A Skateboarding Experiential Learning Activity for Introductory Physics

The aim of this study is to validate the analytical thinking skills test instrument using the Rasch Model. The method uses quantitative research methods The essay test was used to evaluate the 85 students attending the PGMI IAIN Surakarta Study Program in Indonesia. Data analysis used the Rasch model–quest application because this model is known for its use in the item response theory. The essay test used to measure student analytical thinking skills in the natural science class was found to be valid, with an adequate level of difficulty, and most of the questions were within the range of student abilities. This study found a prototype instrument for analytical thinking skills in natural science learning through the analysis of the Rasch Model. This instrument can be used to help students measure their ability to think critically and analytically. The results can be used as a reference for instructors and researchers in designing, producing, and analyzing instruments for teaching students' analytical thinking skills in natural science learning.

This research aims to study the development of students’ analytical thinking skill during animal tissue learning. The other aim is to identify the obstacles experienced by the teacher in developing the students’ analytical thinking skill during learning process. The study used case study design. The study was held on odd semester of academic year 2017/2018. The samples were XI IPA5, XI IPA6, dan XI IPA7. The datas in this research are the data of learning implementation, students’ analytical thinking skill, and the teacher’s obstacles during the learning. The data of learning implementation was obtained from observation sheets. The data of students’ analytical thinking skill was obtained from observation and test. The data of challenge which was experienced by teacher and students’ response were obtained from teacher and students’ questionnaire. The data of learning implementation is analyzed by measuring the percentage of learning process implementation. Based on that percentage, the implementation of learning held by teacher can be categorized into very well, well, and dissatisfactory. The data of analytical thinking skill was analyzed by calculate the score of analytical thinking skill test. Based on that score, students were grouped into 3 categories; high, medium, and low. The data of teacher and student responses were analyzed by calculating the score percentage of teacher and students questionaires. The result of study showed that students’ analytical thinking skill developed well through lecture method (67%), and it developed very well through discussion method (89%). Most of the students (68%) had medium analytical thinking. The teacher challenged the development of indicator of analytical thinking skill in evaluating opinion, and collecting and assessing information. According to the students, their analytical thinking skill developed well during the learning.

The ability to think analytically and critically is one of the keys to carrying out education, which can make students understand comprehensive information and associate between components. However, to train the students’ analytical and critical thinking skills, their interest and excitement towards the learning process must be approached. This research was conducted to attract and increase students' interest in learning Biology and Chemistry (Integrative Science), providing an alternative or inspiration for inquiry science learning media to train students’ analytical thinking skills and creating a Learner-Centred class. The method used in this study is Research and Development (4D Model); the module design includes the Define, Design, and Development stages. Furthermore, the Two Group Randomised Experiment Method was used to test and measure the feasibility of the Kiwari Module. In this research, the parameters used to test the effectiveness of the module include the parameters to measure in terms of students' interest or excitement in learning, the use in terms of honing students' analytical thinking skills, and the use in studying Biology and Chemistry material, as well as student participation or contribution actively on learning. This study found that the module was said to be effective in increasing students' interest in learning Biology and Chemistry by up to 92%. The analytical uses of the module were scored 4.5 out of 5 by the material experts and suitable for use as a science inquiry learning media option up to 71%. The module was 70.6%, involving students participating actively in the class (Learner-Centred Class).

In Thailand, analytical thinking skills (ATS) have been identified as an essential element in the development of a 21st-century workforce. Moreover, due to the Covid-19 pandemic and the concern for student health and safety, the Thai Ministry of Education has stated that online education will become part of the New Normal in education. Therefore, it has become imperative that the most effective methods and mechanisms be found for online teaching in Thailand. Therefore, the authors investigated which factors increase Thai student ATS by flipping the classroom environment and using digital storytelling and inquiry-based learning (IBL). Therefore, this research aims to develop and evaluate the LIFD ATS instruction model to study the proposed effects of the ATS instruction model. A mixed research methodology was employed. The mean, standard deviation, and t-test were used to analyze the data. From the qualitative review, an initial learning model was developed and subsequently examined by a panel of eight education experts. After that, 40 students became the study's experimental group for the revised model. The results showed that the results of the expert assessment of the learning environment model using a flipped classroom combined with IBL and digital storytelling to promote ATS and academic achievement had appropriateness at the highest level. The evaluation of the student results using the ATS model identified four significant results. These were: 1) Post-test after the student's use of the ATS model determined their ATS abilities were higher than before the class. 2) Student learning achievement, innovation, and ICT skills increased as an outcome of the ATS model’s use. 3) The comparison of academic achievement after study of the students who studied with the format was 83.33%, higher than the specified 80% criteria and previously established assumptions. 4) The evaluation results of the model’s effectiveness determined that the learning effectiveness index (EI) of the learners was 0.6666 and the EI of the ATS was 0.6966, which was higher than 0.50, thus meeting the specified criteria. The study contributes to the knowledge concerning student ATS and these skills’ importance to a 21st century knowledge worker. Doi: 10.28991/ESJ-2022-06-04-06 Full Text: PDF

Analytical thinking skill is a part of higher order thinking skills. The ability to think analytically is very important for students who want to help solve problems and make decisions that can be applied in learning and life. This study aims to determine the improvement of students’ analytical thinking skills on the material solubility and solubility product which is carried out in online learning during the Covid-19 pandemic. This study uses a pre-experimental design, with the model The One Group Pretest – Posttest. The population of this study was students of class XI IPA SMAIT Insantama Bogor in the even semester of the 2019/2020 school year. The data were collected by using the thinking instrument skill test which was used in the form of an analytical thinking ability essay covering 3 indicators: distinguishing, organizing, and attributing. The results showed the dominance of students’ analytical thinking skills at the beginning of the period with the average majority (44%), and after treatment, increased in the very good category (74%). The N-gain score for the results of increasing students’ thinking skills is 0.70, which is in the high category. This study concludes that online learning in the material of solubility and solubility results proved to be effective in improving students’ analytical thinking skills during the pandemic

One of the skills that students must have in the 21st century is analytical thinking skills. Learning media that can support this is needed to facilitate learning and practice analytical thinking skills. One learning media that can be used is an electronic student activity sheet (e-worksheet). This research aims to produce a product in the form of an e-worksheet suitable for use to improve students' analytical thinking skills on chemical equilibrium material. The feasibility of the e-worksheet is reviewed on its validity, effectiveness, and practicality. The method used is the research and development of 4D models consisting of definition, design, development, and deployment. This research was limited to the development stage by conducting a limited trial on students in grades XI-8 of SMAN 7 Surabaya who had studied chemical equilibrium material. The data collection technique of this research uses questionnaire, observation, and test methods. The research instruments used in this study include study sheets, validation sheets, student response questionnaire sheets, observation sheets, and test sheets. This study was analyzed using the N-gain test and the Wilcoxon test. The results of the validation of the e-worksheet from the aspects of content validity and construct validity obtained a mode of 4 so that it can be declared very valid for use. The results of the student response questionnaire reached an average of 98% positive responses in the very practical category. The results of the analysis of pretest and post-test data were obtained to improve analytical thinking skills, which was shown by 80% of students receiving an N-gain score of ≥ 0.7 with a high category and based on the Wilcoxon test, a P-Value value of 0.000 (< 0.05) was obtained which stated that there was a significant difference between the pretest and posttest scores Learners. From the results of the N-Gain analysis and the Wilcoxon Test, the e-worksheet was declared effective. It was concluded that the flipped classroom inquiry e-worksheet on chemical equilibrium material is suitable for training students' analytical thinking skills.

An interactive e-worksheet is an alternative that teachers can design themselves to support the development of higher order thinking skills in students, including analytical thinking skills. One learning model that can support the development of analytical thinking skills is guided discovery. This study aims to determine the effect of interactive e-worksheets based on guided discovery on students' analytical thinking skills. This type of research is a pre-experimental study using a one group pretest posttest research design. The research subjects were students of class X SMAN 1 Parongpong. The instrument used includes tests of students' analytical thinking skills. The results of the study in the form of the Wilcoxon test (Asym sig 2 tailed 0.001 <0.05) showed that there was a significant effect on changes in students' analytical thinking skills with an increase in the average score (gain score) of 27.3 after the implementation of the e-worksheet. The student response to the e-worksheet was considered good, with several obstacles such as a bad internet connection.

The present study aimed at preparing a program based on Fiqh Al Nawazel (Contemporary Issues Islamic Jurisprudence) for developing the analytical thinking skills and awareness of the Contemporary Jurisprudence Issues among the intermediate stage students in the Kingdom of Saudi Arabia. To fulfill this purpose, the researcher prepared a list of the analytical thinking skills in the Fiqh curriculum and other dimensions for the awareness of Contemporary Jurisprudential Issues among the first grade students of the intermediate stage. Moreover, he prepared a test for measuring the analytical thinking skills and a rubric for the awareness of Contemporary Jurisprudential Issues among the students of the first grade intermediate stage, and verified its validity and reliability. The researcher prepared a program for the study based on the Jurisprudence of Al-Nawazel, including thirteen Jurisprudential Nazilah. The participants of the study were 37 students from the first grade, intermediate stage. The results revealed the effectiveness of the program in developing the analytical thinking skills in Fiqh curriculum, in developing the main analytical thinking skills, and the students' awareness of the contemporary jurisprudence issues as a whole, and in its different dimensions (cognitive, practical and affective). Moreover, the results showed a positive correlational relationship at the level of 0.01 between developing the analytical thinking skills in the jurisprudence Fiqh curriculum and developing the awareness of Contemporary Jurisprudential Issues.

Analytical thinking is one of the thinking skills that must be possessed by prospective teacher students, especially in studying HPLC material. The COVID-19 pandemic has caused limited practicum activities, so the MMI HPLC is expected to be a solution for students in learning the concept as a whole and continue to develop analytical thinking skils. The purpose of this study was to determine the effect of using HPLC Interactive Multimedia, either directly or indirectly, on the analytical thinking skills of prospective teacher students described through path analysis using the Structural Equation Model (SEM) approach based on variance or Partial Least Square (PLS). This study uses a quantitative approach through a questionnaire which is measured on a Likert scale. Based on the seven latent variables of student perception, the aspect of material meaningfulness when using MMI HPLC (X3) has a very strong influence in increasing student interest, motivation, curiosity, and activeness. Interest, motivation, curiosity, and activeness of students have an effect on building students' analytical thinking skills. On the meaningfulness material variable, it consists of 2 indicators, namely the media used to clarify students' understanding of the learning material and the media used appropriately and in accordance with the learning method. PLS SEM analysis is effectively used to analyze pathways or determine the effect of using HPLC interactive multimedia on students' analytical thinking skills through the provision of student questionnaires

This study aims to: (1) produce video-assisted problem-based physics learning sets with a STEM approach that are appropriate for physics learning; (2) determine the effectiveness of the developed physics learning sets for increasing students' scientific literacy and analytical thinking skills; (4) knowing the differences in the effectiveness of the use of video-assisted problem-based physics learning sets with the STEM approach and conventional learning models towards increasing students' analytical thinking skills. This research design uses a 4D model with the stages, Define, Design, Develop, and Disseminate. Product feasibility instruments are in the form of product feasibility observation sheets, product validation sheets, and student response questionnaires to LKPD. Instruments for scientific literacy and analytical thinking skills are in the form of questionnaires and essay questions. Data analysis techniques used were descriptive analysis and inferential analysis. Inferential analysis used the Manova test with a significance level of 5%. The results of this study are: (1) Problem-based video-assisted physics learning sets with the STEM approach have been produced which are suitable for physics learning; (2) Problem-based physics learning sets developed are effective for increasing students' scientific literacy and analytical thinking skills; (3) there are differences in the effectiveness of the use of video-assisted problem-based physics learning sets with the STEM approach with conventional learning models towards increasing students' analytical thinking skillsKeywords: physics learning sets, problem-based learning, videos, scientific literacy skills, analytical thinking skills

The lack of teacher information regarding the scientific knowledge contained in the process of making tempeh gembus has an impact on students' low analytical thinking skills. This study aims to: (1) analyze the scientific knowledge in the process of making tempeh gembus; (2) analyze the potential of scientific knowledge in the process of making tempeh gembus towards empowering students' analytical thinking skills; and (3) analyze the correlation of scientific knowledge in the process of making tempeh gembuswith the basic competencies in science learning materials. This research is a qualitative descriptive study with an ethnographic approach. The primary data sources for this research are from observations and interviews with tempeh gembus producers and junior high school science teachers in the Karangpandan District. The sampling technique used is snowball sampling. Data collection is carried out through observation, interviews, and documentation. The instrument validity test technique uses expert validation (two experts). Data validity test technique uses triangulation of data collection techniques. Data analysis is conducted using Miles and Huberman's interactive model analysis. The results show that the process of making tempeh gembus contains scientific knowledge (aspects of physics, chemistry, and biology). The scientific knowledge in the process of making tempeh gembus has the potential to empower students' analytical thinking skills. The scientific knowledge in the process of making tempeh gembus presented in booklet form is related to the basic competencies in junior high school science learning materials

Living the life of the 21st century, one of the essential things that the world of education pays attention to is the development of students' analytical thinking skill activities. Research in various countries found only a few studies on developing analytical thinking instruments for Micro Teaching courses. Reports of several studies are limited to developing analytical thinking instruments for elementary school students. This research aims to construct analytical thinking skill instruments for Micro Teaching courses by adopting a development research model (test design, test trials, and test assembly). Nine items were designed using the concept of analytical thinking skills from Anderson and his colleagues; differentiation, organizing, and attributing, then validated by nine raters and tested on 30 students. Content validity testing (rater assessment) uses the Aiken–V formula, reliability testing uses Cronbach's alpha formula, Inter–Rater Reliability testing from Pearson's Intraclass Correlation Coefficients, construct validity testing uses Exploratory Factor Analysis (EFA), as well as analyzing the difficulty and discrimination item. The research results prove that the validity of the content of each item and the reliability test has been fulfilled. While the results of the trial using EFA confirmed the formation of three dominant factors with a loading factor value of ˃0.50, with a reliability coefficient of 0.82. The instrument is appropriate to use because, in addition to fulfilling the parameters of statistical testing, this instrument is also more operational, contextual, and practical to use to measure and assess analytical thinking skills for Micro Teaching courses.

Some years ago I visited the Cavendish Laboratory in Cambridge and was astonished by the simplicity of the devices that Maxwell and Thomson had used to make their fundamental discoveries. Back in Brazil, I decided to start a project to present physics to laypeople through demonstrations using simple materials that had been thrown away as refuse. I also encouraged the undergraduates on my introductory university physics courses – the maths, physics and chemistry teachers of the future – to produce simple demonstrations to explain the physics of everyday life.

The current research aims to determine the effectiveness of What is the effectiveness of a proposed program in Biotechnology in light of Challenge-Based Learning Approach in developing some analytical thinking skills among Students of STEM Program in the Faculty of Education? The researcher prepared research materials and tools represented in the suggested program of biotechnology in the light of Challenge based learning and analytical thinking skills test. The experimental approach was used, the quasi-experimental design with one experimental group, and the research was applied on a group of first year STEM students at the Faculty of Education, Zagazig University, their number was 30, and the following results were reached. There is an effectiveness of challenge-based learning in developing some analytical thinking skills among STEM students in the Faculty of Education. This study provides evidence supporting the positive role of challenge-based learning in enhancing analytical thinking skills within STEM education at the university level.Keywords : Challenge based learning, Biotechnology, Analytical thinking, STEM students.

Any science teacher must first acquire analytical thinking skills in order to give their students the ability to think analytically. Therefore, the candidacy period is important for teachers to develop this skill and translate it into professional knowledge. Based on this idea, the current research aims to determine the ability of preservice science teachers to use analytical thinking skills. An analytical thinking test is used in the research carried out survey method. This test consists of 20 case-based science scenarios in total from four different learning fields. These scenarios are designed according to the analytical thinking skill dimensions of Marzano’s Taxonomy (analyzing errors, classifying, comparing, specifying, generalizing). Preservice science teachers (N=158) from two public universities have participated in the study. It is determined that the majority of preservice science teachers weakly use their analytical thinking skills. It is revealed that preservice science teachers have difficulties respectively in classification - specification - error analysis - generalization – comparison according to Marzano's taxonomy from most to least while solving scenarios. It can be suggested that the science educators develop the designs to improve the analytical thinking skills of the candidates in the courses they conduct on the basis of the results of the research.