Enhancing Students’ Critical Thinking through Translation Practice: A Narrative Review

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.

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.

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.

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.

* Critical thinking is an essential skill in education as it enables students to develop problem-solving and analytical abilities. This study aims to analyze elementary school students’ critical thinking skills in understanding Serat Centhini texts from a gender difference perspective. A descriptive quantitative approach was employed to examine differences in critical thinking skills between male and female students in their understanding of Serat Centhini texts. The participants consisted of 186 fifth-grade elementary school students in Surakarta, which selected through stratified cluster random sampling, comprising 100 male students and 86 female students. The instrument used was Critical Thinking on Texts, developed based on Ennis’s critical thinking indicators, including focus, reasoning, inference, situation, and clarity. Data were collected through Indonesian language-learning activities incorporating cultural texts and analyzed using SPSS version 25 with descriptive statistics, crosstabulation, and odds ratio analysis. The finding reveals a clear difference between male and female students in critical skills toward Serat Centhini texts, where 66.3% of female students were categorized as having high critical thinking skills, whereas only 45% of male students reached the same level. The odds ratios indicate that female students are more likely than male students to achieve a high level of critical thinking. The most prominent differences were found in the indicators of inference and situation, which relate to the ability to understand implicit meanings and the text’s moral context. These findings confirm that reading experiences and gender-based cognitive-affective factors may influence children’s depth of critical thinking when engaging with traditional literary texts. This study recommends the integration of cultural texts such as Serat Centhini into Indonesian language learning to enhance students’ critical literacy and promote cognitive equity across genders from the elementary school level.

The involvement of technology in the learning process can present its attraction for students in improving skills, one of which is critical thinking skills. This study aims to analyze the need to develop e-modules based on the Canva application to foster the critical thinking skills of elementary school students. The background of this research is based on the importance of critical thinking skills in the digital era, the potential of e-modules as an innovative learning resource, and the ease of use of Canva in creating visual materials. The research method used was a comprehensive literature study of scientific journal articles, books, conference proceedings, and other relevant sources. The results of the study identified the characteristics of effective e-modules to foster critical thinking skills, the potential of Canva application in fulfilling these characteristics (especially in visual aspects and ease of use), as well as challenges in its development and implementation in elementary schools (including the limitations of Canva's interactive features, the need for a mature instructional design, teacher availability and skills, technology access gaps, and effectiveness evaluation). This study concludes that the development of Canva-based e-modules has significant potential as an engaging learning resource. Still, their effectiveness in fostering critical thinking skills depends on proper instructional design and efforts to overcome various implementation challenges. Further empirical research is needed to validate the effectiveness of this approach in educational practice.

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.

Aims: This study explored the potential of the Claim, Evidence, Reasoning (CER) framework in enhancing students' critical thinking skills. It examined the perceived satisfaction levels of students regarding the administration of CER tests, the students’ level of critical thinking, and their relationship. The results became the basis of crafting a policy on the proper administration of CER was proposed. Study Design: The study utilized descriptive-developmental research design Place and Duration of Study: The study was conducted at the private Catholic basic institution in Ozamiz City, Philippines which made use of the CER Framework for years already. The survey was done in the months of October to December 2024. Methodology: A total of 605 Grades 8, 9, 10, and 12 students, selected through stratified random sampling, were the respondents in the study. The study utilized survey questionnaire focused in the areas of CER administration and level of students’ critical thinking. The instrument underwent validity and reliability tests. Data were gathered through asking respondents to answer the survey. Results: Results revealed that students were satisfied with the CER framework's administration across all components: time allotment (M=2.89), alignment to lesson objectives (M=3.13), scoring rubric and criteria (M=3.24), and preparation and familiarization (M=3.02). Meanwhile, students also demonstrated high levels of critical thinking: analysis (M=3.30), interpretation (M=3.14), inference (M=3.15), explanation (M=3.15) and self-regulation (M=3.13). Notably, significant positive correlations were identified between satisfaction levels and critical thinking component (p<.001) indicating strong statistical significance. From these, a policy was proposed to strengthen CER framework implementation, focusing on time management, curriculum alignment, rubric development, and improved assessment practices. Conclusion: The study concluded that the CER framework is an effective tool for improving critical thinking. Based on the findings, it was recommended to implement the proposed policy and examine its effectiveness to students’ critical thinking.

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.

One of the provisions of student to be able to answer the challenges of the 21st century is to be able to integrate critical and creative thinking skills in solving problems. The purpose of study was to determine the increase in integration of students’ critical and creative thinking through HOTS questions using the Self-Organized Learning Environments model in the Counting Rules learning topic at SMA Negeri 1 Yogyakarta. This classroom action research was carried out in two cycles, in which cycle consisted of planning, action, observation, and reflection. This study uses three stages in the SOLE model, namely Question, Investigate, and Review. Giving inquiry questions followed by the application of students’ knowledge in interesting and directed tasks in the student worksheets to increase curiosity and provoke students to start using their critical thinking skills. Solving LOTS, MOTS, and HOTS problem solving gradually train students to integrate critical and creative thinking skills. Each group presents the results of their exploration and investigation to improve the integration of critical and creative thinking skills of students. The result of observations on integration of critical thinking show that 15,63% of students are in very high criteria and 84,73% in high criteria. The same result is shown in the integration of creative thinking skills. The achievement test of student learning outcomes in the aspect of knowledge and skills is 87,50%. In this study also obtained the result of the implementation of learning is 93,33%. This research concludes that there is an increase in the integration of students’ critical and creative thinking skills in the Counting Rules.

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.

The ability to think critically is one of the highest levels of ability. Developing critical thinking skills in students is still considered important to be improved in schools so that students are able and accustomed to facing various problems around it. This study aims to analyze the critical thinking skills of junior high school students who are in excellent classes and regular classes. This research was conducted in Bandung Barat. In this study students are given a test in the form of questions with critical thinking skills, the problem is used to compare between the superior class and ordinary class. Assessment of the problem using several factors of critical ability include 1) students can not understand the problem correctly, 2) students rush in doing the problem, 3) the students cannot choose the problem-solving strategy correctly and 4) the students work on the problem systematically. Then the matter of critical thinking skills of mathematics is analyzed using quasi-experimental research method to analyze students' critical thinking ability that influence learning result. This study shows the differences in critical thinking ability of junior high school students who are in excellent class and ordinary class. This study shows that superior classes are better in mathematical critical thinking ability than a regular class. The results of this study can add knowledge about critical thinking mathematics junior high school students who are in the class and ordinary class and used to facilitate for educational practitioners in the development of critical mathematical thinking skills.

This study examined BSW, MSW and PhD social work students’ (N=72) critical thinking skills using the California Critical Thinking Skills Test (CCTST). Social work students who tested as more open to experience on a personality inventory, took chemistry in college, and reported having both parents with a college degree had higher critical thinking skills. There was a trend toward higher levels of critical thinking as academic levels increased. Implications and recommendations are discussed for social work classrooms, field practica, and admissions.