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Skills needed in the 21st century include critical thinking, communication, collaboration and creativity which can be developed through argumentation skills. Argumentation skills are very important for students to understand scientific concepts. Argumentation can be defined as the process of making claims and obtaining justification for the claims accompanied by evidence. The aim of this research is to analyze the distribution of journal research results, especially in publications, countries with the most publications, affiliates with the most publications and relevant journals that are very influential. The research method used is bibliometric analysis to provide graphic information, tables, diagrams and maps regarding statistical descriptions of literature from 45 articles published in reputable international journals that correlate with the theme of critical thinking skills in physics learning from 2007 to 2023. Results of the analysis shows that in 2019 the most publications were published with 12 articles published. Based on the countries that contributed to publishing articles related to argumentation skills in the field of physics education, most of the publications were contributed by authors from Indonesia, with 66 research published. Based on affiliation, Malang State University is the affiliate with the highest contribution, with 10 articles. This shows that this university has a significant impact. Meanwhile, based on the contribution of relevant sources, journals from the Journal of Physics Conference Series were ranked first with a total of 24 journals. This shows that the Journal of Physics: Conference Series has a significant impact on research. This source has become the center of attention in research related to the topic of argumentation abilities. [ABSTRACT FROM AUTHOR]

The design of the literature review study is how the development of research results on the Science, Technology, Engineer Mathematic (STEM) Approach in Physics Learning in a bibliometric way and Challenges trends in physics learning research that integrates STEM. An article search used the Scopus Base data conducted on June 19, 2023. Data was collected as metadata, retrieved from Scopus data with the keywords STEM AND physics AND learning from 2006-2023. The results of data collection obtained were 329 articles downloaded with their metadata stored in CVS forms, and the results were rechecked to determine whether all the articles matched the keywords. The data results are in the form of document types consisting of articles, book chapters, conference papers, and conference reviews. Visualization processing with R programming software is carried out with four visualizations consist of annual scientific production, Wordcloud, and Network visualization. The results of this analysis study show that the trend theme of the STEM Approach in physics learning is learning media and computer-aided instruction with a significant annual increase every year in 2020 there were 54 articles, in 2021 there were 94 articles, in 2022 there were 48 articles. Meanwhile, the three largest scientific production countries are the USA with 76 articles; Indonesia with 51 articles; and Thailand with 14 articles. Research trends in 2023 are learning media and your STEM Challenges can be seen from the less trending topic is the influence of STEM on the Creative thinking and critical thinking skills. [ABSTRACT FROM AUTHOR]

Science learning achievement Natural Knowledge in the independent curriculum includes science process skills and critical thinking. This overlaps with 21st century skills and curriculum targets in several developed countries. The preliminary study shows the low achievement of science process skills and critical thinking in physics learning. This study aims to develop a science process skills test instrument for learning physics. The development of the test is limited to physics subjects on renewable energy. Each aspect of science process skills and critical thinking is further elaborated into 5 indicators, then developed into 10 items each. Instruments that have been validated with expert justification. then tested on 35 school students High School to then be tested for reliability, level of difficulty and question discrimination. Validation results from 3 experts stated that the scientific process skills test instruments and critical thinking skills that had been compiled fulfilled content validity and could be used. However, there were editorials that needed to be improved. Item reliability testing was carried out by alpha conbrach calculations using the SPSS program indicating the level of category instrument reliability. tall. Easy and medium level of difficulty category. The distinguishing power of most of the categories is very good. The conclusion based on the results of the research conducted is that the test instruments for science process skills and critical thinking in physics learning of renewable energy chapters that are developed are feasible to use with test instruments in the form of descriptions with each indicator of science process skills and critical thinking skills. as many as 5 indicators out of six indicators, further researchers can develop this test instrument more fully. [ABSTRACT FROM AUTHOR]

4C Skills refer to four essential skills needed for education and development in the 21st century. These skills include critical thinking, communication, collaboration, and creativity. 4C skills can be developed through learning by applying learning models that can train these skills. The problem-based learning model is a practical approach to developing 4C skills. This study aims to review indexed articles explaining how the PBL model develops 4C skills in science learning. The data for this study were researched using the Scopus database and focused on problem-based learning models and 4C skills (critical thinking, communication, collaboration, and creativity) in science education. This search was an exceptional literature review using the four-step PRISMA approach to identification, screening, eligibility, and inclusion. Sixty-three relevant articles from 22 Scopus-indexed journals over the past six years (2018-2023) were analyzed using bibliometrics and Excel spreadsheets. Based on the results, the PBL model and 4C skills research were mainly carried out at the upper secondary level, and Indonesia is the country with the most publications. Physics is a widely studied field that uses a quantitative method. Based on the results of the review of articles, it is clear that the PBL model can be used to develop 4C skills, especially critical thinking. [ABSTRACT FROM AUTHOR]

This study employs bibliometric analysis to examine scientific research trends in culture-based physics learning from 2010 to 2023, using a dataset of 305 documents from the Scopus database processed via VOSviewer software. It reveals a fluctuating trajectory in scientific publications on culture-based physics learning, with a recent upsurge. Indonesia emerges as the leading contributor, with institutions like Yogyakarta State University and Bengkulu University among the top ten globally. Then, visualizing research trends on culture-based learning produces three main groups: (1) culture with physics, (2) Elements that influence research on culture-based physics learning, (3) Culture-based physics learning about the data collection process, and a secondary cluster: culture-based physics learning related to its supporting elements. Based on the results of the ranking of the journals that have contributed the most to research, namely the Journal of Physics Conference Series. These findings offer valuable insights into global trends in culture-based physics education, providing guidance for future research directions. Researchers can leverage this analysis to understand the evolving landscape of culture-based physics learning globally. [ABSTRACT FROM AUTHOR]

Higher-order thinking skills are the ability of students to interpret their knowledge in solving a problem through the process of analysis, and evaluation to create ideas from the problems presented. This study aims to discover the development of the number of publications, the VOSviewer visualization, and the co-authorship mapping on higher-order thinking skills in physics from 2014-2023. Bibliometric analysis using the Scopus database for the keyword "Higher Order Thinking Skills in Physics" was analyzed using VOSviewer and Microsoft Excel. It was concluded that research with higher-order thinking skills in physics from 2014 to 2020 experienced an increase, then decreased from 2021 to 2023. The VOSviewer visualization on the Network visualization display forms 4 clusters. Dominated by keyword orders and HOTS. In Overlay visualization, the latest trends are content, learning processes, data analysis techniques, student worksheets, and physics concepts. Density visualization has an area mapping where the yellow indicates that research is often done on the keyword, while the blue indicates the keyword is not researched much. In the co-authorship mapping, Indonesia has the most research, with authors dominated by Setiawan A and Suhandi A. [ABSTRACT FROM AUTHOR]

Critical thinking skills (CTS) are essential abilities for students to thrive in the VUCA (Volatile, Uncertain, Complex, Ambiguous) era. Developing students' CTS requires an appropriate learning model. The CTIL model, specifically tailored to enhance students' critical thinking abilities, is under examination in this study to evaluate its effectiveness. This research aims to assess the impact of the CTIL model, meeting valid standards, in improving students' CTS with the assistance of Android-based PhET Simulations. Employing a one-group pre-test and post-test design, the study involved 28 seventh-grade students without a control class. The efficacy of the CTIL model was evaluated using a CTS test sheet, with the collected data subjected to both descriptive and quantitative analyses. The outcomes demonstrated a noteworthy enhancement in students' CTS, indicated by an average n-gain of 0.75, categorized as high. The consistent CTS improvement was observed similarly in both classes. This research suggests that the CTIL model effectively enhances students' critical thinking skills in the context of science learning. [ABSTRACT FROM AUTHOR]

Students' critical thinking skills (CTS) training for students must use suitable learning models. The CTIL model is a learning strategy created to raise students' CTS. The objective of this study is to evaluate the CTIL model's quality, including its learning resources' validity and reliability, as a part of the model for research and development. The main syntax of the CTIL model is (1) motivation, (2) identification and analysis of phenomena, (3) self-investigation, (4) data interpretation and communicating results, and (5) reflection. The results of this study indicated that the value of the content validity of the CTIL model was 3.76, which is in the very valid category, the construct validity was 3.72, which is in the very proper category, while the reliability of the CTIL model was 0.76 which is in the high-reliability category. The results of the CTIL model set's content validity was 3.49 in the very valid category, the construct validity was 3.52, which is in the very proper category, while the reliability of the CTIL model set was 0.82, which is in the high-reliability category. The CTIL model may raise students' CTS for scientific learning based on validity and reliability characteristics. The CTIL model will be empirically tested in future studies to establish its practicality and effectiveness in scientific education. [ABSTRACT FROM AUTHOR]

This research aims to utilize robotics technology to create an Arduino-based automatic trash can innovation with an infrared sensor that integrates STEAM learning based on problems in the surrounding environment during the Covid-19 pandemic. This study follows the research procedure of the Research and Development (R&D) model. The innovations made in this automatic trash can include being able to open and close automatically, being able to find out the capacity of the remaining trash can, and being able to provide feedback in the form of thanks for the efforts of the community who have disposed of their trash in the right place. The innovation of making automatic trash cans that are integrated with the STEAM approach can be used as alternative learning that can improve students' critical, creative, and logical thinking skills and scientific work and can trigger students' enthusiasm to be able to continue to innovate in solving problems in the surrounding environment. In addition, with the innovation of the automatic trash can, it is hoped that it can inspire and educate the public to dispose of waste according to the place provided. [ABSTRACT FROM AUTHOR]

The 2013 Curriculum applied in the school still faces difficulties in improving students' critical thinking skills. Teachers did not pay attention to students' initial ability in drawing up the lesson plan because they drew it up just to fulfil the administrative obligations. It does not accommodate all students with different initial abilities to improve their critical thinking skills by giving them equal opportunities. Differentiated science inquiry is a gradual learning model of inquiry lessons that carry out four levels of inquiry, namely demonstrated, structured, guided, and self-directed inquiry into the learning process and adapted to the needs of students. Learning materials based on the differentiated science inquiry model have been developed, so this study aims to determine whether there is an effect of chemistry learning based on the differentiated science inquiry model to improve students' critical thinking. According to descriptive analysis, the N-Gain of the control class is 0.613 with the medium category, while the experiment class got 0,783 with the high category. The N-Gain analysis of students' critical thinking in each stage is in the high category where students of demonstrated, structured, guided, and self-directed inquiry got N-Gain as much as 0.737, 0.754, 0.801, 0.844. Students are very critical category for elementary clarification indicators, critical category for basic support, strategy and tactics, and advanced clarification indicators, and quite critical category for inference indicators. According to the inferential analysis, the data was not normal and homogeny distributed. The hypothesis was tested by Mann Whitney and showed that the significance is 0.00 < 0.05, which means that chemistry learning based on the DSI model has an effect on improving students' critical thinking. [ABSTRACT FROM AUTHOR]

The Freedom of Learning era is an independent condition for educators and students to gain learning experience and knowledge to develop their potential and overcome problems in life. This concept is a response to the needs of the education system in the era of the Industrial Revolution 4.0 to prepare graduates with 21st-century skills in the form of knowledge skills, one of which is critical thinking and problem-solving skills. Educators must develop students' knowledge skills by facilitating students to become more active, creative, and independent. The learning process needs the role of teaching materials that connect knowledge between the material taught and real-world situations in everyday life. The need for mastering technology in learning can be applied to digital-based teaching materials because it is considered practical, the material is intact in one teaching material and can be accessed anywhere, and it looks interactive. The purpose of this study is to analyze the need for digital teaching materials to empower students' critical thinking and problem-solving skills. Collecting data using a questionnaire following the stages of Need Assessment and Front-end Analysis from Lee & Owen. The population of this research is the second-semester biology education students at the University of Muhammadiyah Malang. The results obtained by researchers indicate that critical thinking and problem-solving skills in students relatively raise aspects of data use and analysis as well as aspects of identifying solutions that are only limited to the surface, not in-depth and structured. Thus, it is necessary to develop digital-based teaching materials that can accommodate empowerment. Students' critical thinking and problem-solving skills about 21st-century learning skills. E-module is a form of presenting self-study materials that are arranged systematically into certain learning units, which are presented in electronic format, where each learning activity is interactive and programmed to achieve learning competency goals. The development of e-modules will help students develop 21st-century skills that are supportive of the Freedom of Learning era. [ABSTRACT FROM AUTHOR]

Learning in the 21st century requires students to have various skills to face new challenges and novelties. This study investigates the relationship between students' critical thinking oral and written communication skills through implementing the Research Oriented Collaborative Inquiry Learning (REORCILEA) model in science learning. This research was concerned with determining whether students with good critical thinking skills have better oral and written communication skills. This research was descriptive and quantitative, with a sample of 49 junior high school students in class IX. Observation sheets and student activity sheets became instruments in this study. The data were about critical thinking skills oral and written communication skills that were gathered during learning, presentation, and on student activity sheets. The data were analysed using a correlation test and linear regression test. The current study's findings revealed a significant effect between critical thinking skills and written communication skills. However, there was no significant effect between critical thinking and oral communication skills and between oral and written communication skills. Students with good critical thinking skills can better express their thoughts in written form than in oral form, and students with good writing skills do not always have good speaking skills. [ABSTRACT FROM AUTHOR]

We enter a rapid, profound change in the 21st century. Every aspect of education, from preschool to post-secondary education, is focused on preparing citizens with 21st-century competencies. Higher-order thinking skills (HOTS) and scientific literacy, among the 21st-century competencies, should be taught, and these two competencies have been a major goal of science education nowadays. So, teachers should not only be capable of using innovative teaching strategy that is in line with contemporary theory/philosophy of learning, but they should assess their students using HOTS-oriented instruments that promote the development of learners' HOTS and scientific literacy. Although studies confirm the importance of teachers in developing students' HOTS as an effort to prepare students for future challenges, some obstacles have been found, such as (1) teaching strategies that engage students' HOTS are rare; (2) teachers' understanding of HOTS is still relatively limited; (3) teachers still have difficulty in developing instruments to measure students' HOTS. Classroom science assessments generally consist of asking students to recall information; (4) although teachers believe that they are assessing HOTS, they are not. It is strongly recommended, however, that assessments should test higher-order as well as lower-order thinking. To assess 21st-century learners, the assessment should reflect the characteristics of 21st-century issues or problems that could trigger students' higher-order thinking. In chemistry education, especially, teaching and learning should be based on chemistry subjects that are relevant to student's lives and represent authentic, relevant issues. Socio-scientific issues and problems faced by 21st-century learners are considered appropriate and relevant to be incorporated into the HOTS assessment. This paper, then, discusses: (1) how higher-order thinking skills can be defined in terms of transfer (Bloom taxonomy), critical thinking, and ill-structured problem solving; (2) what characteristics of socio-scientific issues can be chosen as a context of the problem; (3) how to construct HOTS test by using the identified socio-scientific issues. [ABSTRACT FROM AUTHOR]

Mathematical representation is one of the fundamental abilities used in mathematics to build the connection between abstract ideas and logical thinking to understand and solve mathematics problems. The level of student representation ability will affect the way students convey the idea of solving mathematics problems. This shows how important this ability is in mathematics. But in fact, the ability of mathematical representation is felt to be less comprehensively mastered. This is indicated by the large number of students having difficulty conveying their ideas in solving mathematics problems. This paper describes students' abilities in mathematical representation to solve math problems. The indicators for mathematical representation ability in this research are classified as verbal representation (written text), visual representation (picture, diagram, graph, or table), and symbolise representation (mathematical statement, numerical/algebra symbol, mathematical notation). The subject of this research was 8-grade students of one of the junior secondary schools at Bukittinggi. The results showed that 22 out of 34 students have difficulty in conveying their ideas to solve math problems, while the rest feel quite good about it. [ABSTRACT FROM AUTHOR]

This article was written to review the existing research in Indonesia related to the process of assessing mathematics learning during the COVID-19 pandemic. The results of the study focused on the obstacles, the alternative assessments, and the benefits of the assessment. Articles were analysed qualitatively through five steps, namely identification of research questions, identification of relevant articles, article selection, article mapping, and compiling, summarising, and reporting the results. The research data was sourced from 31 research articles. The results of the content analysis of the article show that some of the assessment constraints are: (1) the assessment only focuses on the cognitive domain; (2) educators do not directly observe students' skills; (3) poor internet connection; (4) students do not have gadgets; (5) educators have difficulty making exam questions; (6) lack of mastery of technology; (7) students commit fraud; (8) lack of student motivation; and (9) lack of peer help. Alternative assessments during the pandemic, namely: (1) online tests; (2) quizizz; (3) Google Classroom; (4) portfolio; (5) self-assessment; (6) face-to-face learning through home visits; (7) attitude assessment by looking at the activity, responsibility for doing assignments, and student attendance; (8) knowledge assessment is seen from the student's ability to work on the questions; (9) assessment of skills with performance techniques; (10) formative assessment, (11) poster presentation; and (11) students get teacher empathy. The benefits of online assessment are (1) fast feedback, (2) students can control their assessment, (3) saving time, (4) reducing cheating, and (5) supporting students' higher-order thinking skills. [ABSTRACT FROM AUTHOR]

Since the Covid-19 pandemic, online learning has been implemented to change offline learning. This activity can affect the cognitive ability of students on material learning if the learning process is not carried out optimally by both students and teachers. The purpose of this study is to determine the effectiveness of the Flipped Classroom learning model on the cognitive abilities of high school students in the redox material of grade 10 SMA Negeri 1 Lawang. This type of research is in the form of experiments. Experiential classes use the Flipped Classroom learning model, while the expository learning model is used in the control class. To find out the influence of the learning model, pretest and posttest tests are carried out on students. The test results were then tested using the Paired t-test on SPSS 25 for Windows. The test results of this study are: The effectiveness of the Flipped Classroom learning model as an improvement in students' cognitive abilities is better than the expository learning model, and the effect size of the Flipped Classroom learning model has a low category with a value of 0.425. [ABSTRACT FROM AUTHOR]

Higher-order thinking skills help students to apply their knowledge to act according to their role in society. Based on the results of the Trends in International Mathematics and Science Study (TIMSS), which measures the students' higher-order thinking skills, it shows that Indonesian students' thinking skills level is very alarming. Therefore, efforts are needed to improve students' higher-order thinking skills through classroom learning. This study aims to determine (1) the effect of implementing the PDCA metacognitive learning strategy on metacognitive knowledge and higher-order thinking skills of high school students and (2) the relationship between metacognitive knowledge and higher-order thinking skills of students. This research was conducted using a quasi-experimental design with pretest and posttest treatments. The research subjects were 10th-grade students in a high school in Malang, Indonesia. Data was collected through higher-order thinking skills test instruments and the Metacognitive Awareness Inventory (MAI) questionnaire. The data analysis technique used is quantitative analysis. The results of this study showed that the PDCA metacognitive learning strategy influences students' higher-order thinking skills. It improves students' higher-order thinking skills more effectively than an expository learning strategy. However, the effect of metacognitive strategy on students' metacognitive knowledge can't be determined. This study also found no relationship between metacognitive knowledge and students' higher-order thinking skills. [ABSTRACT FROM AUTHOR]

One of the Indonesian government's efforts to meet the 21st-century skills of students is to implement the curriculum of 2013. According to the Ministry of Education and Culture, the HOTS writing guidebook states that, in the context of 21st-century learning, students must learn and master essential skills, including critical thinking, problem- solving, creative and innovative thinking, collaborating and communicating effectively, which are higher order thinking skills. Familiarising students to think critically makes students able to analyse a problem that occurs in society so that they can produce an idea or way to solve these problems. This research is qualitative research with the type of case study research and uses the analysis method of Miles and Huberman. The research subjects in this study were students last XI A and XI B MA Fathul Hidayah Pangean, with a total of 42 students. The results showed that the critical thinking skills of MA Fathul Hidayah Pangean students in classes XI A and XI B were 42 students classified as low, with an average percentage of 26,80%. Judging from the 5 aspects of critical thinking as a whole, it is relatively low. This is because students are not used to solving HOTS-based questions, so even though in mastering the pH calculation material, they can understand the material shown by excellent learning outcomes with a percentage of 82,7%, when faced with HOTS questions, student learning outcomes become 44,3% with medium criteria. This resulted in students' critical thinking skills being still low. [ABSTRACT FROM AUTHOR]

The aims of this study were (1) to develop a valid and reliable test of critical thinking skills on reaction rates and (2) to assess high school students' critical thinking skills on reaction rates. This study applied a survey design. Researchers developed their own tests of critical thinking skills used in this study through the stages of literature review, question development, expert validation, field testing, and finalisation. Three experts participated in the test validation. The field test involved 199 high school students in Banyuwangi, while the survey involved 140 high school students in Malang. The final form of the critical thinking skills test on reaction rate consists of 10 valid open-ended questions with a Cronbach alpha reliability of 0.756. The average score of students' critical thinking skills is 54.29, in the criteria of moderate. At the sub-skill level, the average score of students' interpretation skill is 55.87 (medium), analysis is 55.71 (medium), evaluation is 52.50 (medium), the inference is 52.86 (medium), and explanation is 54.52 (medium). These results indicate the need to improve students' critical thinking skills. The implication of this study is that instructional strategies that can improve students' critical thinking skills need to be developed and implemented in instruction. [ABSTRACT FROM AUTHOR]

Scientific reasoning skills are essential abilities in decision-making to avoid panic behaviour while increasing critical thinking skills. Project-based learning can empower scientific reasoning skills among students by presenting content within authentic projects. This study aims to determine the effect of a project-based learning-assisted genetics 1 project guide interactive e-book on the empowering reasoning skills of Biology students at the Faculty of Mathematics and Natural Sciences, State University of Malang. The study involved 63 students who were taking the Genetics 1 course. The research method was quasi-experimental with a nonequivalent control group pretest-posttest design. The instrument used to measure scientific reasoning is a test of scientific reasoning consisting of five questions whose validity and reliability are known well. Indicators of scientific reasoning consist of abilities in these aspects: (1) argumentation or topic selection; (2) knowledge, research, and views; (3) methodology; (4) analysis; and (5) conclusions, limitations, and implications. The data obtained were then analysed descriptively and continued with one-way ANCOVA. The results showed a significant difference in students' reasoning in learning that started with PjBL+e-books and PjBL only. The highest corrected average was reached by the experimental class (PjBL+E-book), 83.204, while the control class had a corrected average of 57.522. Therefore, the PjBL model-assisted e-book can be used as an effort to empower students' scientific reasoning. [ABSTRACT FROM AUTHOR]

In the 21st century, students need competence in biology learning, including the ability to think critically and think at a higher level. This research and development aim to compile and produce PBL-based electronic modules which are considered valid and practical. The electronic module is expected to be able to improve the ability of XI-grade students to think critically and think at higher levels. The development of this electronic module is based on the teaching materials used by students at the Malang National High School, which are still inadequate; besides, the learning activities contained in the teaching materials are less able to improve students' cognitive learning outcomes and train students to think critically. The model implemented in this research and development was the ADDIE model. The subjects of this research were material experts, media experts, learning device experts, field practitioners, and XI-grade students. Moreover, validation results from material experts, media experts, and field practitioners are 100%, 99%, and 99%. The results of the validation of the syllabus, lesson plans, pre-test and post-test, as well as questions about evaluating students' cognitive learning outcomes, which are validated by learning device experts, are 95%, 93%, 89%, and 89%. Electronic modules and learning devices which have been validated are very valid for use in learning activities. In addition, the results of the percentage of trials for students with several stages, one trial, small group trial and field trial, are 92%, 94%, and 88%; it is considered very practical to use. Thus, based on the results of this research and development, the electronic module developed is valid and practical for use in biology learning activities. [ABSTRACT FROM AUTHOR]

Critical thinking is an intellectually disciplined process of actively and skillfully conceptualising, applying, analysing, synthesising, and evaluating information generated through observation, experience, reflection, reasoning, or communication as a guide for action. Critical thinking allows individuals to solve and observe problems from different perspectives. In the Genetics II course, students must actively find the main concepts of the material through observation, experimentation, making pictures, graphs, and tables, and communicating the results to others. This process is closely related to critical thinking skills. Therefore, applying the PjBL learning model combined with the project guidebook can empower critical thinking in the Genetics II course. This study aims to determine the effect of applying the PjBL learning model combined with the project guidebook on the critical thinking skills of Biology students of the State University of Malang. The research used a pretest-posttest non-equivalent control group design involving 52 students taking the Genetics II course from April-Mei. Data on critical thinking skills were collected using eight essay questions. ANCOVA analysis was performed at a significance level of 0.5% to test the hypothesis. The results of data analysis obtained a significance value of 0.000, which means that there is an effect of the application of the PjBL learning model combined with the project guidebook on the critical thinking skills of biology students. The results showed a significant difference in students' critical thinking skills between learning that started with PjBL combined with a guidebook and PjBL only. Furthermore, the experimental class reached the highest corrected average (PjBL+guidebook), 73.423, while the control class had a corrected average of 65.053. The presence of the project guidebook is intended to support the interaction process between students, lecturers, and lecturer assistants. [ABSTRACT FROM AUTHOR]

This study aims to develop an e-module based on Problem-Based Learning that integrates critical thinking skills and science process skills based on identifying misconceptions about plant tissue and animal tissue using a three-tier diagnostic instrument. This research is development research using the ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). This research involved students of class XI MIPA 1 and XI MIPA 2 at SMAN 8 Malang. The instruments used are validity and practicality test instruments. The results of the study tested the validity of the material expert, the validity of the teaching materials expert, and the validity of the e-module field practitioner, which resulted in a very valid category and could be used in the learning process. While the results of the practicality test research by means of one-to-one trials, small group trials and field trials, the e-module developed is categorised as very practical, which means that the e-module can be used by students in the learning process at school. [ABSTRACT FROM AUTHOR]

The Project Based Learning (PjBL) model can be integrated with Flipped Classroom; both of these combinations will provide meaningful learning for students. One of the technologies that can support Flipped-Project Based Learning is a mobile app which is named "IOXO" because it is more practical and interesting so that students can learn independently outside the classroom. The theme of the problem in the mobile apps is related to the pollution of the Lekso River due to cow dung waste. This research uses the Lee & Owen development model, which consists of analysis, design, development, implementation and evaluation stages. Trial and implementation carried out at Senior High School 1 Kesamben. The instruments used in the research were material expert validation sheets, media teaching materials sheets, biology education practitioners sheets, readability sheets for trial and student response questionnaires. The types of data in this research are quantitative and qualitative. Quantitative data were obtained from the results of the validity of material experts, teaching materials media experts, biology education practitioners, trials, and practicality from student response questionnaires. Qualitative data were obtained from suggestions and comments from material experts, teaching materials media experts, biology education practitioners, and students. The results of the validation of mobile apps from material experts, media experts, and biology education practitioners obtained values of 100%, 98%, and 98%. Meanwhile, from the results of student questionnaires after using the mobile apps, 90% of students stated that the application was very practical. From the results of individual trials, small groups and large groups respectively obtained values of 98%, 96%, and 96%. Thus, it can be concluded that the "IOXO" mobile apps are valid and practical to support learning on the topic of ecosystems and environmental change in high school. [ABSTRACT FROM AUTHOR]

Due to students' relatively heavy usage of electronic devices for studying, the development of electronic learning resources like electronic modules (e-modules) can currently be a solution to the learning process in the digital era. This study aims to develop an ecosystem and environmental change e-module based on PBL that is valid and practical. This kind of research is defined as research and development (R&D) by modifying the Lee and Owens (2004) model, which has 5 stages: assessment and analysis, design, development, implementation, and evaluation. Data collection uses expert validation sheets to collect data on the validity of the e-module and student response questionnaires to determine the practicality of the e-module. The data was obtained descriptively in the form of percentages and adjusted to the criteria of validity and practicality, according to Akbar (2013). This study was carried out in SMAN 1 Lingsar, West Lombok Regency, between February and June 2022. The results showed that the ecosystem and environmental change e-module based on PBL developed fulfilled very valid criteria with a percentage of 100% by material experts, 93% by media experts, and 95% by biology education practitioners expert. The results of the students' response test showed that the e-module developed fulfilled practical criteria with a percentage of 86.3% by students. It can be concluded that the ecosystem and environmental change e-module based on PBL has proven to be feasible and can be used in the learning process. [ABSTRACT FROM AUTHOR]

This research is a preliminary study conducted to describe the critical, creative, and metacognitive thinking profile of students of the Biology Education undergraduate program at Siliwangi University. This research was conducted on 105 active undergraduate students in the biology education program at Siliwangi University. The instrument for measuring critical and creative thinking uses a written test, while the metacognitive uses the metacognitive awareness inventory (MAI). After getting the data, the data was analysed quantitatively and descriptively. The results showed that the average score of critical thinking was in the good category, creative thinking was in the poor category, and metacognitive was in the good category. This study interprets the three abilities in the East Priangan area. It can be used to determine the next step in activating critical thinking skills, creative thinking, and metacognition. [ABSTRACT FROM AUTHOR]

Critical thinking skills are an important ability possessed by students to support 21st-century learning. This research aims to analyse students' critical thinking skills in terms of critical thinking skills indicators according to Ennis 1996, focus, reason, inference, situation, clarity and overview. The type of research was descriptive qualitative because it examines research objects that are natural or in real conditions and not set as in experiments. This research was conducted on October 24, 2021, at SMAN 7 Malang. The research subjects were students of class XI, MIPA SMAN 7 Malang. The instrument used to analyse critical thinking skills is an essay test. The achievement of students' critical thinking skills still needs to be improved; this is indicated by a test result of 63,01 in the medium category, a focus indicator result of 44.69 in the low category, a reason indicator result 56.06 in the low category, inference indicator got result 78.03 in the high category, situation indicator got result 53.78 in the low category, the clarity indicator got result 74.24 in the high category, and overview indicator got result 71.21 in the medium category. This is because students still have not maximised thinking potential. The results of this study can provide initial conditions to teachers and researchers regarding the level of students' critical thinking skills. This is because students still have not maximised thinking potential. Problem-based model models are based on various problems that require authentic inquiry, namely investigations that require real solutions to contextual problems. Based on the results, an integral problem-based learning e-module is needed that can improve students' critical thinking skills in accordance with the 21st-century learning criteria because E-modules are more effective for training students' critical thinking skills. [ABSTRACT FROM AUTHOR]

The importance of a statistical literacy ability that must be instilled in students is the focus of the problem of this research. This study aims to describe, analyze and draw conclusions from students' statistical literacy skills in solving PISA Like problems. This study uses a qualitative approach with descriptive research with a subject of 30 students from SMPN IT 15 Binjai, North Sumatra. The data collection of this study from the tests and interviews presented. The data analysis technique uses data reduction steps, data exposure, as well as drawing conclusions and verification. The results of the study show that students of SMPN IT 15 Binjai have statistical literacy skills in understanding data in context, writing, interpreting, using algebraic operations in statistical skills, organizing data, but have not yet reached the stage of involving critical thinking in the context presented, using proportional reasoning, express opinions and communicate the results of the interpretation of the data obtained, draw conclusions from the results obtained and evaluate the information critically. [ABSTRACT FROM AUTHOR]

HOTS assessment is a judgment on matters of non-routine requires solving process with a solution that has never been done before. HOTS characteristic in this assessment aims to process analysis, evaluation, and creation. Literature This review aims to systematically review the literature about the implementation of HOTS assessment in mathematics. A literature search was conducted through the Education Resources Information Center database obtained 2 articles and Semantic Scholar obtained 4 articles in the period 2012-2021. The inclusion criteria used were English-language articles that specifically discuss the implementation of the assessment of higher-order thinking skills in mathematics. Based on the extraction of articles chosen six articles that meet the criteria. Results of the review showed the implementation of HOTS assessment in mathematics can improve critical thinking skills and students' motivation is to have an impact on student achievement. It is thus important for teachers to develop the assessment of higher-order thinking skills in mathematics. [ABSTRACT FROM AUTHOR]

The research will be conducted in the form of R&D, using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Analysis phase, in the form of needs analysis especially regarding the types of activities, kinds of lecture material, challenges/expectations encountered so far. The design stages include the preparation of hypothetical models and device prototypes. The development phase is used to compile and validate learning models and the teaching and learning sets. The implementation phase is in the form of implementing models and learning tools in real teaching in the Ecology course. While the evaluation phase is used to conduct evaluations and reflections on the effectiveness and efficiency of the development and application of learning models and tools, in order to foster some of the abilities of these students. Data validity of the model and the quality of teaching and learning sets will be analyzed using descriptive statistical analysis. Practicality data of applying the model in learning is also analyzed using descriptive statistics. While data on the effectiveness of the application of learning models in growing these abilities on undergraduate biology education students will be analyzed inferentially using the manova test after the requirements for the test were fulfilled. The effectiveness of applying the model in two countries will be analyzed using univariate different tests. The results of the development of teaching kits produced 5 components of teaching kits, namely syllabus, lesson plan, student's worksheet, LMS-BeSmart, and Instrument of Assessment. The validation process, which has involved several validators (reviewers) and proofreaders, has produced teaching kits that are feasible to apply in the class. The implementation of Two Levels Inquiry-Based Blended Learning Model in real class shows high feasibility. Students and lecturers can carry out learning activities according to the design in the teaching kits. Student participation and involvement in learning activities is very good. The impact of the application of this learning model on student competence tends to be very good. [ABSTRACT FROM AUTHOR]

The profile of the critical thinking ability of Public Senior High School students on respiration topic in class XI was observed. There were six schools divided based on upper, middle, and lower categories seen from the UN scores and the list of school graduates were used as the samples. There were 40 students as the model selected randomly in the science class at each school. The research instrument used description questions to measure five indicators: interpretation, analysis, inference, evaluation, and explanation. Meanwhile, the questionnaire measured one indicator, namely the self-regulation indicator. Critical thinking indicators used for observation are included how to interpret, how to analyze, how to inference, how to evaluate, how to explain, and how to organize themselves. The data was analyzed using a descriptive analysis technique based on the percentage of students' critical thinking ability. The research results on Public Senior High School students in Tulungagung Regency showed that all categories (upper, middle and lower) have good critical thinking ability. Furthermore, critical thinking ability based on the completeness of critical thinking indicators shows that regulation, explanation, interpretation, and inference indicators get a suitable category, while analysis and evaluation indicators get a low category. The low critical thinking ability on analysis and evaluation indicators are certainly a concern for teachers as educators this is because thinking ability is a means to achieve educational goals so that students can solve problems at high levels in their lives, so there must be learning innovations as an effort to improve it. [ABSTRACT FROM AUTHOR]

This study implements student worksheets (LKPD) with an e-guided inquiry model for class X students with the material on work and energy. The aims are (1) to describe the characteristics of guided inquiry student worksheets (LKPD); and (2) to know the improvement of critical thinking skills by using the developed LKPD. Using two classes for modeling and implementation with a simple descriptive research design with data collection techniques in the form of observations and questionnaires, each of which consists of 25 statements. The method used in this study is qualitative and quantitative methods. The qualitative method is from the results of observations and filling out questionnaires. It can be concluded that learning using the e-guided inquiry LKPD model in online learning is still relatively new for students and also still makes it difficult for students to carry out practice. The quantitative method is giving tests to students in knowing their critical thinking skills. The implementation is developed by providing learning using LKPD through the links shared by each group to help students in doing practicum. The results show that (1) the characteristics of the LKPD that use e-guided inquiry include the stages of presenting data, conducting investigations, namely carrying out experiments according to procedures, taking practicum results, analyzing the results obtained by filling in the available columns, making conclusions; and in the comments column students can provide comments or suggestions during practicum, and (2) the results of the student's critical thinking ability test obtained a total average score of 0.433. [ABSTRACT FROM AUTHOR]

This study aims to improve the critical thinking skills of class X Multimedia students at Vocational High School in Jetis Yogyakarta. The method used in this research is the ADDIE development model. The test used in this study is a description test. The selection of the test form is based on the characteristics of the material and minimizes the guessing factor. The analysis was carried out using descriptive analysis to see the differences in students' critical thinking skills in the control and experimental classes. The results of data analysis are typically distributed. This can be seen from the significant value in the control and experimental classes, greater than 0.05. Then H0 has been rejected so that the data is usually distributed. Then calculate the results of increasing students' critical thinking skills using independent t-test, data obtained that there are significant differences in students' critical thinking abilities. The significance value indicates this in sig. (2-tailed) is less than 0.05. So, the study results indicate that using the e-PjBL learning model assisted by student worksheets in learning physics can improve students' critical thinking skills. This can be seen from the pretest and posttest scores which were then analyzed using the independent t-test. [ABSTRACT FROM AUTHOR]

This research aims to develop the critical thinking skills of junior high school students in the context of Palembang tourism using PISA-like mathematics problem, and the PMRI approach. This research took a special research subject for eighth grade junior high school students in the city of Palembang. The methodology of this research is a formative evaluation type of design research. The data were analyzed qualitatively through tests, interviews and observations. The results of the research on students' critical thinking skills in solving PISA type questions in the tourism context of Bait Al-Quran Al-Akbar Palembang have good critical thinking skills with a percentage of 71.42%. This research can teach students to think critically and introduce tourism and culture in Palembang at the same time. [ABSTRACT FROM AUTHOR]

This study aims to determine the student's critical thinking skills in solving PISA-like questions in the context of Jakabaring Palembang tourism on quantity content. This type of research is descriptive, using four indicators of critical thinking skills: Interpretation, Analysis, Evaluation, and Inference. The subjects involved in this study were students in class VII, as many as 36 people. Data was collected through tests and observations and then analyzed qualitatively to measure students' critical thinking skills. The results of this study indicate that the ability of critical thinking students is classified as medium with a total of 22 students, this can also be seen from completing PISA-like questions, and only 6 students are classified as low. In addition, the highest percentage of critical thinking indicators is on interpretation, 83.3%, while the lowest essential percentage of thinking indicators is on analysis, with a total of 13.8%. By solving PISA-like questions quantity content can train students to develop interpretation indicators on mathematical critical thinking skills as well as introduce Jakabaring Palembang tourism. [ABSTRACT FROM AUTHOR]

In the era of the industrial revolution 4.0 and society 5.0 and the demands of the Asean Economic Community (MEA) for quality human resources. The results of the 2019 PISA survey, Indonesia is ranked 72 out of 77 countries and in the independent curriculum requires students to ask high-level thinking chemistry questions (HOTs) and analyze green chemistry material. HOTs are the main goals of 21st century learning, with HOTS students can make connections between facts and concepts, and apply them to new situations to solve problems. The purpose of this study was to develop an HOTs-based assessment instrument for the study of green chemistry material to measure students' critical thinking levels. The Oriondo and Antonio assessment instrument development model was used in this study, the research subjects were 30 students of SMA Negeri 10 Palembang. The assessment instrument developed in the form of a limited essay based on the competence of PISA and Marzano HOTs. The item analysis involves content validity, construct validity, empirical validity, reliability, difficulty index, and item discriminating power. The results showed that the validation was very valid (90.5%) from the material, construct, and language aspects. Trial assessment to teacher users and class XI students. The teacher's response strongly agrees and the one-on-one test is very good. The reliability per item is very high and the items are acceptable. Thus, the HOTs assessment instrument for green chemistry material can be used to measure students' critical thinking skills. [ABSTRACT FROM AUTHOR]

This study aims to investigate the perceptions of prospective mathematics and science teacher students on critical thinking and problem-solving skills in West Kalimantan. The purpose of this study is also to determine whether there are differences between gender and the origin of the college in these skills. The method that will be used in this research is a survey by analyzing it descriptively. The prospective teachers referred to in the study are students of the science education study program in West Kalimantan. There are three institution preparation teachers in this study, namely Uni A, Uni B, and Uni C. Instruments that were used in this research are statement adoption from Thinking Roles of Belbin Team Role Self-Perception Inventory (BRTSPI). The next stage of implementation was surveying 199 pre-service science teachers in one of the provinces on Kalimantan Island. Data analysis will be carried out quantitatively. Based on the study analyzed, it was concluded that in general, the perception of science teacher candidates for level thinking skills and problem-solving was 3.47, meaning that students already knew higher-order thinking skills and problem-solving but were still not sure about their implementation. The statistical test results obtained show the same thing for gender differences. [ABSTRACT FROM AUTHOR]

The use of good learning media can increase and direct students' attention so as to lead to learning motivation. This study aims to developing an animation audiovisual media product in Excretory System material which is valid, practical, and effective at Grade XI High School. This study uses a 4D model which consists of Define, Design, Develop, and Dissemnate stages. The collecting data using of validity and practicallity instruments on theory use a validation sheet that evaluated by validator expert and teachers, practicallity test by real practice uses a questionnare sheet on google form that filled by students, also effectivity test to measure increase in critical thinking skill by test on the field uses pretest-postest control group design test. Based on gathered data the result of validity tests for the final product was 4,84 in the very valid category based on the media and material aspect evaluation. The result of practicallity test on theory by validator expert and biology teachers was 96,8% and on the real practice by students was 98,2%. The result of effectivity test shows the average N-Gain result by the experimental group was 0,445 in moderate category and by the control group was 0,087 in low category so it states that the animation audiovisual media in Excretory System is feasible to be used in learning because it has met the criteria of being valid, practice, and effective. [ABSTRACT FROM AUTHOR]

This study looked at the effectiveness of blended learning in a South Korean university's nursing department during the length of a semester, from September to December 2019, before the pandemic lockdown. Evaluations of blended learning efficacy are closely tied to both nursing educators and learners. The goal of this paper is to look at ongoing English-medium education at a nursing department at a Korean university that uses a blended learning model. The current study examines the learning experiences of 41 Korean Freshmen and Sophomores, assessing their development and acceptance of blended learning, as well as the efficacy of this pedagogical tool in improving nursing undergraduates' learning outcomes. Our primary approaches are interviews and surveys. We believe that the blended learning technique may equip Korean students with more effective learning opportunities in terms of critical thinking and problem solving. As a result, blended learning may be essential for future nursing education applications. [ABSTRACT FROM AUTHOR]

Students' mindsets are established through mathematics learning to help them learn how to think, analytically, creatively, and innovatively in response to societal change and technology advancements. This literature review's goal is to outline the MEAs approach to enhancing students' mathematical ability. This research will look at various findings about the MEAs approach in mathematics learning. The aspect seen is the influence of such an approach on students' mathematical ability. According to the analysis's findings, the MEAs approach promotes students' conceptual understanding, problem-solving ability, reasoning, connections, communication, representation, critical thinking, even creative thinking. The MEAs approach can be used in elementary schools, high schools, and colleges. In other words, utilizing MEAs approach may assist students' mathematics ability. Therefore, teachers can consider this approach for use in mathematics learning. [ABSTRACT FROM AUTHOR]

Critical thinking skills are beneficial and must be considered when learning where these skills are needed to prepare students for academic careers. However, students critical thinking skills are still relatively low. This study aims to determine students' critical thinking skills in class XI IPS 4 SMA Pertiwi 1 Padang linear programming material for students with Field Independent (FI) and Field Dependent (FD) cognitive styles. This research is classified as qualitative research. The selection of samples or research subjects was selected using a purposive sampling technique. This study's research subjects were taken in class XI IPS 4 SMA Pertiwi 1 Padang, totaling 26 students. Which then selected six students of class XI IPS 4 at SMA Pertiwi 1 Padang. These six students consist of three with FI cognitive style and three with FD cognitive style. The data were collected using observation methods, written tests, and interviews. Validation of the data used is the triangulation method, and data analysis is done by data reduction, data presentation, and conclusion. The results showed 1. Students with FI cognitive style tends to be able to understand problems in linear programming, so students with FI cognitive style tend to be able to meet the indicators of critical thinking skills, namely interpretation, analysis, evaluation, and judgment. 2. Students with FD cognitive style have difficulty understanding the problems in the questions, so students with FD cognitive style are less able to meet the indicators of critical thinking skills. [ABSTRACT FROM AUTHOR]

Some research results still show high school students' low ability to solve math problems. Problem-solving is an embodiment made by students of higher-order thinking processes. This study aims to analyze the mathematical problem-solving ability of students on the subject of absolute value equations and inequalities and to find out the factors that make students difficult in solving mathematical problems. This research is quantitative research using a descriptive approach. The result of this research is the analysis of students' mathematical problem-solving abilities on the absolute value equation material. Analysis was using the Polya concept. This research had held at SMAN 1 Parung with 34 students as research subjects. The problem-solving instrument used in this research is a problem-solving test on the absolute value equation material. It uses interviews with students who get the highest and lowest scores. This study shows that problem-solving in understanding the problem is good, with a percentage of 79%. The problem-solving step is good, with a percentage of 78%. Then, when doing problem-solving is good with a percentage of 84%. Furthermore, at the re-examination stage, it is very less, with a percentage of 21%. The results showed that 13 students are categorized as good with a percentage of 38.2% and 21 students in the good enough category with a percentage of 61.8%. In conclusion, most students are in the moderate category in solving math problems. [ABSTRACT FROM AUTHOR]

Students are now expected to think creatively and analytically when solving mathematical problems, as well as to be able to answer questions with high thinking power, or what is known as Higher-Order Thinking Skill (HOTS). Providing Open-ended Problems (OEP) or open problems means problems that can be solved in a variety of ways (flexibility), and the solutions can also vary so that students can think creatively. This study aims to examine students' thinking skills and analysis when solving OEP questions in mathematics class. This qualitative study uses a descriptive presentation method and a case study approach. This study included 134 grade 6 students in Palembang City for the 2022/2023 school year. A written test presented in the OEP was used to collect data in this study. According to the study, students' thinking power is determined by their ability to solve OEP; the higher their ability to solve OEP, the more indicators they achieve. Students with solid thinking and analytical skills can meet the indicators of analyzing, evaluating, and creating. Students with average abilities can meet the analysis and evaluation indicators. Students with low abilities did not fully meet the indicators of analyzing, and it is possible that they still need to meet the indicators of evaluating and creating. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic requires professional teachers to use digital technology, but some students experience obstacles in technology so that it has an impact on their low critical thinking abilities. This paper aims to analyze mathematical critical thinking abilities between students who carry out learning models eliciting activities assisted by Edmodo and conventionally assisted by WhatsApp based on prior knowledge of mathematics. The research method used a quasi-experimental, non-equivalent pretest-posttest control group design. The sample was selected through a homogeneity test from 4 parallel classes of one junior high school in Bandung Indonesia, two classes were selected, namely class VIII A as the experimental class and VIII D as the control class. The instrument uses an initial mathematical ability test and critical thinking abilities. Data analysis uses: Two-way ANOVA test. Findings: There is a difference in the improvement of mathematical critical thinking abilities between experimental class and control class students. There are differences in the achievement of mathematical critical thinking abilities based on prior knowledge of mathematics in the smart, medium and weak categories. Learning models eliciting activities assisted by Edmodo can facilitate the process of construction, interaction and reflection so as to improve students' critical thinking abilities. [ABSTRACT FROM AUTHOR]

This study aims to analyze students' problem-solving and critical thinking ability through realistic approach based on non-routine problem by blended learning in the Mathematics Department, Faculty of Mathematics and Natural Sciences, State University of Medan. This type of research is a quasi-experimental. The research population is all undergraduate students of the Mathematics Education Study Program (MESP) in 2021, and sample is taken from 2 classes, namely; 1) MESP A 2021 as an experimental class 2) MESP B 2021 as a control class. The research instrument on problem solving and critical thinking skills is a test, than were analyzed using ANOVA. The results showed that the problem-solving and critical thinking skills of students who were given geometry learning through a realistic approach based on non-routine problems using blended learning were better than students who were given regular online learning. Furthermore, from the results of the study it was found that there was no interaction between learning and students' initial abilities, both on problem skills and on students' critical thinking skills. This shows that students' problem-solving and critical thinking skills are always better using learning with a realistic approach based on non-routine problems using blended learning compared to students who are given regular online learning. Thus, what is suggested from the results of this study is that in improving students' problem-solving and critical thinking skills through a realistic approach based on non-routine problems using blended learning, it is not necessary to classify students into low, medium or high initial abilities. [ABSTRACT FROM AUTHOR]

This study aims to determine the analysis of students' initial needs regarding learning innovations that can be used to empower critical thinking skills in Animalia material in biology subjects. This research is qualitative research which is the initial stage of development research using the ADDIE model. The research focuses on the analysis stage. The research subjects were 72 students in one of the senior high schools in Central Java Province with a major in Mathematics and Natural Sciences. The data used in this study are preliminary research articles and questionnaires to analyze the initial needs of students as many as 72 studens. The survey data were then organized using coding. The coding results were analyzed descriptively. The results show that learning innovations are needed during the Covid-19 pandemic that can be used to empower students' critical thinking skills. Learning innovation in the form of e-module development based on Smart Apps Creator (SAC) on animalia material. [ABSTRACT FROM AUTHOR]

Learning mathematics in the independent curriculum uses a teaching module containing Pancasila's profile. The teacher should develop the teaching module by including local wisdom and Pancasila profiles following the characteristics of the students. Considering that the implementation of an independent curriculum is a new thing, most mathematics teachers have difficulty in making teaching modules independently. Wetlands are one of the local pearls of wisdom that can be used in context in the South Kalimantan region. Therefore, the objective of this study is to develop a teaching module that contains the context of wetlands to educate the critical thinking of junior high school students. The research method used is the method of research and development with the four D models. Mathematical material used as the object of problem development is grade VII mathematics in junior high school. The results of the study obtained an independent curriculum teaching module with a wetland context to educate critical-thinking junior high school students. [ABSTRACT FROM AUTHOR]

This research has been carried out to obtain the overviews of critical thinking questions found due to theoretical and mathematical physics topics found in senior high school physics textbooks. This research is a descriptive research, in which the data was collected through observation by doing document analysis and interviews. Observation was done to physics textbooks currently used in Indonesia, i.e. physics textbooks which have passed the assessment of the national education standard body (BSNP), that are regulated by the Decree of Education and Culture Minister 148/P/2016 on Determination of the Titles of Textbooks for Specialization Courses at Senior High Schools Level. The interviews were done with teachers and students enrolled at tenth, eleventh, and twelfth grades of a senior high school in Bandung District in academic year of 2020/2021. The interviews were oriented to reveal the physics topics that are considered to be theoretical and mathematical by teachers and students. Critical thinking analysis to questions found in physics textbooks was based on the critical thinking indicators developed by Tiruneh et al (2016). Based on the data analysis, it was found that: 1) tenth grade physics topics which are considered to be theoretical and mathematical are vectors, two dimensional motion, and harmonic oscillation, 2) eleventh grade physics topics which are considered to be theoretical and mathematical are kinetic theory of gases, thermodynamics, and light, 3) twelfth grade physics topics which are considered to be theoretical and mathematical are theory of relativity, quantum phenomena, as well as atom and radioactivity, 4) the availability of critical thinking questions (CTQs) in such theoretical and mathematical physics topics found in the physics textbooks in Indonesia is relatively minimum, 5) CTQs mostly found in every physics textbook are CT questions dealing with the aspect of likelihood and uncertainty analysis, especially for indicator of predicting the probability of event, and 6) CTQs dealing with the aspect of problem-solving and decision-making were not found in all physics textbooks. [ABSTRACT FROM AUTHOR]

The purpose of this research is developing teaching materials in the form of e-modules based on double loop problem solving in order to improve critical thinking ability. The research and development (R&D) method was used in the study. The ADDIE model was used in this development research, which included analysis, design, development, implementation, and evaluation. This study resulted some findings, they are: (1) Media experts have an e-module feasibility quality of 77.9%, material experts have 84.5%, and IT experts have an quality of 92.6%. (2) The small group trial of e-modules results received an 87.50% and the field trials received an 89.55%, with 92.3% of educators responding. (3) There is an increase in critical thinking ability with the availability of e-module teaching materials based on double loop problem solving, as indicated by the average value of the normalized N-Gain score, as follows: The average N-Gain score for small group trials is 0.53 in the medium category, while the average N-Gain score for field trials is 0.48 in the medium category. [ABSTRACT FROM AUTHOR]