Tools for collaboration across STEM fields

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

Integrating STEM (Science, Technology, Engineering, and Mathematics) Education into Solar Energy Curricula as a Key Strategy for Enhancing Students' Interaction and Understanding of Solar Energy Technologies. STEM education can be considered a key strategy for integrating solar energy studies into academic curricula to enhance students' interaction and comprehension of solar energy technologies. This approach not only fosters critical thinking and problem-solving skills but also prepares students for future careers in sustainable energy. The objective of this study is to evaluate the effectiveness of implementing STEM methods in solar energy education. The efficiency of STEM education in solar energy can be assessed through various criteria, including curriculum development,pedagogical strategies, and environmental awareness. As part of this study, scientific research related to this topic and STEM projects based on alternative energy sources were analyzed. A pedagogical experiment was conducted within the physics education curriculum for the course "Alternative Energy Sources." A total of 51 students participated in the experiment. The learning process utilized an educational-scientific stand designed to study the physical characteristics of solar energy converters, Vernier sensors for data collection, and the Vernier Graphical Analysis program to analyze the relationship between solar panel performance and light intensity. Quantitative data were analyzed using mathematical-statistical methods in the JASP software to observe the correlation between the frequency of STEM product usage and exam scores. The Pearson correlation coefficient was found to be r = 0.575, indicating a positive correlation, with p &lt; 0.001, confirming statistical significance. Linear regression analysis yielded a value of R² = 0.331, suggesting that the use of STEM products explains approximately 33% of the variation in exam scores. The study results confirm that the use of STEM-based educational tools focused on solar energy positively impacts students' academic performance. The findings highlight the significance of incorporating STEM approaches into solar energy education programs, contributing to the training of highly qualified specialists in the field of renewable energy. This research can serve as a foundation for the implementation of innovative technologies in the education system.

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 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 research aims to examine the effectiveness of the STEM-based approach in 21st-century mathematics learning. The STEM-based approach integrates four main disciplines science, technology, engineering, and mathematics into the learning process to enhance critical thinking and problem-solving skills. The STEM approach is highly relevant to developing 21st-century competencies in mathematics education as both focus on the skills required to address complex and dynamic global challenges, such as critical thinking, problem-solving, creativity, communication, collaboration, and digital literacy. The research method employed is a literature review, analyzing relevant theories and previous studies on the topic. The results indicate that the STEM approach can improve the effectiveness of 21st-century mathematics learning, such as enhancing students' technological development skills, analytical abilities, creativity, innovation, and the ability to express ideas and formulate problems. The STEM approach also stimulates students to meet the demands of 21st-century mathematics learning, which emphasizes critical and problem-solving skills leading to critical, creative, lateral, and systemic thinking abilities.

Critical thinking and problem solving skills are very important for an individual to have in the current era. Strong critical thinking and problem solving skills can play a role in facing competition and challenges at the global level. The importance of critical thinking and problem solving skills means that an analysis of these ability profiles is needed. One of the chemical materials that is closely related to problems in everyday life and requires high-level thinking skills is solution chemistry. The aim of this research is to analyze the critical thinking and problem solving abilities of high school students in solution chemistry material. This research was conducted at three high school schools in Kudus involving 80 students. The instruments used are 10 essay tests for each of critical thinking and problem solving skills as well as interviews. The results of the analysis of critical thinking and problem solving skills in the three schools are on average in the poor category. It is hoped that this research can provide an overview for schools regarding the profile of students' critical thinking and problem solving abilities which can later be used as evaluation material for schools. Keywords: critical thinking ability, problem solving ability, chemical solution topic

This study aims to determine the effect of the GDL model on critical thinking skills and problem-solving skills, the extent of the influence of the model on each aspect of critical thinking skills and aspects of problem-solving skills and look for the effectiveness of the model on critical thinking skills and problem-solving skills. The population in this study were all students of class X Mathematics and Natural Sciences. The sampling technique was purposive sampling. Research instrument with description test. The results showed that there was an influence of the model on critical thinking skills and problem-solving skills, the influence of the model on aspects of critical thinking skills from high to low are advanced clarification, inference, elementary clarification, strategies and tactics, basic support and aspects of problem-solving skills from high to low are define the problem, planning solutions, implement solutions, evaluate and check problems. The GDL model is effective for improving critical thinking skills and problem-solving skills.

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.

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.

Assessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

BackgroundNursing education plays a critical role in developing students' critical thinking skills. Conventional lecture-based methods struggle to hold the attention of today's students. To tackle complicated challenges, the six thinking hats method can inspire diverse viewpoints and innovative problem-solving. This study aims to evaluate the effectiveness of applying the Six Thinking Hats strategy on nursing students in the "Development through Life Span" course and its impact on their critical thinking skills.MethodsA quasi-experimental research design involving a one-group pretest and posttest was employed to achieve the study’s objectives. The sample consisted of 160 s-year nursing students in their sixth level, who were enrolled in the Development Through the Lifespan course. Data collection utilized two tools: the Six Thinking Hats Teaching Strategies Students’ Opinions Questionnaire and the Critical Thinking Ability Scale for College Students.ResultsThe findings indicate that the majority of participants were 20 years old, with a mean age of 19.8 years (± 0.6). Female students made up a slight majority at 56.3%. A satisfactory attitude toward the Six Thinking Hats model was observed by 71.3% of the students, while 28.7% exhibited a negative attitude. Additionally, a positive correlation was found between students' opinions on the Six Thinking Hats model and their scores on the Critical Thinking Ability Scale, with statistically significant differences noted. The Six Thinking Hats technique proved effective in enhancing nursing students' critical thinking and problem-solving skills, encouraging them to explore diverse perspectives, generate innovative ideas, and make well-rounded decisions. Furthermore, this strategy fostered improved collaboration, communication, and creativity among the students.ConclusionThe findings suggest that the six thinking hats approach can be a valuable teaching strategy in nursing education, fostering critical thinking and enhancing the overall quality of nursing education to improve patient care outcomes.

Earlier, science, technology, engineering, and mathematics were considered separate subjects, compartmentalised with their own methods and approaches to teaching. Later, in the 1990s, these interrelated subjects were put together to form STEM education. Researchers have understood the importance of problem-solving and inquiry skills for innovation in the field of STEM, that art is integrated into STEM education. This chapter explores various pedagogical approaches that enhance the integration of STEAM (science, technology, engineering, arts, mathematics) in modern education. By examining innovative teaching methods, this chapter aims to provide educators with practical strategies and insights to foster creativity, critical thinking, and problem-solving skills in students. The chapter will cover project-based learning, problem-based learning, inquiry-based learning, design thinking, collaborative learning, argumentation practice, and multiple intelligences, with a focus on real-world applications and equity in education.

Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

This study aims to determine the application of Discovery Learning model with STEM approach in improving students' critical thinking skills and collaboration skills. This research is a pseudo-experiment with a research design of Randomized Control Group Pretest-Post-test which involved 2 experimental classes. The Discovery Learning model with STEM approach was applied in experimental class 1 while the Discovery Learning model without STEM approach was implemented in experimental class 2. By using t-test, it was found that there was a significant difference in positive critical thinking skills between students in experimental class 1 and 2, as evidenced by 3.042&gt;1. 99346 respectively. Similarly, the critical thinking skills of students who used the Discovery Learning model with the STEM approach were also higher than students who were taught using the discovery learning model without STEM. Meanwhile, the results of students' collaborative skills when implementing the Discovery Learning model with STEM approach had an average percentage of 81% which could be grouped into very collaborative category. These results were higher than the class of Discovery Learning model without STEM approach, which accounted for 73% in collaborative category.

The phenomenon of low problem-solving abilities among students at SMPN 8 Lebong, especially in the subject of Islamic Religious Education and Character Education, has become the main concern of this study. Students often struggle to relate religious concepts to everyday problems, resulting in underdeveloped critical thinking skills and problem-solving abilities. This study also aims to evaluate the impact of applying the Problem-Based Learning (PBL) model on enhancing students’ critical thinking and problem-solving skills. The method used in this research is a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The data analysis technique used is interactive data analysis, which involves data reduction, data presentation, and drawing conclusions. Data validity is tested using triangulation, by comparing data from various sources to ensure the validity of the findings. The results of the study indicate that: 1) The planning of the PBL model successfully created learning scenarios relevant to students’ everyday lives, facilitating the development of their problem-solving skills. 2) The implementation of PBL was active with group discussions, case studies, and the application of deep problem-solving, enhancing collaboration among students. 3) Evaluation shows that the application of PBL improved students’ problem-solving abilities, with evidence of better problem analysis and more effective solutions. 4) This research shows that the application of the PBL model at SMPN 8 Lebong has a positive impact on improving students’ problem-solving abilities. The main supporting factors for the implementation of PBL include active student involvement, the role of an effective facilitator, and the application of relevant technology. However, there are also some inhibiting factors, such as limited resources, the lack of teacher training related to PBL, and time management challenges that affect the smoothness of the learning process.