Toward High Performance Computing Education

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

Statistics from the Department of Statistics showed that 76200 graduates in this country still failed to get a job. One of the main reasons of this phenomenon is the graduates are still unable to meet the demand of the current job market. The current job market is not only take seriously on knowledge and technical skills but also soft skills. Therefore, the Ministry of Higher Education (MOHE) listed seven soft skills that should be possessed by the graduates. Among the seven soft skills, critical thinking and problem solving is the one of the emphasized skill. In this skills, there are three main subskills must be mastery from a total number subskills of seven. Thus, a survey was conducted to identify the level of critical thinking and problem solving skills among the engineering undergraduate students. A total of 341 final year students of Bachelor's degree in Universiti Tun Hussein Onn Malaysia were stratified randomly selected as respondents. Data was collected through an achievement test on critical thinking and problem solving skills. Mean, standard deviation, Mann Whitney U test and Kruskal Wallis Test were employed to analyze the gathered data. Results showed that the level of critical thinking and problem solving skills of students for the three main subskills (Ability to Identify and Analyse Problem in Complex or Ambiguous Situation and Develop Justification Evaluation; Ability to Improve and Develop  Thinking Skill as Explain, Analyse and Discussion Evaluated; Ability to Generate  the Ideas and Alternative Evaluation) were at a moderate level. As the conclusion, the MOHE, education institutions and students must work together in order to enhance the acquisition for critical thinking and problem solving skill of graduates through the modification of teaching strategies, strengthening academic programs and others intervention programme.

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.

Will ChatGPT undermine ethical values in nursing education, research, and practice?

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.

The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students

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

Quality Teaching: Relationship to Soft Skills Acquisition

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

Adult education in the twenty-first century is tasked with developing skilled workers with critical thinking and problem solving skills that will allow them to succeed in a fast-paced and rapidly changing economy. Most adult education takes place in structured educational settings and course-level assessment is seen to be the strongest factor directing students‘ time and energy in such settings. Therefore, course-level assessment methods, which are the grading practices and methods within a course environment, should be used to promote critical thinking and problem solving skills in adults. This chapter describes formative and summative assessment methods and techniques that promote these higher order thinking skills in adults.

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.

This paper discuss about the critical thinking which is known as a key skill and a primary goal of engineering education. Existing trends in technology and work place need engineers equipped with critical thinking skills such as solving problems, making decisions and understanding of technical and engineering skills for successful future like Artificial intelligence. Though, surprisingly there is little research on critical thinking in engineering education. This paper describes quantitative survey carried out on engineering students for identifying students’ perception regarding critical thinking skills for problem solving and decision making. Validity and reliability were proved through pilot study and experts of the field. One hundred twenty undergrad engineering students participated from civil, electrical and mechanical engineering departments. The results illustrated that engineering students have high perception on critical thinking skills in all four sub-dimensions analysis, evaluation, induction and deduction.

Engineering Education is a course that emphasized on soft skills that is related to critical thinking and the ability in solving certain problems. Creative and Critical Thinking Skills (CCTS) or in Malay it is called Kemahiran Berfikir secara Kreatif dan Kritis (KBKK) is a type of skill that is deeply emphasis in the education system. It starts from primary school. Recently, all the exam questions in primary schools, secondary schools and public universities are oriented to the principle Higher Order Thinking Skills (HOTS) in (RMK 11 - Transforming Education System). The objective of the program is to produce students that are more competent in solving problems by using various forms of knowledge that had been studied theoretically in order to applying it effectively. This study aims to examine the extent to which the needs of elements of critical thinking and problem solving skills to produce Competitive Engineers from industries view. The quantitative method used to distribute the questionnaire. A total of 300 respondents were participated in this study. The study is expected to be a guide for future engineers who would be involve accordance with the requirements of the mainstream industry.

The integration of artificial intelligence (AI) in education has the potential to revolutionize teaching and learning, particularly in the development of students’ critical thinking skills. This study explores science instructors' familiarity, perceptions, and experiences with using AI to enhance students' critical thinking skills, as well as the level of institutional support for AI integration in teaching. A quantitative survey was conducted among 20 science instructors from higher education institutions in Isabela, Philippines. The findings reveal that while instructors acknowledge AI's potential to improve educational outcomes, there is a significant gap in formal AI training and literacy among educators. Positive correlations were found between AI literacy, AI integration, and critical thinking development, suggesting that as AI literacy increases, AI integration and enhancement of critical thinking skills also increase. Regression analysis identified AI integration as a significant predictor of critical thinking development. Challenges remain in the effective implementation of AI, including concerns about overreliance on AI-generated responses and the need for clear assessment guidelines. Interestingly, years of teaching experience did not significantly influence participants’ AI literacy, perceptions, or integration. This study highlights the importance of developing comprehensive AI literacy programs for educators and integrating AI into curriculum structures to balance AI-enhanced learning with human-centered pedagogy. These findings emphasize the need for thoughtful implementation and ongoing research to effectively leverage AI in promoting critical thinking skills in science education.

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.