize, evaluate, and resolve narrative difficulties as well as to reason rationally and ethically to conclude. The discovery learning model provides students with the opportunity to apply learning based on solving mathematical story problems, allowing students to develop critical thinking skills. [ABSTRACT FROM AUTHOR]

Part of learning science is practicing reasoning, but some of the most common approaches to science instruction offer students little opportunity to do that, especially in the whole-class setting of large-enrollment courses. We present and closely examine a single episode of instructor listening—an instructor deliberately adopting a stance, and establishing a classroom culture, in which students' nascent efforts at disciplinary reasoning are elicited, made sense of, and integrated into the collective learning process—in a 140-student introductory chemistry class, as an exemplar of what such instruction can look like. We delineate five aspects of the focal episode that mark it as exemplary of a listening approach to instruction. And we consider concerns about and potential value of such an approach. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pre-university students often struggle with calculus, particularly integration, and critical thinking skills, which are vital for industry needs. This study investigates the impact of problembased learning (PBL) on calculus achievement and mathematical critical thinking skills among pre-university students. Using a control group and a quasi-experimental design, the research involved 48 pre-university college students. Participants were divided into two groups: 24 students received PBL instruction, while 24 students followed a conventional approach. Students' achievement in calculus and mathematical critical thinking skillswas assessed through pre-tests, post-tests, and delayed post-tests. The analysis revealed a significant improvement in calculus achievement and mathematical critical thinking skills among students who experienced PBL compared to those who received conventional instruction. The findings suggest that PBL is more effective than conventional teaching methods, and its continued use in future educational settings is recommended. [ABSTRACT FROM AUTHOR]

Students' ability to master critical thinking skills and creativity is often found in current learning. This research aims to test the effectiveness of the Ethnoecological-Science, Technology, Engineering and Mathematics based on Project Based Learning (E-STEM PjBL) learning model in improving mastery of science concepts and critical thinking skills as well as the creativity of prospective science teachers. This model is an innovative project-based learning model integrated with Ethnoecology-STEM in the Environmental Physics course with a project on the use of water hyacinth with the following syntax: Learn, Discuss, Perform, Elaborate, Convey, Practice, Evaluate, and Use. The research method used was quasi-experimental with a one-group pretest-posttest design. The research subjects were 31 science education students at Universitas Islam Negeri Salatiga, Central Java, Indonesia. Data collection techniques use test instruments and observation sheets. The instrument was validated empirically by four experts and analyzed using Aiken's V formula. Data was analyzed using SPSS on concept mastery test data with the Paired-Sample t-test, and critical thinking skills test data with the Wilcoxon Signed Ranks Test. The average N-Gain value is obtained for each data point, while the creativity data is the average creativity of two observers. The research results showed a significant and quite effective increase in science concepts mastery, critical thinking skills, and creativity in the good and very good categories. This research concludes that the application of the E-STEM PjBL model is effective in increasing mastery of science concepts, critical thinking skills, and creativity of prospective science teachers. [ABSTRACT FROM AUTHOR]

The Spatial-Based Learning (SBL) model, developed in 2018, has evolved through the application of various spatial techniques. Its 21st-century emergence prompts an analysis of its impact on critical thinking. This study aims to examine SBL's impact using Quantum Geographic Information System (SBL-QGIS) on undergraduates' critical thinking. Conducted in the Geography Study Program at the Faculty of Social Affairs, State University of Malang, during the 2023-2024 academic year, it used a controlled experimental design. Pre-tests and post-tests were administered, with 120 students divided into experimental and control groups. Critical thinking was measured by evaluating formulating problems, providing arguments, drawing conclusions, proposing alternatives, and making decisions. The study findings reveal significant improvement in critical thinking skills due to SBL-QGIS, highlighting its potential in geography education to foster critical thinking. These findings can provide empirical evidence regarding the effectiveness of SBL-QGIS as an innovative learning method. Practically, these findings can serve as a basis for encouraging the development of more technology-based and interactive curricula and teaching strategies, as well as motivating more educational institutions to integrate similar technologies into their teaching. Academically, these findings can support further research that explores the impact of SBL-QGIS on various other aspects of learning, such as problemsolving skills, creativity, and collaboration. Additionally, these findings are useful for policymakers in formulating educational policies that support the integration of technology in the learning process, especially in developing students' critical thinking skills. [ABSTRACT FROM AUTHOR]

The development of cognitive abilities among EFL learners remains underexplored within English as a foreign language, especially in online writing activities during the COVID-19 era. Enhancing writing proficiency in EFL learners necessitates a heightened cognitive awareness, encompassing the utilization of critical thinking skills and metacognitive strategies. However, existing studies primarily focused on the direct relationship between metacognitive strategies and writing proficiency or critical thinking skills and writing proficiency, overlooking the mediating role of critical thinking skills in online environments. This study sought to bridge this research gap by investigating the interplay among metacognitive strategies, critical thinking skills, and writing proficiency. Specifically, it explores how critical thinking skills mediate the relationship between metacognitive strategies and writing proficiency online. The study involved 459 EFL participants who completed the California Critical Thinking Skills Test, a metacognitive strategies questionnaire, and an IELTS writing test. Data analysis included descriptive, Pearson correlation, and bootstrap analysis for comprehensive examination. The findings unveiled significant correlations among metacognitive strategies, critical thinking skills, and EFL learners' writing proficiency. Of particular note was the mediation of critical thinking skills between metacognitive strategies and writing proficiency, highlighting the pivotal role of critical thinking skills in online writing contexts. These outcomes emphasized the significance of metacognitive strategies in online writing environments. Future research endeavors could illuminate these dynamics through longitudinal studies across different learning stages. [ABSTRACT FROM AUTHOR]

Critical thinking is among the basic skills for learning needed in the twenty‐first century. In order to develop students' critical thinking skills, it is very important to include different teaching practices in education that will enable them to think critically. The impact of these practices on learners is also curious. In this study, it was aimed to evaluate the effectiveness of critical thinking training (CTT) on critical thinking skills and academic achievement with the mixed‐meta method. As a result of the literature review, quantitative (meta‐analysis) and qualitative (meta‐thematic analysis) findings were obtained. Quantitative studies scanned from some databases in line with certain criteria were analysed with CMA 2.0 and MetaWin programs, and learning level, implementation process and course area moderator analyses were conducted. As a result of the analysis, it was seen that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive with a large‐scale effect at a large level. Qualitative studies on the other hand were analysed with the Maxqda program. As a result of the analysis, the emerging themes were found to be 'the effect of CTT on the cognitive domain', 'the effect of CTT on the affective domain', 'the effect of CTT on the social domain', 'the effect of CTT on the delivery of the course', 'suggestions for CTT' and 'the problems encountered in CTT'. The findings revealed that CTT had a positive effect on academic achievement and development of critical thinking skills. Context and implicationsRationale for this studyThis literature review provides evidence of the effect of critical thinking training on academic achievement and critical thinking skills.Why the new findings matterThe review demonstrates that the effect sizes of critical thinking‐based practices on learners' academic achievement and critical thinking skills were positive, with a large‐scale effect at a large level.Implications for education programmes and researchersConsidering the results obtained that critical thinking practices have a positive effect on academic achievement and critical thinking skills, it can be suggested that more activities and content be prepared in primary and secondary education programmes that will enable students to develop their critical thinking skills. Since more general and comprehensive results can be obtained in terms of qualitative and quantitative aspects with mixed‐meta analysis, it may be recommended to use the relevant method in different subject areas for future research. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Critical thinking is essential in academia and the workforce. Although writing can be used as a pedagogical tool for fostering deeper subject matter understanding, increased retention, and critical thinking, relatively few science courses are writing based. This writing-based introductory science course provided an opportunity for students to learn biology content through writing while also developing critical thinking skills. In this undergraduate introductory biology course, a learning progression framework was applied to writing assignments in order to promote critical thinking. Early course assignments focused on lower-order critical thinking, including information gathering and concept connecting activities, and served as the foundation for writing an evaluative research paper (REP) that required the application and analysis of biology content knowledge within different contexts. Based on the analysis of REP assignments using standardized criteria for assessing critical thinking, students were found to significantly increase their ability to demonstrate critical thinking. Students also became more aware of their critical thinking development, made stronger connections between concepts and applications in other contexts, and displayed measurable increases in critical thinking from their first to final drafts of their papers. [ABSTRACT FROM AUTHOR]

The success of teaching can be measured by the critical thinking skills of students as demonstrated through their activities and study results. A descriptive quantitative study was conducted using the Student Perception of Critical Thinking Questionnaire (SPCTQ) to determine the perceptions of 82 grade IX secondary school students in Yogyakarta, Indonesia, regarding their critical thinking skills and their actual performance in the learning process using the Critical Thinking Observation Sheet (CTOS). The data was analyzed using correlation test analysis. The findings showed that the SPCTQ score was higher than the CTOS value. However, there was no relationship between students' perceptions of their critical thinking skills and learning performance. Although students believed their critical thinking skills were good, they could have performed better in the learning process. This highlights that students' critical thinking skills cannot be maximized solely based on self-confidence, beliefs, and student motivation in learning. Instead, it is important to maintain and shape students' perceptions of their critical thinking skills to suit the learning process. [ABSTRACT FROM AUTHOR]

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences (IPAS). The research sample involved elementary school students from selected schools, utilizing quantitative methods to measure the module's effectiveness. Validation results showed high scores in content, media, language, and pedagogy, indicating a highly valid module. Practicality tests revealed high practicality from both learners' and educators' perspectives, with average scores above 90. The findings indicate a significant increase in students' critical thinking abilities post-module learning, as measured by pre-test and post-test instruments. Implications of these findings suggest that integrating SETS concepts into IPAS learning can be an effective strategy in enhancing elementary students' critical thinking skills. These findings also offer insights for educational practitioners in designing more interactive and environmentally relevant learning materials. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Generative artificial intelligence (GenAI) is transforming education, and faculty can either incorporate GenAI in intentional course design to promote inquiry-based learning (IBL) or resist its use. This study identified an effective strategy to intentionally integrate GenAI in the course design to promote IBL. A descriptive study design was used for graduate nursing students to compare the effectiveness of a GenAI literature search tool, Elicit: The AI Research Assistant, to PubMed and CINAHL. A two-phase framework was utilized to organize complex information and justify a preference. A rubric was designed to promote and assess critical thinking through IBL in educating graduate nursing students on information literacy and structuring a literature search. Discovering a relationship between the search tools, students identified the strengths (pros) and weaknesses (cons) of each tool and determined which tool was more effective in terms of accuracy, relevance and efficiency. [ABSTRACT FROM AUTHOR]

This study evaluates how the STEM approach to teaching might address global educational concerns while enhancing elementary school students' critical thinking skills. A key component of creative and social advancement, STEM-based instruction provides a cutting-edge framework that combines conventional instruction with skills that are relevant to the future. Employing a Solomon Four-Group experimental design, the study analyzes data from 184 public school pupils in the eighth grade. In a 2x2 factorial design, pretext, posttest, and retention posttest measures were used to compare the critical thinking results of STEM and traditional education methods. While STEM-based instruction dramatically enhanced critical thinking (posttest: M = 63.47, SD = 5.03; retention: M = 61.89, SD = 4.72, Cohen's d = 1.52), traditional groups only made minor increases (pretest: M = 4.87, SD = 4.23). Treatment effects were found to be significant (F (1, 180) = 576.21, p < 0.05). STEM education gives young people the critical thinking skills they need to succeed in today's complicated, interconnected world, producing workforce and informed citizens. [ABSTRACT FROM AUTHOR]

This experimental study examined the effect of mathematical modeling activities on the critical thinking skills of 8th-grade middle school students. A pretest-posttest control group quasi-experimental design was used among the quantitative research designs. The study group consisted of 80 eighth-grade students, 40 in the experimental group and 40 in the control group. The experimental group applied mathematical modeling activities based on the socio-critical modeling approach for seven weeks, while the current mathematics curriculum was applied in the control group. The Critical Thinking Skills Test and Critical Thinking Disposition Scale were administered to both groups as a pre-test before the intervention and a post-test afterward. Data were analyzed using the Shapiro-Wilk normality test, dependent sample t-test, and independent sample t-test. The analysis revealed a significant difference between the pre-test and post-test scores of the Critical Thinking Skills Test and Critical Thinking Disposition Scale in the experimental group, favoring the post-test. In the control group, no significant difference was found between the pre-test and post-test scores of the Critical Thinking Skills Test and Critical Thinking Disposition Scale. The results of the study indicated that mathematical modeling activities improved the critical thinking skills and dispositions of 8th-grade middle school students. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore teachers’ perceptions and practices of instilling critical thinking skills in reading instruction, to enhance students’ reading comprehension. It also identifies perceived challenges that hinder the practice of critical thinking skills in reading classes. Methodology. The research was carried out at Hawassa University in Ethiopia, using a descriptive survey design and an explanatory mixed-methods approach to collecting data. Forty out of a total of fifty-two English educators and three reading teachers participated in this study. The questions were randomly selected. Texts used in quizzes, midterm exams and final exams were chosen, to evaluate the texts in which teachers integrated critical thinking skills into classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using Statistical Package for the Social Sciences (SPSS), version 24, and content analysis was used for the qualitative data. Results. The survey results revealed that teachers had a moderate level of perception with regard to integrating critical thinking skills (m=3.59) and identified studentrelated challenges (m= 3.76) as significant obstacles to the practice of critical thinking skills. The results of document analysis indicated that the practice of critical thinking skills was infrequent. It can be concluded that teachers' conceptual perception at moderate level was not sufficient to incorporate critical thinking skills into reading instruction in order to enhance students' reading comprehension. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension. [ABSTRACT FROM AUTHOR]

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the crosssectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills. [ABSTRACT FROM AUTHOR]

Many studies have reported various interventions to increase critical thinking, but very few studies have examined the impact of learning in classrooms and laboratories. This study aimed to find a learning pattern (practice to theory or theory to practice) in improving students' critical thinking skills (CTs). Pre and posttest nonequivalent group design was employed in this study. Eighty preservice chemistry teachers divided 40 students in experimental class 1 and 40 in experimental class 2. A test of enzyme‐CTs was developed to measure student CTs before and after the intervention. The result showed that integrated biochemistry courses could improve students' CTs. An independent sample t‐test was employed, and the result showed a significant difference N‐gain students' CTs between experimental classes 1 and 2 (p = 0.018). It indicates that the pattern of developing CTs from practice to theory is better than theory to practice. The research result can be taken into consideration for placing biochemistry theory and biochemistry practicum in the same semester for the chemistry or chemistry education curriculum. Students can find concepts independently in practical activities and develop them in theoretical activities. Further research should analyze the discriminant factors that differentiate between students in experimental classes 1 and 2. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the recognized importance of addressing belief bias in critical thinking, little is known about the neural activity underlying belief-bias reasoning and its connection to critical thinking. The study utilized event-related potentials (ERPs) to examine the neural responses during belief-bias reasoning and explored the extent to which these ERPs explained individual differences in critical thinking. A sample of university students (N = 72) participated in a belief-bias syllogistic reasoning task while their electroencephalographic data were recorded. The task manipulated conflicts between belief and logic within each syllogism. Additionally, participants completed established tests to assess their critical thinking. Our findings revealed that participants with high levels of critical thinking exhibited larger amplitudes of the P600 and late positive component (LPC), indicating enhanced syntactic analysis and relation integration. Moreover, those with high levels of critical thinking displayed smaller N400 amplitudes, suggesting reduced reliance on automatic semantic processing. Notably, participants, especially those with high levels of critical thinking, demonstrated larger late negative component (LNC) amplitudes in response to incongruent syllogisms than to congruent syllogisms, highlighting their heightened capacity to address conflicts between belief and logic. Furthermore, regression analyses indicated that critical thinking relied on both addressing conflicts between belief and logic, as indexed by the LNC, and generating conclusions, as indexed by the P3 components (including both P600 and LPC). These findings contribute to the theoretical understanding of critical thinking by shedding light on the neural processes associated with unbiased reasoning and metacognition, as well as offer implications for assessing critical thinking. Educational Impact and Implications Statement: We discovered that individuals who possess advanced critical thinking skills demonstrate greater brain activity measured by the P600, and late positive component, while exhibiting smaller N400 amplitudes compared to those with lower-level critical thinking skills. Moreover, variations in critical thinking among individuals can be predicted by the late negative component that reflects the resolution of conflicts between belief and logic during syllogistic reasoning, as well as the P3 components that indicate the generation of logical conclusions. These findings suggest that the electroencephalogram signals associated with solving belief-bias reasoning problems are significant indicators of critical thinking. This discovery offers valuable insights into identifying the neurophysiological markers of critical thinking, potentially leading to the creation of more objective and reliable assessment tools for intervention programs aimed at cultivating critical thinking skills. [ABSTRACT FROM AUTHOR]

For students to be able to compete and overcome challenges in the future, critical thinking is essential. The study's descriptive methodology aims to describe the students' critical thinking abilities. Every high school in a South Sulawesi district made up the research population. Based on school accreditation, with the use of a proportionate stratified random sampling technique, 150 students were chosen to comprise the research sample. The test instrument used is an essay distributed online. The indicators for the description questions are interpretation, analysis, and interpretation thinking skills. According to the study's findings, students' critical thinking abilities in static fluid material have an average score in the medium category of 73.09. In terms of school accreditation, students' physics critical thinking abilities average 73.87 for schools with A accreditation, 72.43 for schools with B accreditation, and 68.47 for schools with C accreditation. The percentage of each indicator of critical thinking skills is 34.58 in inference, 33.70 in analysis, and 31.71 in interpretation. It is anticipated that this study will give a broad picture of students' critical thinking competencies for teachers to choose and implement the most suitable stimulus to aid students in developing their critical thinking abilities. [ABSTRACT FROM AUTHOR]

Limited students' critical thinking skills in learning can be strengthened by using augmented reality technology applications. The main objective of this research is to analyze the problem-based learning model with integrated augmented reality educational games in improving students' critical thinking abilities. This quasi-experimental research used a nonequivalent control group design. The research sample consisted of 60 students from SD Muhammadiyah 09 Surabaya who were selected using purposive sampling. Data was collected by observing the implementation of learning and testing students' critical thinking levels. The data obtained in the research was processed statistically based on research obtained with a significant value of 0.000 < 0.05, confirming that Ho was rejected and H1 was accepted. Thus, the probability value is 0.000 < 0.05, so all coefficients have meaning. Applying the PBL model with integrated augmented reality educational games on critical thinking skills has a significant effect. From the ANOVA test or F-test, Fcount was 45,348 with a significance level of 0.000. This probability is smaller than 0.05, so the learning model to predict the level of participation in learning with a problem-based learning model through educational games integrated with augmented reality influences students' critical thinking skills. [ABSTRACT FROM AUTHOR]

Critical thinking skills are very important for pre-service teachers to train. Therefore, it is important to analyze their pattern for pre-service physics teachers. This empirical research uses a quantitative approach. Data collection was measured using critical thinking skills tests. The indicators studied, include elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. This instrument is in multiple-choice form with five answer options. One hundred pre-service physics teachers participated in this research. The data analysis were done using K-means clustering. The results of this research show that there are five groups of critical thinking skill mindsets for pre-service physics teachers. In addition, it was found that the pattern of critical thinking skills of pre-service physics teachers among students was in the elementary clarification (47.50) indicator in the very-low category, basic support (50.50) in the low category, inference (60.99) in the fair category, advanced clarification (43.00) with the very-low category, and strategy and tactics (52.50) with the low category. These results indicate that the pattern of critical thinking skills of pre-service physics teachers needs to receive more attention to be improved in the future. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of DAYAH: Journal of Islamic Education is the property of DAYAH: Journal of Islamic Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Because of the critical influence research should play in public policy, doctoral-level education in family and consumer sciences should include exposure to the legislative process as part of the curriculum. The legislative aide fellowship program at the University of Georgia offers students the opportunity to improve their critical thinking, communication, and leadership skills. This article outlines the legislative aide program so others can replicate it, summarizes techniques to engage students in applying research to policy issues, and highlights strategies early career scholars can use to engage in public policy. [ABSTRACT FROM AUTHOR]

There has been numerous research on developing students’ critical thinking skills through an open-ended approach in mathematics education show conflicting results. Some research results implied a strong effect; others range from moderate to modest effect. This research aims to summarize and predict the implementation of an open-ended approach to critical thinking skills in mathematics education over the last five years. This research utilized a meta-analysis using the PICOS (Population, Interventions, Comparator, Outcomes, and Study Design) approach. The sample used in this research is studies published in the form of articles and proceedings as well as theses and dissertations. The databases are sourced from Google Scholar, Crossref, and Semantic Science using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) method, which includes 14 primary studies found during 2018-2023 in Indonesia. The results are the implementations of an open-ended approach to improve critical thinking skills in mathematics education, shows an average of 1.44, which is included in the high category. Factors that influence the heterogeneity of effect sizes are study characteristics, such as sample size, year of publication, level of education, demographics, and publication type. The characteristics of the research that results in a large effect size value are an open-ended approach implemented in elementary schools, studies with a sample size of more than 30, studies that are published in 2018 and in journals, and implementation of the approach in regencies. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since acquiring critical thinking is a necessity to make sense of today's world, many teachers are looking for effective strategies that they can utilize in their classrooms to help students become apt critical thinkers. The present study, therefore, aims to investigate some of those strategies by adopting a mixed-method action research approach that was designed to implement, track, and evaluate the impact of integrating critical thinking-based instruction and activities as a part of the school curriculum to promote critical thinking skills and dispositions among Moroccan high school students. The significance of this study lies in its contribution to the field of critical thinking-based instruction in EFL education, as it can inform teachers, curriculum developers, and other education stakeholders on how to enhance students' critical thinking. Hence, the main questions posed by this study dealt with identifying the most effective instructional activities to develop students' critical thinking and their impacts on students' critical thinking skills and dispositions. The study sample consists of a class of 14 students who were selected to participate in a four-stage action research cycle for one school year. The 14 students were also invited to complete a questionnaire, and then six of them were selected to take part in semi-structured interviews. The study's findings reveal a noticeable and encouraging improvement in students' critical thinking skills and dispositions. Furthermore, the study provides practical implications for EFL teachers to promote students' critical thinking without disrupting the school curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bu çalışma, Vincent Ryan Ruggiero 'ya ait orjinal adı "Beyond Feeling: A Guide to Critical Thinking" olan ve "Eleştirel Düşünme İçin Bir Rehber" ismiyle Çağdaş Dedeoğlu tarafından Türkçe 'ye çevirisi yapılan kitabın tanıtımıdır.

Abstract The ability to think critically is an important and valuable skill that students should develop to successfully solve problems. The process of writing requires critical thinking (CT), and the subsequent piece of text can be viewed as a product of CT. One of the strategies educators may use to develop CT is modelling. Given ChatGPT’s ability to generate textual responses, one could suggest that educators can use AI-generated responses to problem-based writing activities as a model for CT. This study employed a qualitative research approach guided by the interpretivist paradigm to thematically analyse 57 digital texts produced by ChatGPT 3.5. The study found that ChatGPT 3.5 has the capacity to produce a model response which exhibits CT skills and dispositions to three different degrees namely explicit, guided, and limited. Each degree requires a certain level of educator involvement for ChatGPT 3.5ʹs textual responses to be used as a model for CT.

The research conducted on data processing material in mathematics subjects at the elementary school level identified issues related to the low critical thinking skills of students. The study aimed to create e-modules based on the Problem Based Learning (PBL) model to enhance the critical thinking skills of grade VI students, ensuring validity, practicality, and effectiveness. This research uses the R&D method with the ADDIE model. The validity of the e-module is obtained from expert validation followed by two trials to obtain practicality, and effectiveness obtained from the test. The validity test of the e-module product obtained an average percentage of 92.56%, categorized as very valid. The practicality test obtained an average percentage of 90.39% categorized as very practical and the effectiveness results through normality gain obtained a percentage of 76.33% categorized as effective. Thus, the e-module product is declared valid, practical, and effective and affects critical thinking skills and improvement in learning outcomes. However, the study's limitation lies in the focus on data processing material, separate from thematic learning, suggesting future research should emphasize real-life problems and diverse content to maintain student engagement, alongside schools providing reliable internet access for teaching materials. [ABSTRACT FROM AUTHOR]

This study aimed to improve critical thinking skills (CTs) using the children learning in science (CLIS) model of students about work and energy at Junior Secondary School. The form of research used a pre-experiment with a one-group pretest-posttest design. The research participants were 28 students (eight grades) selected by using the intact group technique, randomly. The research instrument consisted of 6 essay questions. The result showed CTs students on work and energy was 49% in the medium category before the CLIS Lesson, while in the posttest it was 63% with the high category. Statistic descriptive analysis shows t count > t table, which means that Ho is rejected. It reveals a significant increase in the CTs of students. The increase in CTs in the CLIS model uses a gain score of 0.3 in the moderate category. So, it can be concluded that applying the CLIS model can improve CTs in energy and work materials. The CLIS model can be used as an alternative in the learning process to improve student's CTs in work and energy materials. [ABSTRACT FROM AUTHOR]

Competition in the 21st century demands that human resources have excellence in both academic and non-academic fields. The quality of human resources can be seen based on the attitude, character, and critical behavior possessed by each individual. Education is the first step in efforts to improve the quality of human resources in order to compete in the 21st century. One of the education that must be mastered is science and technology, so that in its completion teachers must be able to educate their students to be able to think at a high level or high order thinking skill (HOTS). This includes aspects of critical thinking skills, which are abilities needed by students to be able to survive in the 21st century. The goal that is carried out in this journal is how to improve students' critical thinking skills. This research is a quasi-experimental study with a posttest-only control group design, this research was conducted at SMAN 1 Panawangan. The appropriate learning model to improve critical thinking skills is the inquiry learning model because the inquiry learning model is a process of obtaining information by observing and experimenting. The results obtained after the research proves that students who are taught to use the inquiry learning model have higher critical thinking skills than students who are taught to use the conventional model. [ABSTRACT FROM AUTHOR]

Needs assessment is used as a base or a foundation in designing learning models based on mathematical problem posing. This research aims to identify mathematics learning that occurs and should occur. Needs assessment is carried out by literature study and field study. The participants in this study were junior high school mathematics teachers in Palu City. Of the 25 mathematics teachers who sent the mathematics learning questionnaire results, it was found that 65% of the teachers rarely applied the problem-posing task, and 35% never gave the assignment of proposing mathematics problems. The information obtained from the interviews with 4 mathematics teachers regarding problem posing was that the students understanding about the concept. The teacher argues that if students are given the task of problem posing, they would only copy in the book. They construct problems from the textbook and replace the numbers. The task of posing a problem is given when the math teacher is unable to attend. The task of constructing problem was a punishment for students for not working on the questions. The conclusion from this study results is that the teacher rarely gives the task of problem posing. There are misconceptions about the task of mathematical problem posing. [ABSTRACT FROM AUTHOR]

Cognitive flexibility is an individual's ability to think, and critical thinking skills in the 21st century are needed by students. This study aims to obtain a substantive theory (conjecture) that is associated with students' critical thinking skills in solving mathematical problems. This type of research is qualitative with Grounded Theory (GT) systematic design procedures. Because the design of this research is GT, therefore, the data analysis was carried out in three stages, namely: open coding, axial coding, and selective coding with the help of NVivo 12 plus software. The participants involved were 30 students. The research guideline was in the form of a critical thinking ability test and semi-structured interview. In-depth interviews were conducted based on the results of the ability to think critically until the data was saturated. Data saturation occurred in the 5th interview. To test the reliability of critical thinking skills, categories and subcategories were carried out by two coders with a Cohen kappa value of 0.65, so that the coding was made reliable. The results obtained were hypothetical: if participants can think critically, then participants can solve problems, can provide arguments, can interpret algebraic derivative application functions, and can develop problem-solving strategies in critical thinking. [ABSTRACT FROM AUTHOR]

For learning mathematics, mathematical skills are needed, some of which are mathematical reasoning skills, mathematical critical thinking skill, and mathematical literacy skills. This research aims to obtain information regarding the impact of mathematical reasoning and critical thinking skills on mathematical literacy skills. This research used a quantitative approach using an associative method with a correlational technique. The sample of this research was comprised 51 students who took integral calculus course in the Department of Mathematics and Mathematics Education, Faculty of Mathematics and Science in Universitas Negeri Jakarta, which were collected randomly using simple random sampling. The statistical analysis used in this research was multiple regression analysis. The results of this research showed that: 1) There was a positive impact of mathematical reasoning on mathematical literacy. 2) There was a positive impact of mathematical critical thinking skill on mathematical literacy. 3) There was an impact of both mathematical reasoning skill and mathematical critical thinking skill together on mathematical literacy. Further research is needed related to the impact of mathematical reasoning and critical thinking skills on mathematical literacy skills reviewed from the student's initial mathematical skill. [ABSTRACT FROM AUTHOR]

The ability to think critically is an important and valuable skill that students should develop to successfully solve problems. The process of writing requires critical thinking (CT), and the subsequent piece of text can be viewed as a product of CT. One of the strategies educators may use to develop CT is modelling. Given ChatGPT's ability to generate textual responses, one could suggest that educators can use AI-generated responses to problem-based writing activities as a model for CT. This study employed a qualitative research approach guided by the interpretivist paradigm to thematically analyse 57 digital texts produced by ChatGPT 3.5. The study found that ChatGPT 3.5 has the capacity to produce a model response which exhibits CT skills and dispositions to three different degrees namely explicit, guided, and limited. Each degree requires a certain level of educator involvement for ChatGPT 3.5ʹs textual responses to be used as a model for CT. [ABSTRACT FROM AUTHOR]

This study aims to analyze the improvement of critical thinking skills using learning media development based on App Inventor on sound wave topics. The research was quasi-experimental with a non-equivalent control group design. The research population were students of class XI MIPA in one of the senior high schools in West Java Province. The sampling technique used was random sampling. Class XI MIPA 5 as the experimental class, used App Inventor-based media, and class XI MIPA 2 as the control class used Google Classroom media. The number of students in both categories were 35 each. The research instrument used a critical thinking skill test. The analysis technique uses n-gain and t-independent sample tests. The results showed an increase in students' critical thinking skills in the experimental class by 0.67 in the moderate category and the control class by 0.46 in the medium type. The results of the t-independent sample test shows the value of tcount > ttable. Thus, there is a difference in improving students' critical thinking skills between learning using App Inventor-based media and using Google Classroom media on sound wave topics. [ABSTRACT FROM AUTHOR]

The learning applied to the revised 2013 edition of the curriculum requires students to master critical thinking skills. One of the efforts to improve critical thinking skills is by applying blended learning. This study aimed to determine the improvement of critical thinking skills using Moodle-based blended learning. This type of research is a quasi-experiment with a nonequivalent research design. Sampling was done using purposive sampling technique, in order to obtain class X MIPA 4 as the experimental class and X MIPA 5 as the control class at Cisolok, which consists of 60 people, 37 are female and 23 are male. This research instrument uses essay questions to test critical thinking skills in straight-motion material with as many as 10 questions. The results showed an increase in critical thinking skills of experimental class students who obtained an N-gain of 0.60, while an increase in critical thinking skills of control class students obtained an N-gain of 0.56. The results of the hypothetical analysis of t-test using blended learning obtained t count pretest of 1.07 and posttest of 1.53, while t table of -2.048 so that t count > t table and H0 is rejected while Ha is accepted. Thus, it can be concluded that there is an increase in students' critical thinking skills by applying Moodle-based blended learning on straight motion. [ABSTRACT FROM AUTHOR]

This study aimed to develop an electronic book on hydrocarbon study materials using the Four-Steps Teaching Material Development (4S TMD) method to develop students' critical thinking skills. To achieve this goal, an electronic book was developed using the 4S TMD method, which will be tested using the Development Research (DR) research method which consists of three stages: design, development, and evaluation. At this stage the study was the first part of the development of teaching materials which consisted of four stages: selection, arrangement, characterization, and didactic reduction. The results of the research were focused on the selection stages. At the selection stage, the development of teaching materials begins with the development of learning indicators, the development of the concept of hydrocarbons based on curriculum demands, the development of basic concepts sourced from international textbooks, and finally, the development of skills that can be integrated with the concept of hydrocarbons. The results of the selection stage were evaluated by expert lecturers in the field of chemistry education. [ABSTRACT FROM AUTHOR]

This study aimed to aid in practicing critical thinking skills through an android game about the human reproductive system. A descriptive method was used in this study, in which students did their own exploration using the Android game named Human Reproductive System and Sex Education (HUPROSED). Six indicators of critical thinking skills based on Facione's work were analyzed. The six indicators were interpretation, analysis, inference, evaluation, and explanation. Forty six students were chosen to review the game by purposive sampling. This research's critical thinking skills were included in the quiz question in line with HOTS (High order thinking skills) about the human reproductive system, such as the menstruation cycle, sexually transmitted diseases, sperm, the concept of twins, and HIV, which usually have cognitive skills above C4 (applying, analyzing, evaluating, and creating). In the game, students answered the quiz. Five test items based on critical thinking were used to exercise students' critical thinking skills. The test got a score of 65 on average. Therefore, this research demonstrated how the android game "HUPROSED" may be used to teach students about the human reproductive system and sex education while also allowing students to practice critical thinking, although it still needs to be developed. [ABSTRACT FROM AUTHOR]

This paper explores the extent to which Biology syllabi are open to students' engagement with and acquisition of critical thinking skills in Tanzania's developing country context. It focuses on the Biology syllabus of Ordinary-level secondary education and that of Advanced-level secondary education. The paper reports the findings of a study whose primary objective was to explore the coherence of the two syllabi under review with the elements of critical thinking skills drawn from extant literature. The analysis also entailed exploring the coherence between the specific objectives of the syllabi linked with critical thinking skills and the assessment questions suggested. The study used the Atlas TI programme to analyse the data to achieve the research objectives. The findings revealed that the specific objectives in the syllabi under review focus mostly on lower order thinking (LOT) skills, according to Bloom's taxonomy of learning, rather than on higher order or critical thinking skills. [ABSTRACT FROM AUTHOR]

The main objective of this research is to understand the development of the critical thinking skills and self-efficacy of eleventh grade students at a girls' school in Bangkok by using classrooms implemented with active learning pedagogy through gamification on the topic of elementary counting principles. The study uses a mixed method pre- experiment research design, which also acquires in-depth data from interviews. The study involved 29 out of 182 students retrieved from cluster sampling. The data was analyzed using descriptive statistics, including mean, percentage, and standard deviation. A t-test was chosen as the inferential statistic for data analysis. The results indicated that students' critical thinking skills were improved (Sig. (1-tailed) 0.011 < 0.025), while self- efficacy remained unchanged (Sig. (2-tailed) 0.148 > 0.050). The in-depth data from the interviews suggests that the students' self-efficacy did not develop because of the stress from their school life. As the findings revealed the effectiveness of active learning pedagogy with gamification toward critical thinking and self -efficacy, the use of this combined approach in schools and universities is recommended to promote the competencies needed in the 21st century. We also suggest further management of stressful academic environments, which will benefit both students and teachers. Furthermore, to obtain more practical data, a more specific context of self-efficacy and critical thinking skills could be used. [ABSTRACT FROM AUTHOR]

The lecturers at the Education Centre of University Utara Malaysia (UUM) were introduced to the importance of higher-order thinking skills in cultivating future human resources through the submarine model. This study aims to determine if students demonstrate higher-order thinking skills and if the Submarine Teaching Model (STM) is suitable for educational purposes. Education Centre teachers often perceive education students to possess a high level of intelligence, as evidenced by the Submarine teaching methodology. Students with exceptional critical thinking skills sometimes need more attention due to academic shortcomings. The study utilises the STM to supplement the theories of constructivism and behaviourism. It comprises both intrinsic and extrinsic cognitive abilities. Ten Education Centre lecturers were designated to respond to the research questions. The relevance of STM was assessed using semi-structured interviews utilising normative-descriptive instruments. These instruments utilised questionnaire methodology and usability assessment models as references. The study was conducted by submitting seven questions and engaging in conversations using Google Forms and WebEx. The study's findings indicate that Education Centre lecturers possess a comprehensive understanding of the student's higher-order thinking skills and capacities as depicted in this model and effectively incorporate these into their teaching practices. [ABSTRACT FROM AUTHOR]

This study aims to develop a Critical Thinking-Independent Learning (CTIL) model to improve students' critical thinking skills that meet valid, practical, and effective criteria. This type of research was Research and Development (R&D), with a one-group pre-test and post-test design without a controlled class. The CTIL model was validated by three experts in the field of science education and then tested on 156 students in three public junior high schools in Surabaya, Indonesia. The results revealed that: (a) The CTIL model was valid based on the model validity score with an average of 3.73 (very good category) and the validity score of the learning materials with an average of 3.72 (very good category); (b) The practical CTIL model based on the averaged observations of the implementation of learning using the CTIL model was 3.88 (very good category); and (c) The CTIL model was effective based on four determining factors, namely: an increase in critical thinking skills, which was statistically significant at alpha .05; the calculated mean N-gain of .72 (high category), similar mean values for all test classes in all schools participated in this study; the effect size of 3.07 (strong category); and the average student response of 84% (very good category). [ABSTRACT FROM AUTHOR]