Representation and Visualization of Students’ Progress Data Through Learning Dashboard

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.

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.

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.

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 skills, essential for daily progress and academic success, are rarely studied in relation to Further Mathematics. This study compared the critical thinking skills of further mathematics and non-further mathematics students in Alimosho, Lagos, Nigeria. A total of 310 participants, including 153 further mathematics and 157 non-further mathematics students, were purposively selected from public and private secondary schools. Data were collected using a valid and reliable questionnaire (r=0.82) and analyzed using descriptive and inferential statistics, including frequency, mean, standard deviation, and t-test at a 0.05 significance level. The results revealed a significant difference in critical thinking skills between further mathematics and non-further mathematics students in public secondary schools. Similarly, a significant difference was found in the critical thinking skills of public and private school students, regardless of whether they studied mathematics. No significant difference was observed in the critical thinking skills of students taking further mathematics compared to those who did not, across both types of institutions. The study recommended that mathematics teachers focus on fostering critical thinking skills beyond problem-solving in further mathematics to support students' overall development.

This study aims to determine the extent to which the use of Problem Based Learning method to improve Critical Thinking Skills of Asthma’ul Husna Class 4B SDN Tambakaji 01. The formulation of the problem is How high is the increase in critical thinking skills of students in class 4B SDN Tambakaji 01 in the subject of Islamic Religious Education and Ethics material Asthma’ul Husna using the Problem Based Learning (PBL) learning model? How can the Problem Based Learning (PBL) learning model improve the critical thinking skills of students in class 4B SDN Tambakaji 01 in learning activities of Islamic Religious Education and Ethics material Asthma’ul Husna ? Collaborators in this class action research are Senior PAI Teacher Peers. This research is a Classroom Action Research consisting of 2 cycles, each cycle consisting of 4 stages, namely planning, implementation, observation, and reflection. The data collection methods used were observation and documentation. Data analysis in this study is by comparing the achievement of grades with criteria for achievement of learning objectives 70-75 and is characterized by an increase in the Classical Completeness Criteria in each cycle. Data collection is done by looking at the critical thinking skills of students during learning activities. From the analysis of the data obtained, it can be concluded that there is an increase in the critical thinking skills of students in the pre-cycle, cycle I and cycle II shows that the critical thinking skills of students have increased, students with scores below Criteria for Achievement of Learning Objectives in the pre-cycle were 52%, in cycle I decreased to 26%, cycle II decreased to 0%. So there is an increase in students in critical thinking skills from 48% to 74%, or an increase of 100%. With this increase, it has shown success in this classroom action research. The classroom action research target on improving critical thinking skills has shown the planned results, namely 85% of active students in the implementation of learning in Cycle II

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

Critical and creative thinking are skills that are needed in this 21st century. These two skills are a priority for learning outcomes from various levels of education. This research is a descriptive study that aims to see or measure the critical and creative thinking skills of high school students in Pekanbaru in online learning. The population in this study were students of public senior high school class XI IPA in Pekanbaru, while the sample was 216 students from two public senior high schools in Pekanbaru. The research instrument is in the form of critical and creative thinking questions that have been validated constructively by experts and empirically with a reliability value of. Based on the results of the study, it shows that the critical thinking skill of students of public senior high school class XI IPA in Pekanbaru is in the sufficient category with a percentage of 68.71% with the highest percentage being in the advance clarification indicator with a very good category while the other indicators are in the sufficient category. In creative thinking, the average skill of students in public senior high school class XI IPA in Pekanbaru is also in the sufficient category with a percentage of 64.43% with all indicators in the sufficient category. Based on the results of the study, it can be concluded that the ability of students in public senior high school class XI IPA at SMAN Pekanbaru is in a fairly good category.

This chapter describes the design and integration of linguistic landscape (LL)-based projects in a secondary English as a foreign language course. Throughout the project, students were encouraged to learn about and become ethnographers while documenting their neighbourhoods’ LL. The project was also designed to promote learners’ critical thinking (CT) and higher order thinking skills (HOTS). In this chapter we identify and discuss which critical and higher order thinking skills students used to construct knowledge from their ethnographic work and final presentation of their findings. We adapt and apply definitions provided by Beyer (1985) for critical thinking skills and Lewis and Smith (1993) for higher order thinking skills to Silbey’s (2021a, b) framework, which is based on Grounded Theory (Charmaz, 2007) to analyse students’ selected output as well as their responses in post-project interviews. Our analysis indicates that the LL project supported students’ development of linguistic and intercultural sensitivity.

This article analyzes the challenges and prospects of cultivating critical thinking skills in students through project-oriented tasks. It explores essential concepts and strategies related to critical thinking and project-based learning within the framework of educational institutions. Through an evaluation of the extent to which project-based activities are utilized in schools, the need for developing critical thinking is highlighted. The article also discusses the practical application of a program aimed at enhancing critical thinking skills in tenth-grade students through project-based activities on the basis of individual profile subjects allowed to increase the level of critical thinking in students of the experimental group. The improvement of critical thinking indicators according to the methodology of Y.F. Gushchin and N.V. Smirnov was noted. The findings from the modified L. Starkey test also show notable advancements in all areas of critical thinking, particularly in drawing logical conclusions and analyzing information. These results collectively support the idea that project-based activities positively influence the enhancement of critical thinking skills in students. General recommendations for more effective use of project activities in the educational process for the development of flexible skills have been developed.

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.

Critical thinking skills are competencies that must be trained in students because these skills are essential to compete in the life of the 21st century.The purpose of this study is to determine the level of critical thinking skills of students in biological material in Muhammadiyah High School throughout Palembang.This research is a qualitative descriptive study; the population and sample in this study were students of class XI IPA Muhammadiyah High School in Palembang.The research instrument used was a test of critical thinking skills as many as 20 multiple choice questions of semester XI biology material 1.The data obtained will be analyzed quantitatively.Quantitative analysis is used to analyze students' test results.The results showed the level of critical thinking skills of students in Muhammadiyah High Schools throughout Palembang City varied; the exceptionally high category was obtained at 1.85%, top category amounting to 14.5%, medium category 66.6%, low category 16.4% and category very low at 0.5%.The results of this study provide information on the profile of students 'critical thinking skills in Muhammadiyah High Schools throughout Palembang City with the highest moderate category so that teachers are expected to be able to design learning process activities that can empower students' critical thinking skills.

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.

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

Many studies have demonstrated that critical thinking skill increases the academic achievement (Tumkaya, 2011) and improves problem-solving skills (Bowles, 2000; Kucukguclu and Kanbay, 2011) and that students with high critical thinking scores are more successful in professional practices (Bowles, 2000). In addition to these, critical thinking skills take an important place in terms of nursing education as they enable providing reliable, effective and quality nursing care (Daly, 1998; Oerman, 1998; Paul and Heaslip, 1995). It is observed that university education, which constitutes the step before individuals go into the professional life, does not develop critical thinking skills adequately although it has an important function in the personal and professional lives of individuals (Kanbay et al., 2012, Kanbay and Okanli, 2017). Many studies have shown that critical thinking skills of university students are at a low level (Kantek et al., 2010; Akkus et al., 2010; Arslan et al., 2009; Bulut et al., 2009) or generally at a medium level (Beser and Kissal, 2009; Kucukguclu and Kanbay 2011; Korkmaz, 2009; Sen, 2009; Cetin, 2008; Kanbay et al., 2013). Critical thinking skills enable individuals to question and accept the information and to make effective decisions by developing alternative points of view. In this respect, individuals should gain critical thinking skills to be able to critically approach the information at all stages of education from pre-school education to higher education (Akca and Tasci, 2009). This can only be achieved through an educational system aimed at critical thinking (Kokdemir, 2003). For this reason, critical thinking should be explained and developed in the objectives of higher education programs (Ennis, 1997). Based on this whole literature, critical thinking was thought to have significant effects on nursing education, and the answers to the following questions were sought by planning this study with the aim of determining the development of nursing students’ critical thinking skills and academic achievements during undergraduate education and examining the change of critical thinking skills according to descriptive characteristics. • Do the mean scores of the critical thinking skills of students differ according to the follow-ups? • Do the mean scores of the academic achievement of students differ according to the follow-ups? • Is there a relationship between the mean score of critical thinking and academic achievement score according to the follow-ups? • Does critical thinking skill differ in terms of descriptive characteristics according to the follow-ups?