Critical Thinking and Problem Solving Ability of Students in the Merdeka Curriculum

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.

In an effort to achieve the development of students' critical thinking skills in elementary school science learning, various innovative learning models can be used, one of which is the Project Based Learning (PjBL) model. The PjBL model is a learning method that can improve critical thinking skills through problem solving. This type of research is a quantitative meta-analysis study. The meta-analysis study aims to determine how big the effect of the PjBL model is on students' critical thinking skills in elementary school science learning? The collection of articles using the publish or perish application with the keywords project based learning model, critical thinking, elementary school science learning as many as 200 articles and 12 theses. Articles that meet the inclusion criteria are analyzed by calculating the effect size of each journal and thesis. The average effect size analysis of 0.59 is in the moderate category. The PjBL model has an effect on elementary school students' critical thinking skills with r RE = 0.59 in the moderate category. This shows that the application of the PjBL model has an effect on students' critical thinking skills in elementary school science learning. PjBL-based science learning allows students to apply and develop theories, skills, and techniques to solve problems. PjBL enriches students' learning experiences and knowledge, providing more meaningful education in innovative learning

This research was conducted because there is a problem of low critical thinking among students in learning Social Studies in elementary schools. Improving critical thinking skills in students, requires an appropriate learning model and interesting learning media, namely by using the Inquiry-Based Learning model with the help of animated videos. The purpose of this study was to determine the difference in critical thinking of students given the Inquiry-Based Learning model and the Lecture model. This study used the 2x2 Quasi Experiment method with a sample of 56 students from the experimental group and the control group. The results of this study showed that: (1) the ability to think critically between students who learn with the Inquiry-Based Learning model higher motivation compared to students who learn with the Lecture model (2) there is an interaction between the learning model on the critical thinking ability of students (3) the critical thinking ability of students who are given the treatment of Inquiry-Based Learning learning model is higher than the Lecture model with high motivation (4) the critical thinking ability of students who are given the treatment of Inquiry-Based Learning model is higher than the Lecture model with low motivation.

Objectives The purpose of this study was to examine the effects of problem-based learning on critical thinking, communication, and problem-solving abilities of nursing students.
 Methods The subjects of this study were 50 nursing students from S University in Jeonnam. The data were collected at the beginning of the second semester on September 2, 2022, and the post - survey was conducted at the last time on December 2, 2022.,The collected data were statistically processed using SPSS Windows 20.0 Program.
 Results Problem-Based Learning (PBL) class was found to have statistically significant effects on critical thinking ability (t=-4.89, p=.019), communication ability (t=-5.15, p=.024), and problem-solving ability (t=-5.55, p=.005) of nursing students.,As a result of analyzing the sub-factors of each variable, critical thinking ability had a significant effect on sound skepticism, intellectual fairness, objectivity, systematicity, intellectual curiosity, and confidence, but there was no statistically significant difference in prudence.,Problem-solving ability was found to have significant effects on open thinking, perception and judgment, alternative evaluation and decision.
 Conclusions This study is meaningful in that it applied the PBL method, which is emerging recently, to the curriculum and verified its effectiveness. In the future, it is necessary to apply these teaching and learning methods in consideration of the curriculum of various environments and the level of students, It is necessary to study a wide range of studies that confirm the effect and add various variables.

This study aims to determine differences in students' critical thinking by using science-based LKS teaching materials based on inductive thinking models with Inductive Word Pictorial models in class IV SDM II of Bengkulu City, critical thinking differences from groups of students with high initial ability using teaching materials based on science-based LKS inductive thinking with the pictorial word Inductive model in class IV SDM II Bengkulu City, the difference in critical thinking from the group of students with low initial ability by using science teaching material based on inductive thinking models with the Inductive Word Pictorial model in class IV SDM II Bengkulu City, the interaction between learning model and the initial ability to think critically in class IV SDM II Bengkulu City. This study uses a quantitative approach to the type of quasi-experimental research. The subjects of this study were HR II students, totaling 40 students. Data collection was performed using essay tests. The results showed 1) Overall there were differences in students' critical thinking between those taught by using teaching materials for science subjects based on the learning model of inductive thinking and based on the pictorial model of pictorial words. . 2) there is a difference in the critical thinking of students with high initial ability between those taught by using teaching materials for science subjects based on inductive thinking learning models and based on the pictorial model of pictorial words. 3) there is no difference in the critical thinking of students with low initial ability between those taught by using teaching materials based on natural science learning models based on inductive thinking models and based on the pictorial model of pictorial words. students in science subjects at SD Muhammadiyah II Bengkulu city.

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results ①The average score of critical thinking for the investigated college nursing students was (264.54±29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students, as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method. Key words: Nursing students; Critical thinking ability; Communication ability; Investiga-tion and study

Objective: This study aims to determine the effectiveness of the inquiry learning model in improving students' critical thinking skills. This type of research is a literature study using articles related to the influence of the inquiry learning model on students' critical thinking skills. Method: The method used is the descriptive qualitative research method. The data source used in this study is secondary data, namely articles that have been published. These articles were sourced from Google Scholar, Open Access Journal, sinta indexed journals, and national university websites between 2012 and 2022. Eight journals were suitable for research on critical thinking skills and inquiry. Results: The result of this study is that it is known that the inquiry learning model has a significant influence on improving students' critical thinking skills. There is a significant difference in critical thinking skills between students who use the inquiry learning model and those who are taught with the non-inquiry learning model. Novelty: The guided inquiry learning model has proven to be effectively applied to improve students' critical thinking skills.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

Objective: This study aims to determine the effectiveness of video simulation on hybrid problem-based Learning (PBL) in improving grade X students' critical thinking and problem-solving skills using primary programming algorithm material. Method: The research method used is quantitative, with a quasi-experimental research type and pretest-posttest control group design. This study involved 30 students in the control and 30 in the experimental classes. The research sample was selected using a purposive sampling technique with the criteria of grade X students studying basic programming algorithms. Data collection techniques used questionnaires or questionnaires from 2 research instruments: critical thinking and problem-solving abilities. Data analysis in this study used normality tests and homogeneity tests. Results: This study showed a significant increase in grade X students' critical thinking and problem-solving abilities in studying basic programming algorithms after video simulation integration in HPBL intervention. Novelty: The integration of video simulation in HPBL provides a concrete visual representation that helps students understand abstract concepts and apply theory in real situations, enriching the learning process of basic programming algorithms. Future research is expected to explore other learning methods to improve the effectiveness of hybrid problem-based learning so that students have a learning style in learning basic programming algorithms.

This intervention study focused on: (1) analyzing whether there is a significant effect of guided inquiry learning model based on Deli Malay culture context towards student’s mathematical critical thinking ability or not and (2) analyzing whether there is a significant interaction between learning model and prior mathematical ability towards student’s mathematical critical thinking ability or not. This study is a quasi experimental research that used mathematical critical thinking ability test. Population in this study are all students in SMPN 1 Tebing Tinggi Academic Year 2017/2018 and the samples are 32 students in class VIII-A taught by using guided inquiry learning model based on Deli Malay culture context and 32 students in class VIII-C taught by using expository learning. The data was analyzed by using Two Way Anova and found that: (1) there is a significant effect of guided inquiry learning model based on Deli Malay culture context towards student’s mathematical critical thinking ability and (2) there is no a significant interaction between learning model and prior mathematical ability towards student’s mathematical critical thinking ability.

Objective To explore the effect of research practical teaching mode on the critical thinking ability and innovation ability of nursing in the course of community nursing teaching.Methods The research practical teaching was provided for 90 nursing students.They were investigated with the WatsonGlaser Critical Thinking Appraisal (WGCTA) and the test of self innovation level scale before and after teaching.Results After the teaching,the total score of critical thinking and the score of innovation ability among nursing students were significantly improved.the recognition hypothesis,deduction, explanation,evaluation discussed dimensions were statistically significant,but before and after teaching reasoningdimensions showed no significant difference.Conclusions Research practical teaching mode can improve critical thinking ability and innovation ability of nursing students in the course of community nursing teaching. Key words: Community nursing; Research practical teaching; Critical thinking ability; Innovation ability

The use of guided project and inquiry methods theoretically encourages students to think creatively to solve problems in the real environment, train students to work together in groups, and produce products that are meaningful to students. This study aims to determine (1) the difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes. (2) the effect of the guided inquiry and project method on students' creative thinking abilities (3) the effect of the guided inquiry and project method on students' cognitive learning outcomes (4) the effect of the project method on students' creative thinking abilities (5) the effect of project methods on students' cognitive learning outcomes (6) the influence of the guided inquiry method on students' creative thinking skills. (7) the effect of the guided inquiry method on students' cognitive learning outcomes. on recycled class V waste materials at SD Negeri 3 dasan lekong. Academic year 2020/2021. The type of this research is Quasi Experiment Control Group Experiment Posttest Only Design. The population is all students of class V, totaling 48 students. Which consists of class VA and class VB. The sample used in this study were all fifth grade students. The sampling technique was randomized groups. Namely class VA as an experimental class using the project method, and class VB as a control class using the guided inquiry method. Based on the results of the analysis of the MANOVA test simultaneously, a significance value of 0.018 < from 0.05 was obtained, so it was said that there was a difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes, while partially there was a difference in the effect between the project method and the inquiry method. guided by the creative thinking ability and cognitive learning outcomes of students with p-value p-value 0.164 Pillai's Trace > from a significance level of 0.018, p-value 0.836 Wilks' Lambda and a significant value of 0.018, p-value 0.196 Hotelling's Trace and a significant value of 0.018, p-value 0.196 and 0.018 Roy's Largest Root. The conclusion is that there is a difference in the effect between the project method and guided inquiry on students' creative thinking abilities and cognitive learning outcomes.

Research with the title Critical Thinking Ability of Class V Students in Social Science Learning at SD 2 BATUR. (Magdalena et al., 2021) This research aims to: Determine the critical thinking abilities of fifth grade students in learning science and science, identify factors that influence students' critical thinking abilities. and factors that influence the critical thinking abilities of class V students in science and science learning at SDN 2. This research will use a qualitative descriptive method. The subjects of this research are fifth grade students at SD 2 BATUR who are divided into three categories: High critical thinking ability, (Ilham & Hardiyanti, 2020) Medium critical thinking ability, Low critical thinking ability. Apart from these 3 categories, this research also uses Data collection techniques include observation, tests and interviews. The results of the research are 3 categories, including students with high critical thinking ability categories who can fulfill all critical thinking indicators. Students with moderate critical thinking ability categories are able to meet three indicators. Students with low critical thinking ability categories are only able to meet two indicators. This is also due to several factors that influence students' critical thinking ability, namely as follows: internal factors such as physical condition, anxiety, motivation, interaction and intellectual development and external factors related to outside individual in the form of a social environment.

One of the problems faced by elementary school students is the difficulty of mastering the subject matter being taught. Efforts to increase mastery of the material were carried out by teachers, among others, by applying various varied learning models. The Problem Based Learning model is a learning model that is able to hone students' critical thinking. The purpose of this study was to analyze the effect of the Problem Based Learning model on science learning content on the critical thinking abilities. This study uses a quantitative approach to the experimental method. This research was conducted at elementary students using grade V as the research target for treatment by the Problem Based Learning learning model. The data analysis used was the t-test for sample correlation ratio data with the Wilcoxon Matched Pairs test analysis. The problem-based learning model to improve the critical thinking skills of science grade V elementary school students has a positive and significant effect. The results of this study conclude that hypothesis 1 (h1) is accepted. This shows that the Problem Based Learning model influences students' critical thinking ability, where students' critical thinking ability increase after being applied to a given subject.

Abstract: This research aims to analyze the influence of the guided inquiry learning model on students' mathematical critical and creative thinking abilities. This research problem focuses on the effect of applying the guided inquiry model on the mathematical critical and creative thinking abilities of fourth grade elementary school students compared to applying the direct learning model. The research was conducted on fourth grade students at SD Negeri 010015 Sei Serindan, Kecamatan Sei Kepayang Barat, with a research sample of 2 classes determined using the cluster random sampling technique. The research instrument tests students' critical thinking and creative mathematical thinking skills in the form of essays. The research data were analyzed using the one-way MANOVA technique. The results of the research show that: (1) there is an influence of the guided inquiry learning model on students' mathematical critical thinking abilities; (2) there is an influence of the guided inquiry learning model on students' mathematical creative thinking abilities; and (3) there is an influence of the guided inquiry learning model simultaneously on students' critical thinking and creative mathematical thinking abilities. Keywords: Guided Inquiry, Critical Thinking, Creative Thinking, Mathematics. Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa. Masalah penelitin ini difokuskan pada pengaruh penerapan media berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis dan kreatif matematis siswa dibandingkan dengan penerapan model pembelajaran langsung. Penelitian dilakukan pada siswa kelas IV SD Negeri 010015 Sei Serindan, dengan sampel penelitian sebanyak 2 kelas yang ditentukan dengan teknik cluster random sampling. Intrumen penelitian tes kemampuan berpikir kritis dan berpikir kreatif matematis siswa dalam bentuk uraian (essai). Data hasil penelitian dianalisis dengan menggunakan teknik MANOVA satu jalur. Hasil penelitian disimpulkan bahwa: (1) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kritis matematis siswa; (2) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing terhadap kemampuan berpikir kreatif matematis siswa; dan (3) terdapat pengaruh media pembelajaran berbasis inkuiri terbimbing secara simultan terhadap kemampuan berpikir kritis dan berpikir kreatif matematis siswa. Kata Kunci: Media, Inkuiri Terbimbing, Berpikir Kritis, Berpikir Kreatif, Matematika