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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]

Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education. [ABSTRACT FROM AUTHOR]

This study aims to develop and implement an innovative learning model based on Problem-Based Learning (PBL) and differentiation on the theme "Pancasila as Life Values" for grade 4 students. This model is designed to improve students' understanding of Pancasila values, develop critical thinking skills, and provide meaningful learning experiences. The implementation of PBL encourages students to explore real problems related to Pancasila values in everyday life, while differentiation adjusts the learning process to students' characteristics, interests, and learning styles. This study is a classroom action research that aims to improve students' understanding through the implementation of an innovative learning model based on Problem-Based Learning (PBL) and differentiation. The research approach uses a qualitative approach supported by quantitative data to evaluate student learning outcomes through observation, interviews, and document analysis. The results of the implementation show an increase in students' understanding of Pancasila values, active participation, and critical thinking and problem-solving skills. The final evaluation shows that most students are able to identify and apply Pancasila values in real contexts. This study emphasizes the importance of using PBL and differentiation models to create interactive and relevant Pancasila learning to students' needs. [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.)

This study aims to analyze the influence of the STEM approach on critical thinking skills and communication skills in mathematics subjects of grade V elementary school students. The research method used was a quasi-experimental design with a pretest-posttest control group design. Sampling used the purposive sampling technique in elementary schools in Yogyakarta City, Indonesia. The instruments used to collect data were test questions and observation sheets. The data normality test used Shapiro-Wilk, while the univariate homogeneity test used Levene's. The data were analyzed by paired t-test and independent t-test. The results of the study showed that the STEM approach had a positive and significant effect on the critical thinking ability and communication skills of grade V elementary school students. These results were theoretical and empirical evidence that the STEM approach had conceptual and practical implications in developing students' critical thinking skills and communication skills.

Science literacy is an individual's ability to understand, use, and communicate concepts and critical-thinking in a scientific context. Primary school teacher students plays an important role in shaping strong understanding and effective on science literacy skills among elementary school students. This research employs a qualitative descriptive approach. It utilizes both qualitative and quantitative data. The study focuses on the process of data collection and supporting elements of the research obyek. Data collection techniques in this research include in-depth interviews, observation, and document analysis. The results of this study are a description of the implementation of the implementation of science literacy guidelines that have been effective in helping students understand the material, especially the solar system. The science literacy guide has undergone several revisions and has subsequently made it to the ISBN submission stage. In addition, learning objectives have also been maximally achieved with various activities during the implementation of science literacy books. It can be seen from the results of student work on the students’ worsheet, each group has answered the questions correctly. In addition, the posters that have been made show that the posters are appropriate according to the material that has been studied related to the solar system. While the essays have also been in accordance with the reading material. The implementation of science literacy guidelines can assist the students in acquiring their knowledge, skills, and strategies needes to effectively teach science in elementary schools.

Environmental issues have become a major global focus, with various stakeholders including practitioners, media, governments, and academics expressing concerns about ongoing environmental changes. To address these challenges, there is a need to enhance students' critical thinking skills to analyze ecological problems, equipping the next generation to understand and respond effectively. This study investigates the impact of the flipped learning model on middle school students' critical thinking skills in ecology topic. A quasi-experimental design was used, specifically a pretest-posttest nonequivalent control group design. Conducted at SMPN 216 Jakarta from January to June 2024, the research involved a sample of 72 students. Results analyzed with the non-parametric Mann-Whitney U test on gain scores indicate that the flipped learning model positively influences students' critical thinking skills in environmental issues, with an N-gain score of 0.49, categorized as medium. Therefore, this form of learning can be an effective alternative in improving students' critical thinking skills.

Background: Students' limited abilities in critical mathematical thinking present a persistent obstacle in mathematics education. To address this issue, this study focuses on developing a teaching module aligned with the Independent Curriculum, incorporating the Problem-Based Learning (PBL) approach. Aim: This research aims to design and validate a teaching module tailored to enhance students' critical thinking skills in solving mathematical problems. Method: Employing the Plomp development model, the study was conducted through three phases: preliminary analysis, development or prototyping, and evaluation. Data collection involved expert validation, with analysis performed using a validity index. Result: The independent curriculum teaching module received an average validity score of 3.57, categorized as highly valid, confirming its feasibility and alignment with instructional criteria. Conclusion: The findings demonstrate that the developed module fulfills all validity criteria, making it suitable for use in mathematics education to support the development of critical thinking skills. Further studies are encouraged to investigate its influence on students' learning outcomes.

Humans often interact with substances containing acids and bases daily. Learning in schools in grade XI, namely in phase F, one of the element achievements that students must complete is that students can use the concept of acids and bases in everyday life. Students are expected to have critical thinking and open minds through scientific work increasingly and, at the same time, strengthen the profile of Pancasila students, especially honest, objective, critical reasoning, creative, independent, innovative, collaborative, and globally diverse. The objective of the research will be to enhance students' critical thinking ability in E-worksheet learning-oriented Problem-Based Learning models within the subject matter of acid and base. The research design used is a descriptive quantitative approach with a pre-experimental design using a "Pretest-Posttest Control Group design ". The sample used in this research was 36 students in two classes XI of SMAN 1 Waru, Sidoarjo City. Data were collected using observation sheets, tests, and questionnaires. Two lecturers and a chemistry teacher validated the instruments to collect data. Data analysis used N-Gain to explain how much students' critical thinking skills increased. It was found that students' critical thinking skills increased significantly, with 63,9% of students in class XI-1 and 83,3% in class XI-5 obtaining N-Gain scores included in the high category, which falls into a high category. The results of the study confirm that E-worksheets oriented towards PBL are effective in developing critical thinking skills in chemistry among students, especially on the topic of acids and bases.

This study aims to improve critical thinking skills and Wasaka characteristics through the development of a problem-based learning-based reaction rate e-module and to assess the validity, practicality, and effectiveness of the e-module. This research uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). In the analysis stage, researchers assess the needs of teaching materials, characteristics of students, and learning objectives. The design stage includes material collection, outline preparation, and e-module prototype design. At the development stage, the author conducted e-module development and validation with expert validators. In the implementation stage, the learning application using the e-module was carried out in class XI B SMA Negeri 10 Banjarmasin with as many as 34 students, which involved practicality and effectiveness tests. At this stage, students learn via e-modules that are accessed via their respective cellphones. The evaluation stage is carried out with 2 types, namely, summative evaluation through pretest and posttest and formative evaluation, by evaluating each stage by revising the e-module. The results showed that the e-module was very valid (score of 4.85), very practical (score of 92.75), and effective in improving critical thinking skills (N-Gain of 0.78) and Wasaka characteristics (N-Gain of 0.72). The indicators used in the critical thinking ability variable are the FRISCO (focus, reason, inference, situation, clarity and overview). In addition, the Wasaka character indicators used are responsibility, hard work and resilience. The results of this analysis indicate that the e-module is very valid, very practical, and very effective in applying the reaction rate material to improve critical thinking skills and Wasaka characteristics.

This study aimed to develop learners' critical thinking abilities through concentrated application in related learning activities. A quasi-experimental design of the Pretest-Posttest Non-Equivalent Control Group type was employed. The study was done between January and February 2023 with a sample of 60 junior high school students in grade VII, divided evenly into an experimental group and a control group, each with 30 participants, focused on the solar system. The experimental group utilized problem based learning (PBL) e-modules, while the control group followed conventional teaching methods. The instrument used in this study included a critical thinking variable with four components in the form of a multiple-choice exam with a reliability value of 0.183, allowing it to evaluate students' critical thinking skills. The data were collected during the pretest and after treatments by administering the posttest. After the SPSS analysis, the data was shown descriptively and inferentially. The results revealed a notable difference in critical thinking capabilities between students involved in PBL-based e-modules and those taught using conventional approaches (P < 0.01). Therefore, the study shows that including PBL-based e-modules into the curriculum could improve students' critical thinking ability quite successfully.

While society expects college graduates to possess critical thinking skills to discern distorted truth, overcome ignorance, and ground action in social reality, recent studies show that traditional lecture-based collegiate instruction may not always support these outcomes. Given that critical thinking skills are essential for college students, who represent society’s future leaders and workforce, it is imperative for higher education to offer effective and comprehensive training to foster these skills. We develop a multi-faceted pedagogical design—Integrated Cogency Method (ICM)—and apply it to a statistics class. Our ICM includes writing assignments that use statistics as evidence, group discussions, and instructor-led Socratic dialogue. We implement a quasi-experimental design to uncover the impact of ICM on improving the students’ critical thinking skills. We objectively assess students’ progress in critical thinking skills by evaluating their written arguments in assignments. Specifically, we measure four critical thinking dimensions: present evidence, explain issues, articulate influence, and present conclusion. The findings from studying 63 students’ essays demonstrate that the implementation of ICM enhances students’ critical thinking skills across all four measured dimensions. We encourage instructors from various disciplines to use the ICM as a reference and create course-specific materials to enhance their students’ critical thinking skills. Supplementary materials for this article are available online.

This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.

Critical thinking is a vital skill in professional settings, contributing to increased efficiency and innovation. Recognizing its importance, this study aims to explore how critical thinking is developed and applied across various industries. It is based on qualitative interviews with professionals in Education, Health, Logistics, Tourism, and Media. The analysis utilizes thematic, comparative, and content analysis to provide a sophisticated insight into the conceptualization, learning, and practice of critical thinking skills in each industry. By examining industry-specific differences, the study emphasizes the necessity for specialized training programs tailored to the unique demands of each sector. The uniqueness of this study lies in its comprehensive cross-sectoral analysis, offering a detailed comparative perspective on the role and impact of critical thinking across diverse professional landscapes. The results highlight critical thinking as a cornerstone of professional competence, supporting the development of the "Critical Reflections" program, which aims to provide intensive training adapted to sector-specific needs. Ultimately, this research underscores the importance of critical thinking in fostering adaptability, strategic decision-making, and innovative problem-solving across diverse professional landscapes, ensuring that professionals are equipped to meet contemporary challenges effectively.

The phenomenon of presenting projects in posters, interviews, and video presentations has been widely spread among educational settings. While secondary and high schools have implemented Project-Based Learning (PBL) into their curriculum, higher education institutions still require students to write research papers upon graduation. This research study aimed to examine the initiation of the Capstone project for senior ELT students as a graduation project at Tishk International University in Erbil, Iraq. It also aimed to explore whether the project piloting is beneficial or detrimental to be implemented in the future. The study employed a mixed-method approach to obtain results from an online survey questionnaire and a face-to-face interview with a total of eight senior ELT students as a focus group. The findings of this research work revealed that respondents favored the implementation of the Capstone project for its contribution to the development and enhancement of their critical thinking skills, self-confidence, and collaboration among peers.

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 determine the feasibility, response, and improvement of students' critical thinking skills towards learning using e-modules. This type of research is development research using Sugiyono's development model with 10 stages, namely potential and problems, data collection, product design, design validation, design revision, product trials, product revisions, usage trials, final product revisions, and mass production. The research was conducted at SMPN 6 Krui and MTsN 2 Lampung Tengah, with the research subjects being 88 students in class VIII. The instruments used in this study were validation sheets, student response questionnaire sheets and critical thinking ability tests. Based on the results of the study, the validation results of interactive e-modules with the STEM approach from material experts amounted to 92% and media experts amounted to 90% with the category very feasible to use in learning. The response of students to the attractiveness of the emodule in the field trial was 90% and the educator was 89% with a very interesting category. The results of improving students' critical thinking skills obtained N-gain 0.71 including the high category. Thus the e-module developed is categorized as feasible to use as an alternative physics teaching material. [ABSTRACT FROM AUTHOR]

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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.)

Critical thinking skills are one of the essential competencies that students in the 21st century must possess. Biology learning in high school emphasizes the development of critical thinking skills, which are essential abilities in understanding, analyzing, and evaluating complex information. This research aims to design a critical thinking skills assessment instrument based on Project-Based Learning for Class X High School Students on climate change material. This study uses a descriptive research method. The data collection technique in this study is by observation and literature study. The preparation of this assessment instrument is designed based on the Scientific Literacy Assessment (SLA). The data that has been collected is then analyzed in three stages, namely data reduction, data presentation, and drawing a conclusion. The results of the study show that a design of observation sheets and assessment instruments has been produced that can be used to measure students' critical thinking skills. This assessment instrument for students' critical thinking skills is designed based on SLAs and is ready to be validated so that a valid assessment instrument is produced. Teachers can use this assessment instrument to assess students' critical thinking skills in project-based learning. This instrument can also be used to provide constructive feedback to students and help them improve their critical thinking skills. [ABSTRACT FROM AUTHOR]

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]

The COVID-19 pandemic has transformed the higher education system in Indonesia, where faculty members and students must learn online to prevent and minimize virus transmission. The purpose of this study was to determine the impact of online GI-DMM (Group Investigation-Digital Mind Map) on the critical thinking skills of college students. This study is quasi-experimental and used a pretest-posttest non-equivalent control group design. Fifty-four students from STKIP PGRI West Sumatra, Indonesia participated in this study. Data were collected using twelve essay questions and a scoring rubric used to measure six indicators of critical thinking ability, namely Focus, Reason, Conclusion, Situation, Clarity, and Overview (FRISCO). Data analysis was performed using ANCOVA followed by tests for normality and homogeneity of variance. The results showed a statistically significant difference in critical thinking between the online GI-DMM group and the online conventional DMM group. The critical thinking score of the students enrolled in the GI-DMM online course was higher (80.07) than that of the students engaged in traditional learning (71.06). Consequently, GI-DMM can be used in online learning to improve the critical thinking skills of students in higher education during the COVID-19 pandemic and the new post-pandemic era. [ABSTRACT FROM AUTHOR]

The study aims to investigate the effectiveness of using messengers for debates within remote online and blended learning environments for university students. The research design incorporates a mixed-methods approach, combining quantitative data collection and analysis with qualitative insights. By examining the benefits, challenges, and educational achievements associated with utilizing messengers for debates, this study seeks to provide valuable insights for educators and institutions striving to enhance student engagement and learning outcomes in digital learning contexts. It is concluded that using online debates via messengers in class helps students to increase knowledge, memorize, understand and use what has been learned (students should be able to show an understanding of the points being discussed), conduct some analysis of existing messages, see things differently and express their opinion, build social competency and embrace lifelong learning. [ABSTRACT FROM AUTHOR]

Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners. This article examines how out of school engagements on university and college campuses can help bridge the gap between high school and university experiences. We examine data collected as students from diverse populations participate in one out of school engagement at a university that focused on forensic science. Our analysis focuses on the progressions of students' argumentation abilities, content knowledge, and development of interest in forensic science. The results suggest that out of school engagements on college campuses have the potential to provide critical support to developing high school students in the area of forensic science. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences & Educational Studies is the property of International Journal of Social Sciences & Educational Studies 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.)

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]

In higher education, critical thinking skills are essential for students to develop their ability to explore problems, questions, or situations, find a solution, and justify their positions. Such skills can be cultivated through sustained, authentic dialogue with peers or in groups. To provide a supportive environment for dialogue and interaction among students, a book club was utilized as an alternative and extension activity of Extensive Reading course within the English Education Study Program at a private university in Indonesia. The book club enables students to connect with others, expressing and exchanging ideas and thoughts, thereby sharpening their critical thinking skills. This mixed-method study investigated the students' reading and critical thinking skills after participating in the book club, the effectiveness of book club in developing these skills, and the ways in which the book club fostered critical thinking skills. Twenty-three freshmen from one class participated in the study. The instruments used were a reading test, a survey of critical thinking skills, and students' work. The reading test and critical thinking survey were administered sequentially after the treatment, while students' work was qualitatively analyzed. The findings reveal that book club is effective in developing student's critical thinking skills, particularly in terms of creating alternative t endings to a given story. [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]

Copyright of International Journal of Economics, Business & Politics (UEIP) is the property of International Journal of Economics, Business & Politics 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.)

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.)

Purpose – This study aims to develop an instrument for assessing critical thinking skills that meets the criteria for validity, reliability, and good item quality. Method – Preliminary research identified challenges faced by mathematics teachers in designing valid and reliable assessment instruments for students' critical thinking skills. To address this, the study employed a literature review, expert validation, and both limited and expanded trials. Content validity was assessed using Aiken’s validity index, while construct validity and reliability were analyzed using Confirmatory Factor Analysis (CFA). Findings – The first-stage trial focused on assessing content validity through Aiken’s validity index. The results indicated that both the construction material and linguistic/readability aspects achieved validity values above 0.5, confirming the instrument’s suitability for high school mathematics learning. The subsequent expanded trial evaluated construct validity and reliability using CFA. The analysis demonstrated that all indicator factor loadings exceeded 0.5, confirming their validity, while construct reliability values exceeded 0.7, indicating reliability. Additionally, the model fit indices showed RMSEA < 0.08, p-value > 0.05, Chi-Square/df < 2, AGFI > 0.9, and GFI > 0.9, confirming that the developed model aligned well with the empirical data. Research Implications – The developed instrument effectively measures critical thinking skills in mathematics learning, meeting the criteria for a robust assessment tool with strong validity, reliability, and model fit. It is recommended for broader implementation in educational settings.