Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Critical thinking skill is important that needs to be developed in 21st-century education. This research aims to conduct a content analysis of articles published in physics education journals throughout Indonesia from 2017 to 2022, with a focus on critical thinking skills. The findings of this study show an increase in the number of publications related to critical thinking skills each year. The most used research design is quantitative research, with the main research subjects being high school students in grades X dan XI. The most frequently used physics material topic is fluid and mechanics. The analysis method most used by researchers is N-gain and t-test. Therefore, the findings of this research recommend that future critical thinking skills research consider variations in research design, research subject, data analysis method, and physics material topic.

Critical thinking skills are fundamental in 21st-century teaching. This study aims to identify trends in research on critical thinking skills in physics in Indonesia, as reported in journal articles published between 2016 and 2022. This is meta-analysis research using the Prisma model. There were 36 articles that met the selection criteria. We performed the data analysis manually and used VOSviewer software. The indicators used for data analysis include the year, type of research, research subject, topic, treatment, data collection instrument, and the application of data analysis in each article. The analysis of article reviews reveals that the research trend for critical thinking skills in physics in Indonesia has increased, with more publications expected in 2020. Temperature and heat are the physics topics that have become the focus of research. High school students in grade X are the most frequently selected research subjects. Research on physics education typically employs quantitative methods, employs a quasi-experimental design, and utilizes a test as a data collection instrument. The most common method of data analysis in research is the t-test.

Every person has their own learning style. Visual, auditory, and kinesthetic become the most common learning style. Knowing the characteristics of each learning style facilitates students' receiving and processing of information or teaching materials presented. Understanding each student's characteristics and learning styles will make it easier for the teacher to develop the teaching and learning process utilizing a number of methods and strategies. This study aimed to find out the learning style that students like and their relationship with their test scores. Data were collected from 31 students in the seventh grade at MTs Muhammadiyah Batur. O' Brien's (1985) questionnaire was used to assess student learning styles. Pearson correlation coefficients analysis was used with the IBM SPSS Statistics 26 application to analyze learning styles for academic achievement. According to data analysis, Kinesthetic learning is the most common used in this study. Pearson correlation coefficient analysis revealed a high correlation or marked relationship between the 7th grade junior high school students learning style and their first-semester examination score. Interestingly, the kinesthetic learning style was discovered to be the most prevalent of the three types of learning and to have a strong correlation with students’ examination scores.

This study aims to determine the effectiveness of the project-based learning (PjBL) model compared to the cooperative learning (CL) model in improving the critical thinking skills and chemistry self-efficacy of class 10 students simultaneously and consecutively. This quasi-experimental study with a post-test-only control group design was conducted at Public Senior High School in Yogyakarta. The research sample consisted of 65 students from an experimental group of class 10 A 4, totaling 33 students, and a control group of class 10 A 1, totaling 32 students, obtained through cluster random sampling techniques. The instruments used were critical thinking ability tests and self-confidence questionnaires. Before being used, the instruments were tested for content and empirical validity, and normality tests and multivariate outlier tests were carried out, followed by unidimensional assumption tests, parameter invariance, and local independence. The experimental group was taught using the PjBL model, while the control group was taught using the CL model. Critical Thinking Skill Fest (CTST) and Chemistry Self-Efficacy Scale (CSES) were applied as post-tests only to students in both groups. One-way multivariate Analysis of Variance (MANOVA) and post hoc test between subjects (Tukey Test) showed that applying the PjBL model was significantly better than applying the CL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually. The effectiveness of the PjBL model on students' critical thinking skills and chemistry self-efficacy simultaneously and individually is in the moderate category compared to the CL model. This research provides actionable insights into the advantages of implementing PjBL to improve critical thinking and self-efficacy among students. This research can serve as a reference for future research exploring the effectiveness of PjBl learning models in other subjects or educational levels.

Based on preliminary study data at Yadika 8 Jatimulya Vocational School, it was found that mathematics scores, especially in understanding and solving geometric problems, were still low. This information was obtained through documentation studies and interviews with mathematics teachers in class X majoring in AKL-1, who revealed students' difficulties in understanding and solving geometry problems. Even after the material and examples have been taught, students still experience difficulties when faced with new questions with changes in numbers and question patterns. Their ability to analyze story problems and picture questions and relate them to objects around them is also relatively low. In response to these findings, this research aims to describe the spatial abilities of students who have visual, auditory and kinesthetic learning styles. This research is entitled "Analysis of Spatial Visual Ability in Solving Geometry Problems in View of the Learning Style of Class X Students of Vocational School Yadika 8 Jatimulya" and applies descriptive research methods with a qualitative approach. Research subjects were selected using a purposive sampling technique, namely with certain considerations after giving a learning style questionnaire to all class X students at SMK Yadika 8 Jatimulya. One class was selected that had students with three different learning styles: visual, auditory, or kinesthetic. Next, students were given a written test on flat-sided spatial figures to measure their spatial abilities, and unstructured interviews were used as a data collection method. The results showed variations in students' visual spatial abilities based on their learning styles. Students with a visual learning style have good abilities in imagination, concepts, problem solving, and searching for visual patterns. Students with an auditory learning style have good abilities in concepts and problem solving, although their imagination is less strong. Students with a kinesthetic learning style seem to face difficulties in all aspects of visual-spatial abilities. In addition, the test results show that the majority of students have a moderate level of visual spatial ability. They are able to understand geometric concepts and apply them well, but there are some students who show low visual spatial abilities that require further attention. The research results also revealed a correlation between students' learning styles and their visual spatial abilities. Students with a visual learning style tend to have higher visual-spatial abilities than students with an auditory or kinesthetic learning style. This highlights the importance of understanding students' learning styles in designing effective learning strategies. Overall, this research emphasizes the importance of visual spatial abilities in solving geometric problems and the influence of students' learning styles on these abilities. This has important implications in developing learning strategies that suit individual student learning styles, especially in the context of learning geometry at SMK Yadika 8 Jati Mulya. Teachers can utilize the results of this research to design more effective learning approaches and increase the potential of each student.

This study aims to guide students in designing teaching modules that support the achievement of higher order thinking skills (HOTS). The methode that used is Classroom Action Research (CAR). The research subjects are the students at 4th semester of primary school teacher education major at STKIP Pangeran Dharma Kusuma Segeran Juntinyuat Indramayu that consists of 35 students that determined by using purposive sampling method. The data collection techniques used were observation and documentation. Then the data were analyzed qualitatively. The results showed that students could carry out learning activities using the Project Based Learning (PjBL) model. 25 out of 35 research subjects succeeded in designing teaching modules based on Higher Order Thinking Skill (HOTS). 7 students develop modules with a scientific thinking skills orientation. 5 students succeeded in developing teaching modules with critical thinking skills orientation. 5 students succeeded in developing teaching modules oriented towards problem solving skills and 8 students succeeded in developing teaching modules oriented towards critical thinking skills. The implementation of the Project Based Learning (PjBL) model provides experiences in meaningful learning for students. In addition to gain theoretical insights, students also gain experience in developing a project of a HOTS-based teaching module. In the future students can develop their abilities in developing teaching modules in research/thesis as a final project.Â

The study aims to develop an electronic module based on guided inquiry on Newton's law of gravity material that is valid, practical, and effective. The developed e-module aims to practice critical thinking skills in physics learning. This development research uses the ADDIE development method which consists of five steps, namely analysis, design, development, implementation, and evaluation. Student response questionnaires to guided inquiry e-modules and tests of critical thinking skills became research instruments. Data analysis presented with quantitative descriptive. The product validity was assessed by 3 experts with an average score of 3.63 with category very valid. The practicality of the product consisted of readability which was tested on 15 high school students in Grade X and the teacher's perception of the suitability of guided inquiry-based learning activities in e-modules by obtaining an average percentage of 90% in the category very practical. The effectiveness of the product is assessed based on students' responses of critical thinking skills are improve after using the e-module by obtaining a product effectiveness percentage of 87% with category very effective. Student response questionnaire showed a positive response to the developed e-module. Based on the analysis of the research results, it is stated that the guided inquiry-based e-module on Newton's law of gravity is valid, practical, and effective for practicing critical thinking skills.

In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics.
 Keywords: Critical Thinking, Learning Styles, Fraction Problems

The purpose of this study is to compile a systematic literature review to evaluate the effectiveness of the discovery learning model in improving critical thinking skills and science process skills among high school students. The importance of improving 21st-century skills, such as critical thinking skills (KBKr) and science process skills (KPS), is a major focus in education today. The Discovery Learning (DL) model is highly relevant because it places students at the center of learning, encouraging them to actively seek, analyze, and conclude their own findings. The method used was a systematic review of 50 scientific articles. These articles were searched for in the Publish or Perish and Spiece databases, with publication years limited to 2022 to 2025. The subjects of the study were research documents discussing the implementation of DL and the results of measuring its impact on high school students' critical thinking and science process skills. The results of the review concluded that the application of the discovery learning model has been proven to significantly improve high school students' critical thinking skills. In addition, the effectiveness of this model is optimized when combined with interactive teaching media, such as picture storybooks

This study aims to determine the effect of the project-based learning (PjBL) model on the learning motivation and critical thinking skills of fourth-grade students in social studies at UPT SDN 23 Centre Takalar 1. According to Afriana, et al, (2016), the PJBL model is a learning model that uses projects as the core of learning. This study employs a quasi-experimental method with a one-group pretest-posttest design. The sample consists of 30 fourth-grade students who were exposed to the PjBL learning model. Learning motivation data was collected through a validated questionnaire, while critical thinking skills were measured using pretest-posttest questions relevant to the topic of population search. Data were analyzed using normality, homogeneity, and T-tests to determine significant differences between pretest and posttest scores. The results showed a significant increase in students' learning motivation, with the average score rising from 58.447 to 84.76 (p = 0.000), and in their critical thinking skills, with the average score increasing from 60.230 to 79.450 (p = 0.000). The application of the PjBL learning model provides a contextual and challenging learning experience, enabling students to become more active, motivated, and capable of critical thinking in completing real-world projects. Thus, the project-based learning model is effective in enhancing students' learning motivation and critical thinking skills in social studies for fourth-grade elementary school students.

In 21st-century learning, students are required to develop critical thinking and collaboration skills. Project-Based Learning (PjBL) integrated with gamification is considered a potential approach to support these competencies. This study aimed to examine the effect of gamification-assisted PjBL on Grade X students’ critical thinking and collaboration skills in the biodiversity topic at SMAN 21 Medan. The study employed a quasi-experimental method using a Non-Equivalent Control Group design, involving class X5 as the experimental group and class X7 as the control group selected through random sampling. Critical thinking skills were measured using ten essay questions representing five indicators, while collaboration skills were assessed through an observation sheet based on four indicators. The results showed a significant difference between the experimental and control groups. The t-test analysis of critical thinking skills yielded a significance value of 0.016 (< 0.05), with the experimental group achieving a higher posttest mean score (75.25) than the control group (61.60). Similarly, collaboration skills showed a significant difference with a significance value of < 0.001. These findings indicate that gamification-assisted PjBL has a positive effect on improving students’ critical thinking and collaboration skills compared to PjBL without gamification. Therefore, it is recommended that biology teachers integrate gamification elements such as points, badges, and challenges into project-based learning to enhance students’ critical thinking and collaboration skills.

This study aims to obtain the explanation of mathematical creative thinking skills based on visual and kinesthetic learning styles from mathematical communication skills. The subject of this study is a collection of scores on mathematical creative thinking abilities, learning styles and mathematical communication skills of 26 students of the Laboratory High School UPI, tenth-grade (14 students of visual learning styles and 12 students of kinesthetic learning styles). This study is a comparative causal study. Analysis of data using ANCOVA because in this study involved one dependent variable namely the ability of interval-scale creativity and two independent variables namely category-scale learning style and interval-scale mathematical communication skills as well as covariates. The results of the study show that;1) there is a linear relationship between mathematical communication skills and creative thinking abilities, which that the assumption of ANCOVA is fulfilled;2) there are differences in creative thinking skills between students who have a visual learning style with students kinesthetic learning styles without regard to mathematical communication skills, and based on the average creative thinking abilities of with kinesthetic learning styles higher than visual learning styles;3) there is a simultaneous influence between mathematical communication skills and learning styles towards creative thinking abilities.

This research focuses on the differences in mathematical critical thinking skills between students who use differentiated learning strategies and those who use undifferentiated learning strategies. The methodology used in this research is experimental research using the nonequivalent posttest-only control group design. The participants of this study consisted of X-1 and X-3 students at SMA Negeri 1 Mantup with 30 students in each class. Each class was divided into 5 groups with the number of each group of 6 students. The data used in this study came from instruments in the form of a questionnaire that assessed students' learning styles in the experimental class, as well as a post-test that measured mathematical critical thinking skills. The posttest used consists of three essay questions covering 4 critical thinking indicators, namely interpreting, analyzing, evaluating, and inferring. The scores obtained by students will be assessed using the T test or independent samples T test. Based on the research findings, 3 learning style groups were obtained with 14 students of visual learning style, 8 students of auditorial learning style, and 8 students of kinesthetic learning style, respectively. For the post-test results of each class showed that there were differences in mathematical critical thinking skills between students who received differentiated learning and students who received undifferentiated learning with a t value of 2.781 exceeding the t table value of 2.001 which means there is an influence between differentiated learning on mathematical critical thinking skills.

This research aims to describe students' critical thinking ability in science subjects based on learning style. The research method uses qualitative research with phenomenological approaches. The research site was conducted at SMP Muhammadiyah 5 Tulangan Sidoarjo. Data retrieval techniques using tests, questionnaires, and interviews. Data analysis techniques using the Miles & Huberman (2014) model include data reduction, data presentation, verification and conclusions. There are 6 indicators of critical thinking abilities revealed that include interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 2013). The study only used 5 indicators of critical thinking ability without self-regulation, this is because they cannot be revealed in a short time. The results of the study found that (1) indicators achieved in visual learning styles include interpretation, evaluation, and inference, (2) indicators achieved in auditory learning styles namely interpretation, analysis, evaluation, and explanation, and (3) indicators achieved in kinesthetic learning styles namely: interpretation and evaluation. All subjects achieved not same indicators, while the all subjects also did not achieve all indicators of critical thinking ability. Further research is expected to be the efforts of natural science teachers in achieving all indicators of critical thinking ability, among others by doing habituation and consistent in training critical thinking ability.Keywords: Critical thinking ability,Secondary school student’s,Natural Science,Learning Style

This study aims to develop an electronic (e)-student worksheet integrated with the Project-Based Learning (PjBL) model and to enhance the critical thinking and collaboration skills of Grade X high school students in biotechnology learning based on the local potential of the Nglanggeran Ancient Volcano Orchid. Employing a Research and Development (R and D) approach, the research used the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation in the product development process. The e-student worksheet was created digitally using Canva and included multimedia elements to increase student engagement. The study involved a limited trial with 15 students and a field trial with 70 students divided into experimental and control groups. Data collection methods included interviews, questionnaires, and pretest-posttest essay-based assessments. Instrument validation showed all items were valid and reliable, with a Cronbach’s Alpha score of 0.843. The results revealed moderate improvement in students’ critical thinking skills with an N gain of 0.67 and collaboration skills with an N gain of 0.61 in the experimental group. These findings indicate that the experimental group outperformed the control group, validating that the contextualized PjBL approach effectively facilitates deeper cognitive processing and reinforces interpersonal skills compared to conventional methods. Statistical analysis using MANOVA confirmed significant differences between the two groups with Wilks’ Lambda value of 0.006 and p value less than 0.001. Expert and user feedback indicated the product was practical, accessible, and contextually relevant.