Enhancing Critical Thinking Skills Through the TACK Model with Digital Flipbook Integration

Critical thinking is assumed as one of the essential skills in today’s era. One of the ways to foster students’ critical thinking is through discussion that provokes their curiosity. Unfortunately, in the online setting, some studies reported that students face challenges in online discussion. Therefore, teachers should find a way to optimize students’ engagement in online discussions. The Nominal Group Technique (NGT), which this paper argues for proposing a potential way in improving students’ participation and their critical thinking in an online discussion, is less used as a teaching strategy in educational practices. With the integration of Socratic Questioning, this research implemented a pre-experimental method with a one-shot design aimed at investigating the effectiveness of the NGT implementation in Critical Reading Classes conducted online combining both synchronous and asynchronous settings. Pre- and post-tests were implemented in two classes involving 52 students in six meetings. The descriptive statistics and t-test analysis had been implemented to find out the differences in students’ critical thinking skills before and after the NGT implementation. The result showed that there was a significant improvement in students’ critical thinking skills at p0.001, which confirmed that NGT with the integration of Socratic Questioning had a significant effect on the improvement of students’ critical thinking skills in an online context.

This study aims to analyze the effect of problem based learning model on critical thinking ability and physics problem solving of high school students. This study is a quasi-experimental study with a two-group design with two classes, namely the experimental class and the control class. The population of this study consisted of 2 classes and sampling was carried out by saturated sampling. Class XII MIA 1 as the experimental class and class XII MIA 2 as the control class, each consisting of 30 students. The instrument used in this study was a learning outcome test in the form of an essay test of 10 questions. Data analysis was carried out using the MANOVA test. The results of the study showed that the average pretest and posttest scores in the experimental class were 57.00 and 84.00, respectively, while the average pretest and posttest scores in the control class were 53.00 and 73.50, respectively. Data analysis using the MANOVA test concluded that there was an effect of the problem based learning model on critical thinking ability and problem solving of high school students

Critical thinking is one of the essential 21st-century skills that must be fostered in chemistry learning. However, observations indicate that students still struggle to connect the concept of benzene with a deep understanding, resulting in suboptimal development of critical thinking skills. This best practice aims to describe the implementation of the discovery learning model in enhancing the critical thinking skills of twelfth-grade MIPA 2 students at Kolese De Britto Senior High School, Yogyakarta, on the topic of benzene. The study was conducted with 29 male students aged 17–18 years. The discovery learning model was implemented through six instructional stages: stimulation, problem identification, data collection, data processing, verification, and generalization. The research instruments consisted of (1) a critical thinking test covering interpretation, analysis, evaluation, and inference with five essay questions; (2) a student activity observation sheet with ten engagement criteria; (3) open-ended interviews with six guiding questions to explore learning experiences; and (4) documentation in the form of field notes and students’ group work. Instrument validity was established through expert judgment, while the reliability of the test was analyzed using Cronbach’s Alpha coefficient of 0.82 (high category). The results revealed a significant improvement in students’ critical thinking skills. The average test score increased from 58.3 (pre-implementation) to 74.6 (initial cycle), and further to 86.2 (final practice). The N-gain analysis yielded 0.67, categorized as medium-to-high. Observations also indicated enhanced student participation in discussions, the ability to pose questions, and independent conclusion-making. In conclusion, this best practice demonstrates that the discovery learning model is effective in improving students’ critical thinking skills in learning benzene. The limitation of this study lies in the relatively small number of participants and the restricted context of a single school. Therefore, further research with a larger population and different chemistry topics is recommended to strengthen the generalizability of the findings.

The research examines the functionality of Project SELF (Strengthening Engagement and Learning Foundations) in enhancing the academic performance of Senior High School students at Southville 1 Integrated National High School, specifically in the subject Introduction to the Philosophy of the Human Person. Recent studies have shown that contextualized learners’ activity sheets significantly improve students’ academic performance. The research addresses students’ low Mean Percentage Score (MPS) in the subject by utilizing structured activity sheets to enhance student engagement, critical thinking, and foundational learning skills. Moreover, few studies have examined activity sheets in Introduction to the Philosophy of the Human Person as supplementary materials. Their effectiveness is well-documented in other subjects, and their potential to enhance understanding and critical thinking in this subject is still unexplored. An experimental research design with pre-test and post-test methods was employed to measure the impact of Project SELF. The results indicate a significant improvement in students’ post-test scores, demonstrating the activity sheets’ effectiveness in enhancing learning outcomes. The study concludes structured activity sheets can be a valuable supplementary learning resource in Introduction to the Philosophy of the Human Person. Recommendations to strengthen student academic performance further include continuously enhancing Project SELF materials, integrating more active learning strategies, and encouraging collaborative learning among students. Additionally, the study suggests institutionalizing Project SELF to ensure its sustainability by incorporating it into the school’s learning framework, reviewing and revising the contents of the activity sheets based on the lowest-scoring items and providing instructional coaching for teachers on Project SELF integration.

University students’ attempts at critical thinking in research projects frequently require supervisor interventions in the form of advice giving, feedback and supportive information. Providing such interventions to each student through classroom teaching or conventional meetings is restrictive as to timing and place. By using a Digital Behaviours Change Intervention (DBCI) technique, students can get continual assistance from supervisors in their research work through the web or mobile platforms. This research sought to understand students’ perceptions of using digital mobile-based behaviour change interventions to improve their critical thinking and research skills. A survey instrument inspired by the Paul-Elder Critical Thinking Framework was designed to measure student self-perceived critical thinking abilities before and after an experiment. Five supervisors were interviewed to validate the instrument and the behaviour change intervention content. An experimental study was conducted to explore how students interact with a mobile app-based behaviour change intervention, which was developed using the LifeGuide Toolbox platform, to support critical thinking over three months of a research project. The results showed a significant improvement in students’ critical thinking skills with respect to five intellectual standards (clarity, precision, relevance, logic, and fairness) after using the system.

This study aims to see the influence of digital technology of toponym rays on students' creative and critical thinking skills. The use of technology in the classroom is essential to improve educational standards in the rapidly evolving digital era. This study uses experimental design and quantitative methodology. The subject of the study was a randomly selected student of class X at Pontianak State High School. The research implementation method involves the use of digital toponym ray applications for one semester of school. The instruments used include creative and critical thinking skills tests that have been validated. Data is collected based on the measurement of specific skills, such as creative and critical thinking skills, which are measured with valid and reliable instruments. The data analysis technique used is experimental statistics. The t-test was used to determine the significance of the difference between the scores of the experimental class and the control class. The results showed that there was a significant improvement in students' creative and critical thinking skills after using digital technology of toponymic rays, namely the results of data analysis showed that the average score of creative and critical thinking skills of students in the experimental group was higher than that of the control group. The average score of creative thinking skills in the experimental group was 85.2, while in the control group it was only 70.4. For critical thinking skills, the average score in the experimental group was 82.7, while in the control group it was only 68.3. and The results of the t-test showed that the t-value for creative thinking skills was 3.45 with a p-value < 0.05, which means there was a significant difference between the two groups. For critical thinking skills, the t-value was 3.87 with a p-value < 0.05, which also showed a significant difference. Keywords: Digital Technology, Creative Thinking, Critical

Objectives: This study aims to explore the application and cultivation effects of critical thinking in high school academic English writing, with a particular focus on identifying effective teaching strategies and intervention methods. Methods:. A mixed-methods approach was employed, involving 120 second-year high school students (aged 15-16) in Shaanxi Province, China. The study included: (1) a 10-week teaching intervention with experimental (n=60) and control (n=60) groups; (2) pre- and post-intervention CCTDI-CV questionnaires; (3) writing assessments based on IELTS Task 2 criteria; and (4) semi-structured interviews with 10 randomly selected participants (20-30 minutes each). Results:. The study revealed significant improvements in students’ critical thinking disposition, particularly in truth-seeking, open-mindedness, and analytical ability. The experimental group also demonstrated marked progress in academic writing skills, especially in analytical thinking and argumentative expression. Qualitative data further indicated enhanced metacognitive awareness and strategic application of critical thinking in writing processes. Conclusions: The findings suggest that critical thinking plays an important role in high school academic English writing. Based on these results, the study proposes corresponding teaching recommendations and directions for future research, emphasizing the need for integrated critical thinking instruction in English writing curriculum.

Critical thinking skill which is one of the important abilities in the 21st century is important to be trained in learning. The purpose of this research is to develop an AR-based worksheet on dynamic electrical material that is valid, practical, and effective to stimulate students’ critical thinking. The development model used the ADDIE model which consists of analysis, design, development, implementation, and evaluation steps. The product developed was tested for validation, practicality test, and effectiveness test. The results of the validity test obtained a value of 81.80% with a valid category. The results of the practicality test obtained a percentage of 80.85% with good criteria. The results of the effectiveness test showed an N-Gain value of 0.67 with the moderately effective category. From the average pretest and posttest scores, it can be seen that the posttest average score increased by 39.04 which indicates that the use of AR-based worksheets can improve students’ critical thinking. It can be concluded that AR-based worksheets on the concept of dynamic electricity developed are valid, practical, and effective to stimulate students’ critical thinking.

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.

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.

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.

The development of critical thinking is one of the main requirements of the modern educational process. Various methods and approaches are used in educational institutions to enhance students’ thinking skills. This article focuses on identifying the achievements of students in chemistry lessons by using problem-based learning technology to foster critical thinking. The study involved 9th-grade stu-dents from the specialized boarding school named after Nurtas Ondasynov in the city of Turkestan. A total of 49 students participated, divided into experimental and control groups. During the study, the author utilized tests to determine the preliminary and subsequent knowledge levels of the students. The results of the tests were analyzed both qualitatively and quantitatively. To fully reveal the levels of criti-cal thinking, critical thinking indicators were employed. This study aimed to identify the essence of a problem by asking students simple questions and using brainstorming techniques. The final test results demonstrated a significant improvement in students’ achievements. The levels of thinking skills were as follows: formulating conclusions – 78.14%, data collection – 70.3%, analysis and evaluation – 51.2%. These indicators highlight the students’ ability to analyze and evaluate the knowledge they have learned and retained. For other indicators, such as summarizing – 73.14%, providing evidence – 66.6%, and independent work skills – 68.57%, the results also showed significant improvement compared to the preliminary tests. The study revealed the effectiveness of organizing chemistry lessons with the correct use of a model of problem-based learning technology.

Background: Science Process Skills (KPS) are crucial in preparing students to meet the challenges of the 4.0 industrial era, emphasizing critical thinking and scientific reasoning from an early age. However, conventional teaching methods without adequate media assistance often result in passive learning environments. Innovative teaching models supported by appropriate media are essential to enhance students' scientific competencies. Objective: This study aims to compare the effectiveness of the Visualization, Auditory, Kinesthetic (VAK) learning model assisted by video media and Prezi software on improving the science process skills of fifth-grade students at MIM PK Kartasura. Method: A quasi-experimental design with a nonequivalent pretest-posttest control group was used. The sample consisted of 55 fifth-grade students, divided into two experimental groups: one group was treated with Prezi software, and the other with video media. Data were collected through tests validated for content and construct validity and analyzed using prerequisite tests (normality and homogeneity) followed by hypothesis testing with paired sample t-tests and independent sample t-tests. Results: The findings revealed significant improvements in students’ science process skills in both groups after the interventions. However, the video media group showed a higher increase in average scores compared to the Prezi software group. Statistical analysis indicated that video media was more effective than Prezi software in enhancing students' science process skills. Conclusion: The VAK learning model assisted by video media proved to be more effective in developing the science process skills of elementary students compared to the use of Prezi software. The results suggest that integrating video media into science instruction can significantly enhance critical learning competencies, serving as a valuable reference for educators in designing engaging and effective learning environments.

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

The background to the implementation of this research was the low critical thinking skills of students at SMP Negeri 1 Hiliserangkai. The objectives of this research are: (1) To determine students' critical thinking abilities in science learning using the Problem Based Learning learning model at SMP Negeri 1 Hiliserangkai. (2) Describe the learning process using the Problem Based Learning learning model in science learning at SMP Negeri 1 Hiliserangkai. The instruments used in this research are: (1) Test of students' critical thinking abilities, (2) Questionnaire sheet for students' critical thinking abilities, (3) Observation sheet to observe the learning process. Research results: (1) The critical thinking ability of students in science learning using the Problem Based Learning learning model is an average value (mean) of 73.76 in the good category, the standard deviation is 7.805 and for each indicator of critical thinking ability is at the stage of providing a simple explanation was obtained by 85.93%, the stage of building basic skills was obtained by 84.41%, the stage of making inferences or conclusions was 79.59%, the stage of making further explanations was obtained by 82.76%, and the stage of organizing strategies and technique obtained a percentage of 81.38%. (2) The learning process using the Problem Based Learning learning model in science learning at SMP Negeri 1 Hiliserangkai obtained results of 86.96% classified as Good.