Jul 2026· Veredas do Direito· Vol 23, pp. e237406· 0 citations· 50 references
Abstract
Critical thinking is an essential competency for preservice chemistry teachers, yet Qualitative Analytical Chemistry instruction often provides limited opportunities for evidence-based reasoning and scientific argumentation. This study aimed to develop and evaluate an instructional model that integrates socioscientific issues (SSI), flipped learning, and problem-based learning (PBL) to promote critical thinking. Using an Educational Design Research approach, the model was developed and evaluated through preliminary research, prototyping, and assessment phases. The resulting SSI-Integrated Flipped GROW Model consists of five instructional phases: Gather, Reframe, Outline, Work 1, and Work 2 (GROW). The findings demonstrated excellent content validity (0.900–0.967), high practicality, reflected by implementation fidelity increasing from 87.75% to 98.23% and positive student responses (95.4%), and significant improvement in critical thinking skills (p < .001; η² = 0.140). The model provides a valid, practical, and effective framework for promoting evidence-based reasoning, scientific argumentation, and reflective decision-making in Qualitative Analytical Chemistry. As its primary contribution, the model offers a unified instructional framework that systematically integrates SSI, flipped learning, and PBL within a coherent learning sequence. The flexible structure of the GROW phases also suggests potential applicability across other chemistry disciplines, making the model a promising approach for advancing higher-order thinking in chemistry teacher education.
The Merdeka Curriculum promotes contextual learning and the development of 21st-century competencies, particularly critical thinking. This study aimed to develop an electronic student worksheet (E-LKPD) in flipbook format based on socio-scientific issues (SSI) and to examine its validity, practicality, and potential to support fifth-grade students’ critical thinking skills. This Research and Development study used the ADDIE model. Participants included two expert validators, one classroom teacher, and 13 fifth-grade students selected through purposive sampling. Data were collected through expert validation, teacher and student response questionnaires, and a one-group pretest-posttest design. The E-LKPD was rated highly feasible by material and media experts, with validity scores of 88.89% and 90.00%, respectively. Teacher and student responses indicated high practicality, with scores of 88% and 95.38%. Students’ mean critical thinking score increased from 46.54 on the pretest to 77.69 on the posttest. A paired-samples t-test showed a statistically significant difference between the scores (p < .001). These findings suggest that the developed SSI-based E-LKPD in flipbook format is valid, practical, and has the potential to support fifth-grade students’ critical thinking skills in science learning.
S. Suryani, Dini Rakhmawati, Achmad Buchori· Journal of General Education...· 0 citations
The findings indicate that anchoring experiential loops within a scannable digital format systematically drives uniform cognitive gains, offering a robust pedagogical vehicle for vocational mathematics education.
A. Yuliani, Aflich Yusnita Fitrianna, Norma Alias· Riemann: Research of Mathema...· 0 citations
This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.
This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based science e-module integrating the local wisdom of Ledre to foster junior high school students' critical thinking skills on the topic of food additives. The study employed a Research and Development (R&D) approach using the 4D model consisting of the Define, Design, Develop, and Disseminate stages. The developed product was evaluated in terms of its validity, practicality, and effectiveness. Product validity was assessed by subject-matter experts, instructional media experts, and science education practitioners using Aiken's V. Practicality was evaluated through learning implementation observations, teacher and student response questionnaires, and readability analysis. Effectiveness was determined using a one-group pretest-posttest design involving 64 eighth-grade students from two classes receiving the same instructional treatment. Students' critical thinking skills were analyzed using the Normalized Gain (N-Gain) and the Wilcoxon Signed-Rank Test. The developed science e-module achieved an average Aiken's V coefficient of 0.93, indicating high validity, while the assessment instrument demonstrated good reliability (Cronbach's Alpha = 0.815). Practicality evaluation showed highly positive implementation and user responses, indicating that the e-module was feasible for classroom application. Students' critical thinking skills improved from a mean pretest score of 43.55 to a mean posttest score of 83.73, with an average N-Gain score of 0.6965 (moderate category). The Wilcoxon Signed-Rank Test confirmed a statistically significant improvement (p < 0.001), accompanied by a very large effect size (r = 0.87). These findings demonstrate that integrating Ledre local wisdom into the Problem-Based Learning framework provides an effective digital learning resource for fostering contextual science learning and enhancing junior high school students' critical thinking skills.
Nofal Binti Ali Mahfud, S. Indana, Isnawati· JPI: Jurnal Pustaka Indonesi...· 0 citations
This study aimed to develop an Ethno-STEAM-based interactive e-book integrating Bungurasih local wisdom and to evaluate its validity, practicality, and effectiveness in improving elementary students' critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model and a one-group pretest–posttest design involving 30 third-grade students. Data were collected through expert validation, questionnaires, classroom observations, and critical thinking tests. The developed e-book achieved a validity score of 91.7% and a practicality score of 92.5%, both categorized as very valid and very practical, respectively. Students' critical thinking skills improved significantly after the intervention, with an average N-Gain of 0.61, indicating a moderate level of improvement. These findings demonstrate that integrating local wisdom, interactive multimedia, and Ethno-STEAM learning creates meaningful and contextual science learning experiences. The study implies that Ethno-STEAM digital learning media can support the implementation of culturally responsive science education while fostering critical thinking and other twenty-first-century competencies in elementary schools.
Background: In biology learning, integrating the local wisdom with design thinking offers a contextual and innovative approach to empowering students’ 4C skills. However, previous studies have rarely integrated local wisdom as a pedagogical mechanism within the design thinking framework. Methods: This study employed a Research and Development approach based on the Plomp model, consisting of three stages: preliminary research, prototyping, and assessment. Participants were 85 junior high school students in Ngabang City, West Kalimantan, divided into an experimental group and a control group. Data were collected through validation, observation, and questionnaires, and analyzed using ANCOVA to assess the model’s validity, practicality, and effectiveness. Results: The results of the validity test showed that all learning materials were valid, with reliability ranging from substantial to perfect. The practicality evaluation indicated that the Naik Dango learning model integrated with design thinking was very well received by students, with an average positive response rate of 87.20%. The effectiveness test revealed a significant improvement in students’ 4C skills, as indicated by p-values of less than 0.05 for each skill dimension. Conclusion: The Naik Dango learning model integrated with design thinking was valid, practical, and effective in enhancing students’ 4C skills.
Handi Darmawan, Pitalis Mawardi, B. Wibowo et al.· JPBI (Jurnal Pendidikan Biol...· 0 citations
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