ONLINE COLLABORATION FOR PROGRAMMING: Assessing Students’ Cognitive Abilities

A teacher should have a good teaching skill for making a better generation later. Based on researcher questionnaire before this research, teacher in school still haven’t teach a real concept to their students. Therefore, to prevent this phenomenon they need a good teaching strategy. Logical thinking skills and adversity quotient are the important things that they need to make the strategy. The aim of this research is to analyse prospective primary school teachers’ logical thinking skills and adversity quotient. In order to do so, we set up a qualitative descriptive method with 40 students as participant. Test of logical thinking skills about mathematics, questionnaire and interview given to them. The results showed that there are 15% of climber category, 72.5% of camper category and 12.5% of quitter category. The logical thinking skills of the students following their adversity quotient, the students that in climber category have a very good logical thinking skills, in camper category have good logical thinking skills, and in quitter category have a bad logical thinking skill. Based on the results, we concluded that prospective primary school teachers still in camper category and have a good logical thinking skill.

In facing the challenges of the digital era, education in Indonesia must innovate through the integration of technology to produce a superior workforce. Traditional teacher-centered teaching methods have become an obstacle to developing students' logical thinking skills in problem-solving and conclusion-drawing. This research aims to develop and test the effectiveness of website-based interactive multimedia using the discovery learning model on the Entity Relationship Diagram (ERD) topic to enhance students' logical thinking skills. The media development employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), with the interactive multimedia flow designed according to the stages of discovery learning. Effectiveness was measured using a one-group pretest-posttest design with vocational high school students in West Bandung, while the feasibility of the material and media was validated by experts. The improvement in logical thinking skills was measured using the N-gain test. The results showed that the developed interactive multimedia was declared highly feasible by material and media experts. The effectiveness test indicated an improvement in students' logical thinking skills, with an N-gain score in the medium category. However, a detailed breakdown of the improvement per aspect revealed that argumentation skills were moderate, while thought coherence and conclusion-drawing skills remained low. These difficulties were attributed to a lack of student initiative and motivation in discussion and summarizing the material. It is concluded that this interactive multimedia is feasible and effective as an alternative learning medium for training students' logical thinking skills, although further optimization is needed to improve thought coherence and conclusion-drawing abilities.

The ability to think logically is one of the complex skills of the 21st century that is important to prepare for the world of work. But in fact students' logical thinking skills tend to be low because the learning model applied by the teacher tends to be monotonous so that understanding of the material and student activity becomes less. The STEM learning model with the socioemotional approach is one model that can solve these problems because it is an innovative learning model that is also integrated from several socioemotional-based disciplines that emphasizes student activity and is based on real-world problems so that it is suitable for improving logical thinking skills. This study aims to determine the relationship between the STEM learning model and the socioemotional approach in improving logical thinking skills. This research uses quantitative method with Quasi Experimental Design research type . Data were obtained from class VIII MTs Ma'arif Al-Mukarrom through observation and tests. The instruments used are learning tools (syllabus, lesson plans, and LKPD), observation sheets of student activities and implementation, and written tests of logical thinking skills. Data analysis using T test and N-Gain. The results showed that the implementation of the STEM learning model with a socioemotional approach was 89.50% and student activity was 90.84% in very good criteria. The T test results show a significance of 0.003 less than 0.005 so it can be concluded that there is a significant effect between the STEM learning model with the Socioemotional approach in improving logical thinking skills, also the N-Gain Test proves that the STEM learning model with the Socioemotional approach is more effective than the conventional model in improving logical thinking skills.

In this study, the authors raised the issue of how to implement the scientific method in the logical thinking skills of students in the fifth grade science material at MI Ma'arif Kedensari. Based on the results of the interview with the fifth grade teacher, Mi Ma'arif, who said that the learning outcomes of some students in fifth grade were still below the KKM standard which should have been able to reach a score of 75, this was due to the factor of delays in students' thinking and also the less than optimal model. used by the teacher. The purpose of this study was to determine the Implementation of Scientific Methods in Students' Logical Thinking Skills in Science Subject Class V MI Ma'arif Kedensari. To achieve the objectives in this study, the research method used by the researcher is a qualitative descriptive method, in which the research method is based on valid science, and other facts that may become objects of knowledge by using observation, interview, and documentation techniques. to complete the data and information needed by researchers. The results of this study indicate that the use of scientific methods in students' logical thinking skills in learning natural science class V MI Ma'arif Kedensari has increased because when learning takes place students are able to construct knowledge by thinking and reasoning using logic to complete tasks based on knowledge and experience in daily activities and new knowledge given during discussion activities.

Mathematics has an important role in the development of critical and logical thinking skills. However, the results of the PISA survey show that the mathematical literacy of students in Indonesia is still low. One approach that can be applied to improve critical thinking skills in mathematics learning is ethnomathematics. Ethnomathematics connects mathematical concepts with cultural elements, thus making learning more contextual and engaging. This study aims to analyze students' critical thinking skills in solving ethnomathematics problems. Based on the results of observations and interviews, it was found that most students still tend to memorize without understanding or critically analyzing information. The implementation of ethnomathematics in learning is expected to help students understand that mathematics is not only abstract but also related to daily life and culture. This study highlights the importance of the application of ethnomathematics in improving mathematical literacy and critical thinking of students, by taking the example of a tobacco warehouse in Jember Regency as one of the cultural objects that can be integrated in mathematics learning.

This study aims to: (1) Know the learning outcomes of students who are taught by problem-based learning strategies and student learning outcomes taught by expository learning. (2) Knowing the learning outcomes of Islamic Cultural History students who have high logical thinking skills and students who have low logical thinking skills, and (3) Knowing the interaction between learning strategies and students' logical thinking abilities on learning outcomes of Islamic Cultural History. This study used an experimental method with a quasi-experimental 2 x 2 factorial design. The population in this study were all students of Madrasah Aliyah Negeri 2 Aceh Tamiang which consisted of three parallel classes, namely class XII1, XII2, XII3. The sampling technique used was cluster random sampling. The data collection technique is done by testing. The finding of the research showed that: (1) The learning outcomes of students who were taught the history of Islamic culture with problem-based learning ( = 28) were higher than the learning outcomes of students who were taught using expository strategies ( = 26.97), with F count = 29.56 > F table = 3,968 (2) Students' learning outcomes of Islamic Cultural History based on high logical thinking skills ( = 30) were higher than low logical thinking skills ( = 26.06), with F count = 4.47 > F table = 3,968 (3 ) there is an interaction between the learning strategy and the ability to think logically on the learning outcomes of students' Islamic Cultural History. The statistic is found to be 9.88 > F table = 3.968.

هدفت هذه الدراسة إلى الكشف عن درجة تضمين مهارات التفكير المنطقي في كتب التربية الوطنية في الأردن، وذلك من خلال تحليل محتوى تلك الكتب، واستخدمت الدراسة المنهج الوصفي، وتمثلت الأداة في تصميم استبانة متضمنة قائمة بمهارات التفكير المنطقي، اشتملت على خمس مهارات، تم تطبيقها على عينة من كتب التربية الوطنية، بلغ عددهم (ثلاثة كتب)، وبالمعالجة الإحصائية للبيانات كشفت نتائج الدراسة عن توافر مهارات التفكير المنطقي بدرجات متفاوتة في كتب التربية الوطنية للصفوف (الثامن، التاسع، العاشر) للمرحلة الأساسية في الأردن، حيث جاءت مهارة (الاستنتاج)، بنسبة مرتفعة، وجاءت مهارة (الكشف عن المغالطات) بنسبة متوسطة، وجاءت المهارات الأخرى بنسب متدنية على التوالي (المقارنة، الترتيب، التصنيف). كما أظهرت النتائج أن كتاب التربية الوطنية للصف التاسع الأساسي قد احتل المرتبة الأولى في مجموع التكرارات التي بلغ مجملها (434) تكرارًا، إذ بلغ نصيب كتاب الصف التاسع الأساسي (154) تكرارًا، وجاء بعده كتاب الصف الثامن الأساسي إذ بلغ (142) تكرارًا، وجاء في المرتبة الثالثة والأخيرة كتاب الصف العاشر الأساسي إذ بلغ (138) تكرارًا، وأوصت الدراسة بإجراء مزيدًا من الدراسات للتعرف على مهارات التفكير المنطقي في كتب ومراحل دراسية أخرى.

One of the most significant debates among academics is the role of critical and logical thinking in constructing and assuring meanings of intertextual texts. This argument is, however, more valid in the context of undergraduate EFL learners, who have the potential to use their critical thinking and creativity in the act of reading. The phenomenon of intertextuality acts as a constructive and meaningful link between readers and texts. In other words, the reading texts become comprehensible when readers connect what they read to their prior knowledge, using critical thinking skills to understand and interpret them. This study examines how critical and logical thinking skills make intertextual connections between texts and readers’ personal and social experiences during reading tasks. For this purpose, a semi-structured interview based on an excerpt from an article ''Women in the Working Class'' was conducted with EFL students to collect their responses on intertextual connections. The analysis of the interviews revealed that intertextual reading helps promote critical thinking among readers of EFL and assist them in analysing, synthesising, interpreting, and evaluating texts. The findings of this study have some pedagogical implications due to the multicultural complexes of values and images in reading English literary texts.

Student cognitive diversity can be a barrier to enhancing critical thinking and science process skills. The TaRL-based DSI model addresses this by facilitating learning for students at different cognitive levels. This research aims to determine the effect of the Differentiated Science Inquiry (DSI) model based on the Teaching at the Right Level (TaRL) approach, on eighth-grade junior high school students' critical thinking and science process skills in the context of vibration and wave concepts. A non-equivalent control group design was used to address varied learning needs, with 55 students purposively selected for experimental and control groups. Data were collected using essay-based critical thinking tests and multiple-choice science process skills assessments. The DSI model applied four inquiry levels: Demonstrated Inquiry, Structured Inquiry, Guided Inquiry, and Self-Directed Inquiry based on students' initial abilities. Data were analyzed using descriptive and inferential methods. The average critical thinking skills in the experimental group after treatment were 13.04, and in the control group were 10.1. The average science process skills in the experimental group were 19.77, and in the control group were 18. The research results confirm that the TaRL-based DSI model significantly enhances students' critical thinking and science process skills at a significance level of α = 0.05. This research is expected to help educators implement the DSI model to accommodate diverse learning needs and enhance crucial skills in science education.

This study aims to describe the ability of students to think logically on probability subject in class IX in SMP Negeri 1 Takengon. This study uses a qualitative approach to the type of descriptive research. The subject of this study consisted of three students, with the criteria of one student with high ability, one with moderate ability, and one with low ability. Data collection used tests and semi-structured interviews. The instrument used was a test of probabality material. The process of data analysis in this study includes data reduction, data presentation, and drawing conclusions. Based on the analysis of the description of students logical thinking abilities with high criteria (student 1) showed excellent logical thinking skills. Then students with moderate abilities (student 2) showed good logical thinking skills. Student 2 has a deficiency in the stage of thought twitching. While students with low criteria (student 3) demonstrate sufficient logical thinking skills. Student 3 has a deficiency in the stage of thought twitching and drawing conclusions that indicate the student's inaccuracy. Overall the ability to think logically these three students can be said to be good. This can be seen from every work and interview results,, students are able to do most of the indicators of logical thinking ability.

The modern era of digital transformation and information overload (Industry 4.0 and Industry 5.0) creates unprecedented challenges for banking sector professionals. The exponential growth of information volumes, spread of misinformation (manipulation), increasing complexity of financial instruments, and high level of market regulation demand that banking professionals develop strong critical and logical thinking skills. This study analyses key risks in the modern educational process for banking, including information overload, declining ability for deep analysis, and vulnerability to manipulative techniques. The systematic development of critical and logical thinking skills is essentially a strategic imperative for financial organizations and the government institutions that regulate them. A possible response (though not a panacea) could be implementing a comprehensive methodology for developing critical thinking, including practical tools for information verification, logical analysis techniques, and protection against cognitive biases. Special attention should be paid to specific risks in the banking sector related to making financial decisions under conditions of uncertainty and information asymmetry.

Critical thinking is one of the core soft skills required and highly appreciated to integrate into the job market. Moroccan preparatory classes (henceforth CPGE) are considered one of the educational institutions that aim to train future managers and engineers by boosting students’ cognitive abilities, notably critical thinking. However, an appropriate approach to learning is necessary for efficient critical thinking-based instruction; effective development of students learning approach certainly can contribute to the development of students’ cognitive abilities. Accordingly, this study aims at examining learning approaches and critical thinking skills levels from the CPGE teachers’ and students’ perspectives. It also tries to investigate the relationship between CPGE students’ critical thinking skills level and their use of different approaches to learning. Finally, the study considers some techniques and methods used by CPGE teachers to improve students’ learning approaches and, by extension, their critical thinking skills level. The study includes 60 students studying at Moulay Ismail CPGE Center, Meknes, and 32 teachers from different Moroccan CPGE centers. The concept of triangulation is used in this paper to cross-examine the findings and increase their reliability and credibility. The results yield that CPGE students learning approaches and critical thinking are mediocre; as for the relationship between the two variables, the analysis of the findings revealed a positive significant correlation between critical thinking learning and a deep approach to learning; the more CPGE students tend to rely on deep approaches to learning, the more they manage to improve their level of critical thinking skills.

This research shows an audience of fellow computer science teachers that there is benefit in testing college student's scientific reasoning skills and that the students increase their logical thinking skills in computer science classes when they are presented with real world problems, engaged in group activities, and given hands-on experiments.Students' scientific reasoning skills from several different computer science courses are analyzed and tested before and after taking the computer science course to measure their improvement in logical thinking. The higher order thinking skills test results are compared, and the overall class and individual student improvement between the classes that use different teaching strategies are analyzed. Also, the test results are compared with students' ability to perform adequately in a computer science course. This information is valuable to advisors when placing students in computer science courses.In the assessments of students' entering knowledge and evaluations of students' thinking improvement, the students' individual higher order thinking skills as well as their overall level of cognitive development are analyzed. Through the analysis of their individual skills and level of thinking, one can expand conclusions about the students' and teacher's performance over time.

Developing critical and creative thinking skills is essential for prospective teachers to meet 21st-century education demands. However, these skills remain relatively low among teacher education students. This study investigates how higher education institutions can design learning experiences to foster these competencies, focusing on the Creative and Critical Thinking in Research-based Learning (CCTRbL) model. This study employed an action research approach based on a modified Burn model, comprising five stages: (1) Identifying, (2) Planning, (3) Intervening, (4) Observing, and (5) Reporting. The participants were 27 teacher education students. Data were collected using an integrated critical and creative thinking assessment rubric for evaluating students’ research-based paper tasks. Data analysis utilized categorical descriptive techniques and percentage calculations. The findings indicate that the CCTRbL model effectively enhances students' critical and creative thinking skills, with scores of 68.29 and 65.18, respectively, categorized as high. This suggests that the implemented model positively impacts students' ability to think critically and creatively. The study demonstrates that integrating critical and creative thinking in a research-based learning framework is beneficial for teacher education programs. The findings suggest that the CCTRbL model can be adapted for use at different educational levels with modifications suited to subject-specific requirements. The CCTRbL model is a promising approach to fostering critical and creative thinking skills in teacher education. It is recommended for broader application in primary, secondary, and higher education to enhance students' cognitive abilities and professional competencies.

This study aims to analyze the cognitive abilities and critical thinking skills of junior high school students on heat transfer concepts. The research method used is quantitative descriptive. The research subjects were Grade VII students of TB Junior High School, Jakarta. The research instruments were used the multiple-choice question to measure cognitive abilities and essay tests to measure students’ critical thinking skills. The data collection technique used is a test then conducted a descriptive analysis to determine the percentage of cognitive abilities and critical thinking skills of students. Based on the results of data analysis, the cognitive ability of students in the C1 domain is 75%. The cognitive abilities of students in the C2 domain are 68.75%, the cognitive abilities of students in the C3 domain are 43, 75%, and the abilities of the students in the C4 domain are 31.25% so the average cognitive abilities of the students are 54, 69 %. The results of the analysis of critical thinking skills show that 50% can identify the reasons stated, 37.5% of students can make agreements among sources, 43.75% of participants can deduce explanations, conclusions, and hypotheses, 12.75% can choose criteria for considering possible solutions so that the overall score is 29.69%. The results of this data analysis mean that the cognitive abilities of students in the overall category are sufficient, and the overall critical thinking skills are in a low category so that efforts are needed to improve the process and creativity in learning by applying a contextual approach continuously.