Challenges in the Implementation of Interactive Multimedia Using the Discovery Learning Model to Enhance Logical Thinking

A teacher should have a good teaching skill for making a better generation later. Based on researcher questionnaire before this research, teacher in school still haven’t teach a real concept to their students. Therefore, to prevent this phenomenon they need a good teaching strategy. Logical thinking skills and adversity quotient are the important things that they need to make the strategy. The aim of this research is to analyse prospective primary school teachers’ logical thinking skills and adversity quotient. In order to do so, we set up a qualitative descriptive method with 40 students as participant. Test of logical thinking skills about mathematics, questionnaire and interview given to them. The results showed that there are 15% of climber category, 72.5% of camper category and 12.5% of quitter category. The logical thinking skills of the students following their adversity quotient, the students that in climber category have a very good logical thinking skills, in camper category have good logical thinking skills, and in quitter category have a bad logical thinking skill. Based on the results, we concluded that prospective primary school teachers still in camper category and have a good logical thinking skill.

The ability to think logically is one of the complex skills of the 21st century that is important to prepare for the world of work. But in fact students' logical thinking skills tend to be low because the learning model applied by the teacher tends to be monotonous so that understanding of the material and student activity becomes less. The STEM learning model with the socioemotional approach is one model that can solve these problems because it is an innovative learning model that is also integrated from several socioemotional-based disciplines that emphasizes student activity and is based on real-world problems so that it is suitable for improving logical thinking skills. This study aims to determine the relationship between the STEM learning model and the socioemotional approach in improving logical thinking skills. This research uses quantitative method with Quasi Experimental Design research type . Data were obtained from class VIII MTs Ma'arif Al-Mukarrom through observation and tests. The instruments used are learning tools (syllabus, lesson plans, and LKPD), observation sheets of student activities and implementation, and written tests of logical thinking skills. Data analysis using T test and N-Gain. The results showed that the implementation of the STEM learning model with a socioemotional approach was 89.50% and student activity was 90.84% in very good criteria. The T test results show a significance of 0.003 less than 0.005 so it can be concluded that there is a significant effect between the STEM learning model with the Socioemotional approach in improving logical thinking skills, also the N-Gain Test proves that the STEM learning model with the Socioemotional approach is more effective than the conventional model in improving logical thinking skills.

In this study, the authors raised the issue of how to implement the scientific method in the logical thinking skills of students in the fifth grade science material at MI Ma'arif Kedensari. Based on the results of the interview with the fifth grade teacher, Mi Ma'arif, who said that the learning outcomes of some students in fifth grade were still below the KKM standard which should have been able to reach a score of 75, this was due to the factor of delays in students' thinking and also the less than optimal model. used by the teacher. The purpose of this study was to determine the Implementation of Scientific Methods in Students' Logical Thinking Skills in Science Subject Class V MI Ma'arif Kedensari. To achieve the objectives in this study, the research method used by the researcher is a qualitative descriptive method, in which the research method is based on valid science, and other facts that may become objects of knowledge by using observation, interview, and documentation techniques. to complete the data and information needed by researchers. The results of this study indicate that the use of scientific methods in students' logical thinking skills in learning natural science class V MI Ma'arif Kedensari has increased because when learning takes place students are able to construct knowledge by thinking and reasoning using logic to complete tasks based on knowledge and experience in daily activities and new knowledge given during discussion activities.

This study aims to: (1) Know the learning outcomes of students who are taught by problem-based learning strategies and student learning outcomes taught by expository learning. (2) Knowing the learning outcomes of Islamic Cultural History students who have high logical thinking skills and students who have low logical thinking skills, and (3) Knowing the interaction between learning strategies and students' logical thinking abilities on learning outcomes of Islamic Cultural History. This study used an experimental method with a quasi-experimental 2 x 2 factorial design. The population in this study were all students of Madrasah Aliyah Negeri 2 Aceh Tamiang which consisted of three parallel classes, namely class XII1, XII2, XII3. The sampling technique used was cluster random sampling. The data collection technique is done by testing. The finding of the research showed that: (1) The learning outcomes of students who were taught the history of Islamic culture with problem-based learning ( = 28) were higher than the learning outcomes of students who were taught using expository strategies ( = 26.97), with F count = 29.56 > F table = 3,968 (2) Students' learning outcomes of Islamic Cultural History based on high logical thinking skills ( = 30) were higher than low logical thinking skills ( = 26.06), with F count = 4.47 > F table = 3,968 (3 ) there is an interaction between the learning strategy and the ability to think logically on the learning outcomes of students' Islamic Cultural History. The statistic is found to be 9.88 > F table = 3.968.

هدفت هذه الدراسة إلى الكشف عن درجة تضمين مهارات التفكير المنطقي في كتب التربية الوطنية في الأردن، وذلك من خلال تحليل محتوى تلك الكتب، واستخدمت الدراسة المنهج الوصفي، وتمثلت الأداة في تصميم استبانة متضمنة قائمة بمهارات التفكير المنطقي، اشتملت على خمس مهارات، تم تطبيقها على عينة من كتب التربية الوطنية، بلغ عددهم (ثلاثة كتب)، وبالمعالجة الإحصائية للبيانات كشفت نتائج الدراسة عن توافر مهارات التفكير المنطقي بدرجات متفاوتة في كتب التربية الوطنية للصفوف (الثامن، التاسع، العاشر) للمرحلة الأساسية في الأردن، حيث جاءت مهارة (الاستنتاج)، بنسبة مرتفعة، وجاءت مهارة (الكشف عن المغالطات) بنسبة متوسطة، وجاءت المهارات الأخرى بنسب متدنية على التوالي (المقارنة، الترتيب، التصنيف). كما أظهرت النتائج أن كتاب التربية الوطنية للصف التاسع الأساسي قد احتل المرتبة الأولى في مجموع التكرارات التي بلغ مجملها (434) تكرارًا، إذ بلغ نصيب كتاب الصف التاسع الأساسي (154) تكرارًا، وجاء بعده كتاب الصف الثامن الأساسي إذ بلغ (142) تكرارًا، وجاء في المرتبة الثالثة والأخيرة كتاب الصف العاشر الأساسي إذ بلغ (138) تكرارًا، وأوصت الدراسة بإجراء مزيدًا من الدراسات للتعرف على مهارات التفكير المنطقي في كتب ومراحل دراسية أخرى.

Mathematics has an important role in the development of critical and logical thinking skills. However, the results of the PISA survey show that the mathematical literacy of students in Indonesia is still low. One approach that can be applied to improve critical thinking skills in mathematics learning is ethnomathematics. Ethnomathematics connects mathematical concepts with cultural elements, thus making learning more contextual and engaging. This study aims to analyze students' critical thinking skills in solving ethnomathematics problems. Based on the results of observations and interviews, it was found that most students still tend to memorize without understanding or critically analyzing information. The implementation of ethnomathematics in learning is expected to help students understand that mathematics is not only abstract but also related to daily life and culture. This study highlights the importance of the application of ethnomathematics in improving mathematical literacy and critical thinking of students, by taking the example of a tobacco warehouse in Jember Regency as one of the cultural objects that can be integrated in mathematics learning.

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

Human resources that can face the challenges of increasingly rapid and dynamic development must have high intellectual skills. High intellectual skills are characterized by critical thinking skills, creativity competitiveness, and the ability to communicate ideas and solve any problems. Intellectual skills, especially critical thinking skills, are the demands of human resources in the 21st century. In recent years, the development of critical thinking skills-based research has been rapid. Critical thinking skills research has produced many theoretical and empirical findings. Many trends and issues have emerged, proving the complexity and dynamics of critical thinking skills research. This study aims to provide an overview of the latest research on critical thinking skills. The development of recent research on critical thinking skills in recent years can be illustrated through a bibliometric approach. The bibliometric approach was applied to uncover the most common keywords and terms and their interactions through compound word analysis. The Scopus database was selected for the period 2011 to 2021; 2,855 documents were obtained, and then the publications each year, the most researched topics, and the development of interest in these topics were identified. The research results show that from 2011 to 2020, there was a significant increase in research on critical thinking skills, while there was a decline from 2020 to 2021. Research topics that are closely related to critical thinking skills are higher-order thinking skills. The topic of critical thinking has a close relationship with education, curriculum, and educational measurement. Research on critical thinking skills with innovative learning models, such as inquiry learning and discovery learning models, has not been widely studied. Even though a lot of research on critical thinking skills has been carried out, there is still a need to develop research on critical thinking skills in various frameworks.

This study aims to describe the ability of students to think logically on probability subject in class IX in SMP Negeri 1 Takengon. This study uses a qualitative approach to the type of descriptive research. The subject of this study consisted of three students, with the criteria of one student with high ability, one with moderate ability, and one with low ability. Data collection used tests and semi-structured interviews. The instrument used was a test of probabality material. The process of data analysis in this study includes data reduction, data presentation, and drawing conclusions. Based on the analysis of the description of students logical thinking abilities with high criteria (student 1) showed excellent logical thinking skills. Then students with moderate abilities (student 2) showed good logical thinking skills. Student 2 has a deficiency in the stage of thought twitching. While students with low criteria (student 3) demonstrate sufficient logical thinking skills. Student 3 has a deficiency in the stage of thought twitching and drawing conclusions that indicate the student's inaccuracy. Overall the ability to think logically these three students can be said to be good. This can be seen from every work and interview results,, students are able to do most of the indicators of logical thinking ability.

One of the goals of learning physics is to help students develop their critical thinking skills. Preliminary studies conducted at SMAN 1 Pacitan show that the learning process is still teacher-centered with the lecture method and providing practice questions. Such a learning process causes the development of student's critical thinking skills to be less well-stimulated. Using e-modules in physics learning is expected to be a new solution to stimulate students' critical thinking skills. This research aims to determine the impact of Problem-Based learning physics electronic module integrated with STEM on students' critical thinking skills. The research method uses a quasi-experimental technique with a one-group pretest-posttest design. Data analysis used the N-gain test to determine the increase in students' critical thinking skills and the t-test to determine the effect of problem-based learning electronic module integrated with STEM on students' critical thinking skills. The sample was selected using a purposive sampling strategy. The samples involved were 34 students of class XI MIPA Senior High School Pacitan. The test was conducted to collect data on students' critical thinking skills. Research data was collected using an essay test of critical thinking skills totaling twelve valid questions with a reliability coefficient 0.70. Before the N-gain test was carried out, the normality, homogeneity, and t-test were first carried out. In the normality test, the data is normally distributed. In the homogeneity test, the data is homogeneous. Based on the paired sample t-test, it shows that there is a significant difference between pretest and posttest critical thinking skills with a sig. (2-tailed) <0.05, which indicates that the problem-based learning electronic module integrated with STEM has a positive effect on students' critical thinking skills. By acquiring an N-Gain score of 0.76 in the high category, the PBL physics electronic module integrated with STEM on mechanical wave characteristics material can improve students' critical thinking skills.

Critical thinking skills and scientific literacy are known to be low because the learning process does not involve students so that students are les active in participating in learning. This research was conducted with the aim of improving students critical thinking skillss and scientific literacy on the concept of envinomental pollution. The research method used in this study was quasi experimental with a two group pretest posttest design. Sampling was done by using random sampling technique. The research sample was students of class X MIA MAN 2 Tasikmalaya City. The instrument used in this study was as critical thinking ability description test sheet as many as 13 queation, LKPD to measure scientific litteracy, and a student response questionaire sheet to learning. The data analysis technique used was t test with a significantion of the level of 0.05. The conclusion of this study is the effect of discovery learning learning models on students' critical thinking skills and scientific literacy on the concept of environmental pollution Bio Educatio Vol. 7 No. 2 April 2022 | 2 (experimental study in class X MAN 2 Tasikmalaya City in 2021/2022). The results of the study show that the Discovery learning model can improve students' critical thinking skills as indicated by the average gain value. This is supported by the response of students who gave a percentage score of 94% which indicates that the response of students to learning is very positive and really likes learning using the discovery learning model on the concept of environmental pollution.

This study aims to develop an e-module based on the CinQASE learning model supported by Flip PDF Professional and evaluate its effectiveness in improving students' Individual Critical Thinking (InCT) and collaborative skills in Momentum and Impulse materials. This study employed an R&D approach based on the 4D development model (Define, Design, Develop, Disseminate), comprising four main stages. In the Define stage, a needs analysis was conducted to identify the essential competencies and materials aligned with the curriculum and students' needs. The Design stage focused on designing the e-module structure, determining learning strategies, and compiling learning components, including worksheets and supporting media. The Develop stage included product development, validation by subject matter and media experts, and revisions based on feedback to ensure content quality and suitability. The Disseminate stage was conducted through limited and extensive trials to assess the practicality, readability, and effectiveness of e-modules in real-world learning contexts. Research instruments included expert validation sheets, student and teacher response questionnaires, collaborative activity observation sheets, and InCT tests to assess individual improvements in critical thinking skills. The results showed that the e-module had very high validity across construct, content, graphics, electronic media, materials, presentation, and language, and was considered practical and easy to use by both students and teachers. N-Gain analysis indicated a significant increase in all InCT indicators, from the moderate category in limited tests (0.40–0.45) to the high category in extensive tests (0.68–0.74). Collaborative activities through CinQASE indicator-based worksheets proved effective in encouraging active participation, critical discussion, and peer evaluation. These findings indicate that CinQASE-based e-modules supported by Flip PDF Professional serve as effective interactive learning media for improving students' critical and collaborative thinking skills, while also providing an engaging, flexible, and accessible learning tool for both teachers and students. Keywords: CinQASE, e-modul, Flip PDF, critical thinking skills, collaborative abilities, momentum, and impulse.

The modern era of digital transformation and information overload (Industry 4.0 and Industry 5.0) creates unprecedented challenges for banking sector professionals. The exponential growth of information volumes, spread of misinformation (manipulation), increasing complexity of financial instruments, and high level of market regulation demand that banking professionals develop strong critical and logical thinking skills. This study analyses key risks in the modern educational process for banking, including information overload, declining ability for deep analysis, and vulnerability to manipulative techniques. The systematic development of critical and logical thinking skills is essentially a strategic imperative for financial organizations and the government institutions that regulate them. A possible response (though not a panacea) could be implementing a comprehensive methodology for developing critical thinking, including practical tools for information verification, logical analysis techniques, and protection against cognitive biases. Special attention should be paid to specific risks in the banking sector related to making financial decisions under conditions of uncertainty and information asymmetry.

One of the most significant debates among academics is the role of critical and logical thinking in constructing and assuring meanings of intertextual texts. This argument is, however, more valid in the context of undergraduate EFL learners, who have the potential to use their critical thinking and creativity in the act of reading. The phenomenon of intertextuality acts as a constructive and meaningful link between readers and texts. In other words, the reading texts become comprehensible when readers connect what they read to their prior knowledge, using critical thinking skills to understand and interpret them. This study examines how critical and logical thinking skills make intertextual connections between texts and readers’ personal and social experiences during reading tasks. For this purpose, a semi-structured interview based on an excerpt from an article ''Women in the Working Class'' was conducted with EFL students to collect their responses on intertextual connections. The analysis of the interviews revealed that intertextual reading helps promote critical thinking among readers of EFL and assist them in analysing, synthesising, interpreting, and evaluating texts. The findings of this study have some pedagogical implications due to the multicultural complexes of values and images in reading English literary texts.

This study aims to determine: 1) the difference in the effect of problem based learning and discovery learning on students' critical and creative thinking skills, 2) the effect of problem based learning and discovery learning on students' critical and creative thinking skills simultaneously. This type of research is a quasi-experimental design with a nonequivalent comparison-group design. Collecting data using pre-test and post-test in the experimental class I and II. The data analysis technique used the independent sample test and Manova test with the help of the IBMM SPSS Statistics version 23 application. The results of the independent sample test showed that the critical thinking variable obtained a score of tcount 2.180 > ttable 1.996 with df. 66 and creative thinking variable with a score of tcount 2.103 > ttable 1.996. Based on these results, it can be concluded that there are different effects on critical and creative thinking skills. In the Manova test results obtained a significance of 0.26 <0.05 so that it can be concluded that there is an effect on critical and creative thinking skills simultaneously on the material for the development of the Islamic empire. The comparison results show that discovery learning has more influence on critical and creative thinking skills with an n-gain of 0.49, compared to problem-based learning with an n-gain of 0.41.