Developing Critical Thinking Skill Through Extensive Reading: Uzbek Teachers’ Perspectives

Background: The low levels of students' critical thinking skills and science process skills in diffusion and osmosis material remain a problem in biology learning. This study aims to develop a student worksheet based on the vee diagram to improve students’ critical thinking and science process skills. Methods: The research employed a Research and Development (R&D) approach using the ADDIE model. The subjects were 11th-grade science students at MA Nurul Huda Munjul, consisting of 25 students in the experimental class and 25 in the control class. Instruments included multiple-choice tests, observation sheets, and questionnaires. Data were analyzed using N-gain and t-tests. Results: The developed student worksheet was valid (97.02%) and effectively implemented (90%). Students' critical thinking skills increased with an N-Gain of 0.41 (moderate), compared to 0.05 (low) in the control class. Science process skills also improved to 81.75% (high), outperforming the control class (53.63%). The correlation between critical thinking and science process skills was not significant (r = 0.298 < r table = 0.396; sig. = 0.149). Students’ responses to the student worksheet were in the very good category (85.33%). Conclusion: Thus, the development of vee diagram-based student worksheets on diffusion and osmosis material can enchance student’s critical thinking and science process skills.

As early adopters of an emerging technology, the Tablet PC (TPC), certain University of Houston Information Systems Technology faculty began to integrate TPCs into the undergraduate curriculum in Fall 2003. Classroom experiences revealed the tool as particularly engaging to Information Systems Technology students. Thus, the authors now believe that TPCs have great potential to improve critical thinking skills of Information Systems Technology students if activities can be developed that capitalize on the inherent capability of the TPC to support visualization.We have just begun a formal investigation of the effectiveness of the TPC as an instructional tool that facilitates the development of critical thinking and learning skills in undergraduate Information Systems Technology students. The investigation extends previous work on the effectiveness of mind maps for improving critical thinking and problem solving skills by combining the visual learning technique of mindmapping with the emerging technology of the TPC and pen-enabled mindmapping software. The research question to be answered is: Do critical thinking skills of Information Systems Technology students improve when mindmapping activities are incorporated into the classroom and delivered via technology.In this paper, we first provide background information on the development of critical thinking and learning skills, the role of visual learning in the development of critical thinking and learning skills, and visual learning tools and techniques such as semantic networks, concept mapping, and mind mapping. We then describe the scope of the project we are undertaking and provide initial results of development efforts to create instructional modules and activities focused on mindmaps.

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

Critical thinking and collaboration skills are fundamental skills that must be owned by teachers in the 21st- century. Critical thinking skills make teachers more sensitive and critical of the teaching and learning process so the teachers can continue to improve the quality of their learning. Improving the learning process will be maximized if a teacher collaborates with other teachers to design improvements in the teaching and learning process. The development of critical thinking and collaboration skills will be maximized if they realize the importance of having these skills. The purpose of this paper is to outline the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills for prospective teacher- students. The method of this research was descriptive and literature study. Data retrieval was carried out through questionnaires that were given to 224 prospective teacher students at Universitas Negeri Malang. The questionnaire was filled out by 63 postgraduate and 161 undergraduate students. The purpose of the questionnaire was to find out the opinions of prospective teacher students about how important the development of critical thinking and collaboration skills is. Analysis of the data was carried out using qualitative analysis techniques. The results of the questionnaire showed that all prospective teacher-students agree that the development of critical thinking and collaboration skills is important, especially for prospective teacher-students. These results indicate the need for developing critical thinking and collaboration skills for prospective teacher-students through various models/methods/strategies in learning.

The use of problem based learning (PBL) to improve critical thinking skills and Indonesian language skills, to improve students' critical thinking skills, problem based learning (PBL) is the right learning model to use. The purpose of problem-based learning is to find out how problem-based learning can help students in improving their critical thinking and language skills. The subject in this study focuses on how students' Indonesian language skills. Data collection techniques are done by observation and finding references from various research journals. The research method used in this study is quantitative method, quantitative research to try to find out how effective PBL is in improving certain skills, such as critical thinking and Indonesian language skills. PBL model can serve as a useful tool to improve students' critical thinking and Indonesian language skills.

Background: The COVID-19 pandemic has caused changes in every sector of life, including the field of education. In addition, students still have difficulty understanding biological concepts in depth during the learning process. This indicates that students' critical thinking skills in biology learning are still low. Objective: The objective of this research is to determine the feasibility and effectiveness level of Augmented Reality (AR) media based on Discovery Learning (DL) on the digestive system material in enhancing students' critical thinking skills and collaboration abilities. Model: This study uses the ADDIE development model. The study was conducted at State Senior High School 1 Srandakan-Yogyakarta, with field trial subjects consisting of 60 students from two classes selected using the cluster random sampling technique. Results: The research results show that the AR media based on DL the digestive system material is deemed suitable for use based on expert assessments, very practical based on the evaluations of biology teachers and students, and effective in enhancing students' critical thinking skills and collaboration abilities based on the MANOVA test results with a significance value of 0.016 (p < 0.05). Conclusion: AR media based on DL can be used as an innovative learning medium to enhance students' critical thinking and collaboration skills in biology education.

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.

This study is aimed at determining the effectiveness of the use of a science textbook integrated with the local potentials of bakpia in improving the critical thinking and communication skills of the junior high school students. The study was a quasi-experiment with a pretest-posttest control group research design. The experiment and control groups were taken by cluster random sampling by considering the location of the school, which is within proximity of the local potentials in question. The study was conducted in the 7 th grade, at one of the junior high schools in Yogyakarta, both for the experiment and control classes. The research instruments were an open-reasoned multiple-choice test and observation sheets to obtain data on students’ critical thinking skills and communication skills. Data analysis was done by the Manova difference test assisted by the SPSS 2.0 computer program with a significance value lower than 0.05. Results showed that the value of the partial Eta squared from the Manova test was 0.981, indicating that the effectiveness of the science textbook integrated with the bakpia local potentials to improve students’ critical thinking and communication skills was in the “high” category. The test of between subject effects of the Manova test showed a significant value of students’ critical thinking and communication skills of less than 0.05. Therefore, it can be said that the science textbook was effective in increasing students’ critical thinking and communication skills, simultaneously. A limitation to the study can be in the fact that the study is not conducted directly in the bakpia factory and that it involves only 60 subjects for both the experiment and control groups. The integrated textbook of bakpia local potentials can be used as a reference for future researchers with other local potentials. The local potential integrated book can also become an alternative-learning mode, e.g.: based on STEM, with materials suitable for local potentials in other regions.

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 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.

This study aims to develop and see the effectiveness of flipbook-based digital pocketbooks on environmental pollution material on the critical and creative thinking skills of grade VII students at SMPN 1 Sojol Utara. The method used in this research is research and development (Research and Development) with 4D instructional design. This research was conducted on grade VII students at SMPN 1 Sojol Utara totaling 40 students. The results of this study showed that: (1) The flipbook-based digital pocket book developed obtained a percentage of 86.96% of the very valid category and for media practicality obtained a percentage of 80% of the practical category for use in science learning, critical thinking skills obtained a value of 70.83% in the critical thinking category (2) The ability to think creatively obtained a score of 84.37% with the category of creative thinking (3) The effectiveness of the book The flipbook-based digital pocket developed is very effective in improving students' critical thinking skills with an effect size value of 1.95 very large categories, (4) The effectiveness of the flipbook-based digital pocketbook developed is very effective in improving students' creative thinking skills with an effect size valueThe 1.95 categories are huge. Based on the results of the development that has been carried out, flipbook-based digital pocketbooks can be a learning medium that can improve students' critical and creative thinking skills in science learning.

This paper is focused on how argument mapping (AM) software can be helpful for developing critical thinking (CT) skills of initial teacher educators. The study discusses the usefulness of argument mapping software for lessening the cognitive load of students. The main study is conducted to test the effectiveness of an instructional intervention for the development of critical thinking skills. The effectiveness includes an assessment of the implementation process as well. The instructional intervention is comprised of computer supported (audio-video lectures and argument mapping) and non-computer supported (Communities of Inquiry discussions and concept mapping on paper) learning materials thought to enhance the CT skills of initial teacher educators in a public teacher education university in Pakistan. The teaching programme based on seven principles has several elements for teaching critical thinking of which one is computer supported visual representation (argument mapping). In this paper, the focus is on participants’ accounts of the usefulness of visual representation (argument mapping) feature for the provision of critical thinking. The analysis shows the positive influence of computer-supported argument mapping in increasing student interest in learning CT. However, the belief that argument mapping increases critical thinking could not be determined in this study for design issues. Students found that AM help them lessening cognitive load while helping in structuring thoughts. The results from observations and interview responses are discussed for the implications of argument mapping in mainstream teaching at college/university level with regards to teaching critical thinking skills. The paper briefly discusses the possibility of placing cognitive load theory on instructional interventions explains a lot about complex learning environments, element interactivity and learning. Therefore, if rightly executed, visualization tools as part of teaching strategies for CT may increase the critical thinking skills.

This study aims to improve students' critical thinking skills in the subject of Catholic Religious Education and Character through the implementation of the Problem-Based Learning (PBL) model. The background of this research is based on the low cognitive learning outcomes of students, particularly in critical thinking and problem-solving skills. The research was conducted at SMP Negeri 3 Pegagan Hilir with a sample of 12 students from class IX-A. The research method used was Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of the stages of planning, implementation, observation, and reflection. The instruments used included observation sheets and evaluation tests. The research results showed an increase in students' critical thinking skills in the second cycle compared to the first cycle. The average score of students' critical thinking skills increased from 70 in the first cycle to 88 in the second cycle, with a learning mastery rate of 90%. The implementation of the PBL model proved effective in enhancing students' participation in group discussions, critical thinking skills, and learning motivation. This model also helped students connect the concepts learned with real-life situations, thereby improving their understanding and learning outcomes

A Review of Students' Critical Thinking Skills in Science Learning in Indonesia. Objective: This review study aims to analyse and describe the development of students' critical thinking skills in science learning. Methods: This study uses a systematic literature review by following the PRISMA form. We found 158 documents critical thinking skills in science learning in published in Scopus indexed journals from 2014 to 2024. After the screening process, 16 articles were selected for analysis using thematic analysis. Findings: The review findings show that the selection of learning media to enhance critical thinking skills in flexible science learning should be aligned with students' characteristics, the learning context and user-friendliness. The choice of learning models employed to improve critical thinking skills in science learning is highly variable and must be tailored to multiple criteria. Selecting the suitable model necessitates consideration of the students' attributes, the educational material, and the time constraints. Every learning model possesses distinct advantages in promoting critical thinking skills, necessitating the selection of the model that most effectively aligns with the particular requirements and educational situation. Conclusion: Critical thinking skills are among the most vital competencies that students should acquire. These skills are crucial in facilitating a deeper comprehension of scientific concepts among students. The literature study indicates that from 2014 to 2024, many media and learning approaches have been extensively utilized in science education. These media and educational approaches have demonstrated a beneficial effect, enhancing students' academic performance while also fostering the optimal development of their critical thinking skills. Keywords: critical thinking skills, science learning, systematic literature review. DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1787-1798

Students need critical thinking, creativity, communication and collaboration skills to face and adapt to social change, so that students can survive and compete well in social life. The aim of the research is to describe the critical thinking, collaboration, communication and creativity skills of high school students in biology learning. The research was carried out in August-September 2023. The research population was high school students in Magetan Regency. The research sampling technique was cluster sampling and the research sample was 539 high school class students. Data collection techniques used questionnaires on critical thinking skills, communication, collaboration and creativity. This research instrument is a questionnaire in the form of a questionnaire with 5 Likert scales. Quantitative descriptive research data analysis techniques. The research results show that high school students' critical thinking and creativity skills are in the medium and low categories compared to communication and collaboration skills. The results of the research can be used as a reflection for teachers or future researchers as a follow-up to empower students' critical thinking, communication, collaboration and creativity skills in implementing the Merdeka Curriculum.