Особливості розвитку соціальнопобутових навичок у старшокласників з інтелектуальними порушеннями

Critical and creative thinking are skills that are needed in this 21st century. These two skills are a priority for learning outcomes from various levels of education. This research is a descriptive study that aims to see or measure the critical and creative thinking skills of high school students in Pekanbaru in online learning. The population in this study were students of public senior high school class XI IPA in Pekanbaru, while the sample was 216 students from two public senior high schools in Pekanbaru. The research instrument is in the form of critical and creative thinking questions that have been validated constructively by experts and empirically with a reliability value of. Based on the results of the study, it shows that the critical thinking skill of students of public senior high school class XI IPA in Pekanbaru is in the sufficient category with a percentage of 68.71% with the highest percentage being in the advance clarification indicator with a very good category while the other indicators are in the sufficient category. In creative thinking, the average skill of students in public senior high school class XI IPA in Pekanbaru is also in the sufficient category with a percentage of 64.43% with all indicators in the sufficient category. Based on the results of the study, it can be concluded that the ability of students in public senior high school class XI IPA at SMAN Pekanbaru is in a fairly good category.

The purpose of this paper is to integrate group metacognitive scaffolds into project-based learning (PBL) in biology classes to improve the collaborative problem-solving skills (CPS) of high-school students. The study designed and implemented four projects, ‘Designing space meals for astronauts’, ‘Cell decryption’, ‘Blade carving’ and ‘The life course of the cell’, based on the 10th-grade biology curriculum in China, and involved 27 Grade-10 students from a high school. The quasi-experimental repeated measure method was used to evaluate the students’ improvement in CPS skills, with pre-, mid- and post-tests; classroom observation of the CPS process; various students’ created products in groups and the group metacognitive scaffolds filled out by each group in the four projects. Both qualitative and quantitative data analysis methods were employed. The research findings show significant improvement in students’ overall performance and three dimensions (the three dimensions are ‘Establishing and maintaining shared understanding’, ‘Taking appropriate action to solve the problem’ and ‘Establishing and maintaining team organisation’), with more pronounced improvement between the mid-test and post-test than between the pre-test and mid-test. The findings imply that PBL using group metacognitive scaffolding is conducive to developing high-school students’ CPS skills in biology learning.

The article addresses the issue of developing social skills of doctoral candidates in professional edu- cation. The purpose of the study is to substantiate the set of social skills of doctors of philosophy in profes- sional education and outline approaches to their development, which are implemented at Alfred Nobel Uni- versity. The study used methods of comparative, retrospective and definitional analysis, categorization and modelling of the set of social skills of doctors of philosophy in vocational education, and conceptualization of advanced pedagogical experience in their formation in professional training. Based on a study of domestic and foreign scientific literature, the authors demonstrate the diversity of approaches to both the interpretation of social skills and the identification of their list. The article substantiates the groups of social skills that are important for doctors of philosophy in pro- fessional education: effective social communication and behaviour skills (ability to actively listen to the in- terlocutor, persuade and argue, present themselves and their ideas; mastery of nonverbal communication tools); collaboration and teamwork skills (ability to work effectively in a team and consider other points of view; establish and maintain contacts; model relationships with various subjects of the educational process, namely students, parents, teachers, university management, social partners, and stakeholders; ability to ef- fectively resolve conflicts and achieve goals collaboratively); cognitive skills (critical thinking, creativity, pos- itive thinking, self-education skills, and digital skills); self-organization skills (ability to set and achieve goals, self-management skills, self-organization, volitional self-regulation, self-assessment, self-reflection, self-de- velopment, identification and production of an internal resource base); personal skills (self-confidence, em- pathy, responsibility, emotional intelligence, resilience, time management, criticality, stress resistance, tol- erance, honesty, optimism, flexibility, entrepreneurship, active position and leadership, and adaptability). The methodological foundations for the development of social skills of postgraduate students who are obtaining the third (educational and scientific) level of higher education in specialty 015 Profession- al Education (by specialization) in the field of knowledge 01 Education/ Pedagogy at Alfred Nobel Universi- ty are determined including: systemic, competency-based, axiological, personality-oriented, andragogical, participatory, and resource approaches; principles (the ones of social partnership, acmeological psycholog- ical and pedagogical support for the activities of subjects of the educational process, and internal freedom of the individual). The article shows the expediency of using a set of teaching and learning methods in each academic discipline of the educational and scientific program, including both mandatory and elective courses, which would maximally contribute to the development of social skills in postgraduate students. The educational potential of facilitation and coaching methods as an effective tool for developing so- cial skills in PhD candidates in professional education is determined. It has been concluded that the development of social skills by doctors of philosophy in professional ed- ucation is the basis for their successful careers as effective teachers, researchers, and leaders in their field. Their formation in the process of professional training will allow future doctors of philosophy to adapt to the challenges of the modern educational space.

Virtual reality (VR) is a promising avenue to enhance the independence and daily living skills of high school students with intellectual disability. This study investigated the efficacy of a non-immersive VR focused on teaching food preparation skills to secondary students with intellectual disability. Three high school students with intellectual disability participated in a multiple probe across participants single case design study, in which they engaged with non-immersive VR to learn to cook a grilled cheese sandwich on a stove. Researchers found students improved their accuracy with cooking a grilled cheese sandwich on a stove following intervention as measured by task analysis steps on a delayed probe. Students also maintained high levels of accuracy after the intervention ended. Researchers determined non-immersive VR an effective and efficient intervention for secondary students with intellectual disability learning daily living skills.

The purpose of biology education in high school is to motivate students to explain the world of living things and prepare students to understand biology concepts through scientific process skills and scientific thinking. Problem-based instruction (PBI) blended with online interaction is designed to improve motivation, scientific communication and higher order thinking skills of senior high school students. This research was focused on the development of a PBI integrated instructional module that combined face to face and online interactions using the 4D model (Define, Design, Develop, and Disseminate). At the Define phase, we identified the problem situation and conducted need assessment. At the Design phase, we formulated an instructional web design and created instructional tools in order to obtain the initial draft of the instructional module. At the Develop stage, module development and writing, expert validation, and module testing and revision were conducted to generate the final product. The instructional module was then validated by science education experts, biology teachers, and online learning media experts. The dissemination of the valid instructional module was conducted at the fourth stage. A quasi-experimental method was applied at the next stage. A pretest and a posttest were administered to identify the improvement of students' motivation, scientific communication skill and higher order thinking skills. The results showed that the integration of PBI and online interaction could enhance students' motivation, scientific communication and higher order thinking skills. Findings also indicated that the implementation of PBI blended with online interaction was able to encourage students' motivation and help them to improve their achievement in biology and as a result be successful in attaining the goals of the 21st century learning.

Building foundational job and social skills for high school students with intellectual disability (ID) is critical for post-school employment success. Unfortunately, students with ID often experience limited opportunities to learn and hone these skills while in school. One way to build job and social skills are through a peer-mediated intervention (PMI) in a work-based learning experience (WBLE). A multiple-baseline design across participant dyads with generalization probes was used to investigate the effects of implementing a PMI on job and social skills for students with ID in a WBLE. Results showed that participants demonstrated improvements in job task independence and social interactions. Furthermore, social interaction quality improved after implementing the PMI for most dyads. Limitations and implications for future research are discussed.

Efforts to improve the quality of human resources such as Indonesia can be done through science education. Science is full of activities thought to be a vehicle for improving the quality of human resources in Indonesia, especially in developing thinking skills. The formation of these skills is crucial in the development of personalities and patterns of action in the life of every human being Indonesia, because it is the learning of science need to be empowered to achieve that purpose. Science education had done much to develop higher level thinking that one of them is critical thinking. To determine the level of success in developing students' critical thinking, required an assessment tool that can measure these abilities. Basic test of critical thinking skills should be developed in all subjects. Chemical subjects which have applications in everyday life can be a good start in answering these challenges. Critical thinking skills can be developed through the concept of carbon compounds which have the characteristics of a concept that involves drawing symbols. Formulation of the problem in this study is how the measuring tool that needs to be developed that can accurately measure the critical thinking skills of high school students as a result of learning the concept of hydrocarbons? The purpose of this research is to develop measurement tools of critical thinking on the concept of hydrocarbon compounds for high school students and know the description of critical thinking skills of high school students in the District of Brass on the concept of hydrocarbon compounds. Design used in this study is "Research and Development (R & D)" of the model Borg (1989). Research sites in the high school in the district of Brass. The subjects in this study were high school science class II is determined at random 107 students from schools in the District Brass. The instruments used in this study form beads tiered multiple-choice test questions. Technique of data collection is done through a written test. Quantitative data in the form of data acquisition score of critical thinking skills students are treated statistically. Differences in critical thinking skills of high school students based on the ranking of schools in the District Brass done statistical tests by using ANOVA test of the two pathways. The results showed that there are differences in the average critical thinking skills among high school students in the region which is an average Brass thinking skills critical top-ranked schools = 38.70, the average skill of critical thinking high school rank = 32.98, and average skills critical thinking ranked schools under = 33.50. This indicates that the test developed to distinguish critical thinking skills among high school in the district of Brass.

This study highlights the 21st century global education policy, namely learning that emphasizes 4 important aspects, namely: Critical thinking, Communication, Collaboration, and Creativity, hereinafter abbreviated as 4 C. This study aims to determine the relationship between the application of four 21st century critical skills—critical thinking, communication, collaboration, and creativity (4C)—into biology learning and the impact or relationship to learning outcomes and Soft Skills of high school students in Jayapura City. The results showed that students in the “Sekolah Penggerak” had a higher level of mastery of the 4C and soft skills, such as adaptability, time management, empathy, ethical awareness, self-motivation, and initiative, compared to students in the “Regular School.” Although there was a significant correlation between 4C skills and soft skills, no substantial relationship was found between 4C skills and academic outcomes directly. This suggests that the learning approach applied in the “Sekolah Penggerak,” which is more interactive and collaborative, is more effective in supporting the development of soft skills than academic achievement. These findings highlight the importance of integrating 4C and soft skills development into the secondary education curriculum to prepare students for future challenges. Recommendations from this study encourage educators and policymakers to implement learning methods that support students' interpersonal skills and independence in all types of schools.

This research aims to gain insights into the influence of the Project-based learning model on the enhancement of creative thinking skills among high school students in the subject of biology. The low creative thinking skills of high school students and the teacher-centered learning model, which typically involves lectures, have prompted the need for a more active learning process that involves students in the learning process. The Project-based learning model has been identified as a suitable approach for this purpose. To conduct the research, an expost facto method was employed, involving a review of relevant literature on the topic. The findings of the study indicate that the Project-based learning model has a positive impact on the creative thinking skills of high school students, as evidenced by an increase in the average scores of the students. This research adds to the body of knowledge on effective learning methods and has practical implications for educators seeking to enhance the creative thinking skills of their students. Further research could be conducted to explore the potential of the Project-based learning model in other subjects and at different educational levels. Additionally, it would be valuable to examine the long-term effects of the Project-based learning model on the creative thinking skills of students, as well as its potential to foster other desirable outcomes such as critical thinking and problem-solving skills.

Teaching in the 21st century requires the ability to know and use technological resources that allow the development of virtual learning environments that facilitate the incorporation of educational content and that the student has access to it through educational platforms, while generating environments and situations of learning that allow the development of socio-emotional skills. Socio-emotional skills are the source of differentiation of human talent within the context of the Fourth Industrial Revolution, which is characterized by continuous technological, scientific and social advancement. Within the use and management of technological tools in the context of education, whether formal or non-formal, the relevance of the use and application offered by these resources to develop the capacities, attitudes and Social and Emotional Skills that any citizen of the world needs XXI century. It is in this context that this article supports the effects of virtual learning environments (PLE) in the development of Social and Emotional Skills in university students. A correlational analysis is made between the use of LMS Platforms (Learning Management System) and the development of Socioemotional Skills of undergraduate students. The research is developed in the population of the Faculty of Accounting and Administration (FCA); attached to the Autonomous University of Baja California (UABC), Mexico. A quantitative, descriptive and correlational research is designed. The degree of association between the independent variables socio-emotional skills in three constructs is evaluated: intrapersonal, interpersonal and cognitive, with the dependent variable, virtual learning environments, by means of a structural equation model. For the statistical analysis, the AMOS (Analysis of Moment Structures) software is used, which allows the construction and validation of a structural model that identifies, specifies, estimates evaluation parameters of adjustment specification of the investigative modeling, as well as its results, integrates the multivariate techniques of Factor Analysis and Structural Equation Models (SEM). A recursive model is obtained, which shows a positive correlation direction between the exogenous variable (LMS) and the endogenous variables (Intrapersonal, Interpersonal and Cognitive). The results reflect a greater correlation in the effects of the use of virtual learning environments (PLE) in the development of interpersonal and cognitive Social and Emotional Skills.

Educational tools based on the use of dance for professionals working with children with autism spectrum disorders (ASD) are scarce. The aim of this article is to highlight the benefits of dance therapy by presenting new research in the literature, and to describe the results of an intervention proposal that includes dance therapy in this field of education. The relevance of arts education as a strategy of attention to diversity in schools for the integrated development of academic and social skills is highlighted. The intervention proposal was designed with a programme of activities that included dance therapy and was implemented in children with autism. The aim was to determine whether it contributed to the development of their social skills. A descriptive qualitative methodology was used, with a purposive sampling of subjects affected by autism spectrum disorder attending the same educational centre. The results were collected in a field diary detailing the evolution of each subject in each module. Stufflebeam’s CIPP model was used to evaluate the results in terms of improvements in social skills. The results confirmed that dance therapy is an appropriate tool for the development of social skills in students with ASD.

Abstract. This study aims to analyze and compare the social skills of high school students in Sumedang based on the area where the school is located, namely urban and rural areas. The subjects of this study involved 100 students selected using cluster sampling techniques. The data collection instrument was the MESSY social skills scale which had been adapted into Indonesian by Adelia Septanti. The data were analyzed using descriptive statistical methods and using the Mann Whitney test. The results of the study showed that overall the social skills of high school students in Sumedang were classified as low. In the dimension of aggressiveness, most students were in the medium category. The dimension of assertiveness was in the high category, arrogance in the medium category, while the dimension of loneliness was in the low category. Women's social skills were higher than men's. The results of the Mann Whitney test were greater than 0.05 (0.754> 0.05) which means that there was no significant difference in social skills between respondents living in urban and rural areas. Abstrak. Penelitian ini bertujuan untuk menganalisis dan membandingkan keterampilan sosial siswa SMA di Kabupaten Sumedang berdasarkan wilayah tempat sekolah, yaitu daerah perkotaan dan pedesaan. Subjek penelitian ini melibatkan 100 siswa yang dipilih menggunakan teknik cluster sampling. Instrumen pengumpulan data adalah skala keterampilan sosial MESSY yang telah diadaptasi ke bahasa Indonesia oleh Adelia Septanti. Data dianalisis menggunakan metode statistika deskriptif dan menggunakan uji Mann Whitney. Hasil penelitian menunjukkan bahwa secara keseluruhan keterampilan sosial siswa SMA di Kabupaten Sumedang tergolong rendah. Pada dimensi agresivitas, sebagian besar siswa berada pada kategori sedang. Dimensi asertivitas berada pada kategori tinggi, kesombongan pada kategori sedang, sedangkan dimensi kesepian pada kategori rendah.. Keterampilan sosial perempuan lebih tinggi daripada laki-laki. Hasil uji Mann Whitney lebih besar dari dari 0.05 (0. 754 > 0.05) yang artinya tidak terdapat perbedaan keterampilan sosial yang signifikan antara responden yang tinggal di perkotaan dan pedesaan.

The main purpose of this study was to examine how social media addiction, experiential avoidance, and social emotional learning skills of high school students differed according to some demographic variables. The participants consisted of 721 (439 female, 282 male) high school students. Data were collected via Demographic Information Form, Social Media Addiction Scale for Adolescents, Avoidance and Fusion Scale–Youth 8 and Social Emotional Learning Scale for Adolescents. The results of independent samples t-tests and one-way ANOVA indicated significant differences between several demographic variables and social media addiction, experiential avoidance, and social emotional learning skills. Firstly, female students showed higher levels of social media addiction and experiential avoidance than male students. Secondly, students who used social media mainly for leisure and socializing purposes had higher social media addiction and experiential avoidance level but lower social emotional learning skills. Entertainment-oriented platforms such as Instagram and TikTok were associated with higher addiction and avoidance, while communication-oriented platforms such as WhatsApp were related to higher social emotional learning skills. Finally, nighttime use of social media increased social media addiction and experiential avoidance. All findings were discussed in the light of the related literature, and practical implications were provided.

English is one of the most vital and necessary tools for people’s successes in many aspects of life. Therefore, building good ways to develop English skills in students is an urgent demand. Organizing English-Vietnamese bilingual lesson is interpreted as educational method in which a foreign language enrichment measure packaged into content teaching, so it is one of the effective ways to improve this skill for students. By investigating 457 students and 27 high school biology teachers in An Giang province, the study pointed out two issues of the reality of using English in biology teaching in high schools: (1) Teachers have rarely used English in teaching activities, (2) Students’ English ability has been really weak. The study has built up the processes of organizing an English-Vietnamese bilingual lesson. The paper demonstrated that high school students’ English ability and qualification has been improved by using these proposed processes.
 Keywords
 Bilingual biology lessons, bilingual teaching, English ability, biology teaching
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Short story writing skills are still difficult to master by high school students. One of the difficulties experienced by high school students is the difficulty in expressing ideas and interesting event sequences. Therefore, improvements are needed in the learning process of short story writing skills. One way to overcome students' difficulties in writing short stories is the application of problem-based learning (PBL) models. The study aims to determine how effective the problem-based learning model is on the short story writing skills of high school students. The population in this study were students of class XI of SMA Negeri 1 Astanajapura which consisted of 10 classes. The sample in this study was class XI MIPA 3 as the experimental class and class XI MIPA 4 as the control class, each of which consisted of 36 students. The data collection technique used the short story writing test technique. This study is a quantitative study with a quasi-experimental design. Based on the results of the study, it is known that the problem-based learning model is effective in the short story writing skills of high school students. This is indicated by the t-value of 0.000 <0.05, so the hypothesis is accepted. Then, the results of the data analysis also showed an increase in the results of the short story writing test in the control class and the experimental class, this was proven by the results of the pretest and posttest. In the control class consisting of 36 students, the pretest score was 55.58, and there was an increase in the posttest of 57.69. While in the experimental class consisting of 36 students, the pretest score was 61.19, and there was an increase in the posttest of 67.08. Although both experienced an increase, the results of the short story writing test in the experimental class experienced a greater increase than the control class.