Integrating writing and critical thinking in a freshman design course

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.

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.

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.

Flipped learning technology is an effective approach that has been used widely in Morocco during the pandemic period. It is an approach that combines both face-to-face and online settings of learning and teaching. It is claimed that the utilisation of this approach matches the learners’ needs and promotes autonomous learning among students at almost all educational levels. In this regard, this study aims to examine the effectiveness of Flipped learning technology in upgrading critical thinking and communication skills. This paper employed a quasi experimental pre-test post-test study design and teacher’s observations. The sample was two groups consisting of 60 students aged 13 and 14 years old in the 8th grade at Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=30) that received the treatment study using Flipped learning technology approach and a control group (N=30) taught traditionally. They were taught using a teacher centred method. The researcher used a critical thinking and communication skills test as an instrument and a paired sample t-test for the analysis. The findings revealed a significant difference between the experimental and the control group (sig <0.05); it showed that experimental group participants achieved higher thinking and communication skills. Overall, we conclude that Flipped learning technology influenced critical thinking and communication skills.

Critical thinking skills (CTS) and communication skills (CS) in students still need to be improved. This study aims to analyze CTS and CS through the experimental implementation of blended discovery learning (BDL). The research method used is a quasi-experimental design with a pretest-posttest control group design. The study subjects consisted of high school students (SMA) who were divided into experimental and control groups. The experimental group received learning with the BDL model, while the control group used conventional methods. The research instruments were observation sheets for critical thinking and communication skills, as well as CTS tests. The data analysis results showed a significant increase in CTS and communication skills after the implementation of BDL compared to the control group. This increase can be seen from the results of statistical tests that showed a significant difference in pretest and posttest scores in the experimental group. Thus, the implementation of BDL has proven effective in improving CTS and CS, so that it can be an alternative for innovative and interactive learning

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.

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.

This study aims to analyze the critical thinking skills and problem-solving skills, analyzing whether the improvement of critical thinking skills and problem-solving skills that are taught by the problem-based learning model using mind map better than students who are taught by conventional learning. This research is a quasi-experimental research with two group pretest-posttest design. The research population is all students of class X SMA Negeri 2 Bandar (senior high school) in first semester, academic year 2017/2018. The study sample was taken randomly consisting of 64 students. Class X MIPA-1 is an experimental class, consisting of 32 students with learning problem model learning using mind map. Class X MIPA-3 is a control class consisting of 32 students using conventional learning. The research instrument uses essay test of critical thinking skills and problem-solving skills that have been declared valid. Data analysis using statistical t-test. The results showed that the average value of critical thinking skills and problem-solving skills using conventional learning was 61.09 and 61.88 were in a low category while the students applying the problem-based learning model using mind map were 75.78 and 77.56 are in the moderate category. The result of hypothesis testing using independent sample t-test shows that each significance value (sig) <0.05 is 0.00 then H 0 is rejected, it means that the skills of critical thinking and problem-solving skills of students who are treated with problem-based learning model using mind map is better than conventional learning, so it can be concluded that there is the effect of problem based learning model using mind map to improve critical thinking skills and problem-solving skills

The 21st Century learning focuses on 4Cs, so students’s target can have basic abilities. Current learning methods are less suitable with 4Cs skills in geography subjects. In addition, students are required to have global awareness. Learning methods that are suitable for improving students' critical thinking and communication skills are using Model united nations (MUN). This research is Analysis-Design-Development-Implementation-Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Thus, Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication 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

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.

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 (&lt; 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 &lt; 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&amp;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.

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.

Active and innovative learning is crucial in improving students' critical thinking skills, especially in science learning at the elementary level. The Problem Based Learning (PBL) model is an effective approach to stimulate critical thinking, analysis, and problem-solving skills in fifth-grade students. This study aims to describe the implementation of the PBL model in science learning to improve fifth-grade students' critical thinking skills. The approach used is a literature study by collecting data from various written sources such as scientific journals and relevant publications regarding the application of technology and innovative learning models. The results of this study indicate that the implementation of the PBL model can increase students' learning motivation and critical thinking skills, while also assisting teachers in creating an interesting and enjoyable learning atmosphere. Thus, the PBL model can be an effective solution in developing students' higher-order thinking competencies in an educational era that demands creativity and innovation.