Development of ARGEONET integrated with metaverse and M6 learning model to enhance students’ mathematical critical thinking skills

Infinity Development of ARGEONET integrated with metaverse and M6 learning model to enhance students’ mathematical critical thinking skills

Analysis of students’ relational critical thinking abilities using an in-depth learning approach

Achieving the Golden Age Indonesia 2045 vision requires advancing human resources, particularly among educators. This is due to low PISA scores, a test of academic ability and critical thinking skills. This research is urgent because it aims to improve educator quality through a deep learning approach. This study aims to analyze students' Relational Critical Thinking (RCT) abilities in mathematics using a deep learning approach. This study employs a quantitative methodology using the Rasch model for data analysis. The research population includes Senior High Schools and Islamic Senior High Schools in Banten Province, with participants selected through random sampling. Data were collected using Google Forms with 15 essay questions on relational critical thinking. The results: 103 students (27.54%) fall into the developing RCT category, 152 students (40.64%) fall into the basic RCT category, and 119 students (31.82%) fall into the incompetent RCT category. These findings demonstrate that students' RCT abilities in mathematics are largely at the basic and incompetent levels. Deep learning can enhance students' RCT. This study recommends that educators consistently implement deep learning project-based learning approaches and use a valid critical thinking instrument.

APPLICATION OF THE CANVA-ASSISTED PROBLEM-BASED LEARNING MODEL TO IMPROVE STUDENTS' MATHEMATICAL CREATIVE THINKING ABILITY

The purpose of this study was to analyze the effectiveness of the Problem-Based Learning (PBL) model combined with the Canva platform in improving students’ mathematical creative thinking skills. This study also aimed to determine differences in learning outcomes between students taught using Canva-assisted PBL and those taught using conventional methods. The research employed a quasi-experimental method with a nonequivalent control group design. Subjects were eighth-grade students of SMP Negeri 1 Puspahiang in the 2025/2026 academic year, consisting of 33 students in the experimental class and 34 students in the control class (n=67), selected through purposive sampling. Before use, the research instrument was validated by two mathematics education lecturers and one junior high school mathematics teacher using expert judgment content validity analysis. Reliability was tested using Cronbach’s Alpha with a coefficient of 0.84, indicating high reliability. The instrument assessed three creative thinking indicators: fluency, flexibility, and originality. Data were analyzed using the Shapiro-Wilk normality test and an independent-samples t-test. N-Gain categorization followed Hake (1999): high (more than equal to 0.70), medium (0.30–0.70), and low (less than or equal to 0.30). Results showed that the experimental class achieved an average N-Gain of 0.65 (medium category), significantly higher than the control class at 0.48 (medium category). These findings confirm that Canva-assisted PBL effectively enhances students’ mathematical creative thinking skills compared to conventional learning.

Problem Based Learning Assisted by Wordwall in Improving Students Mathematical Reflective Thinking Skills

Mathematical reflective thinking skills is one of the higher-order thinking skills that is important to develop because it helps students understand problems, determine solution strategies, and evaluate their thinking processes. However, this ability is still not optimal because students are not yet accustomed to reflecting on the problem-solving process. This study aims to analyze the effect of the Problem Based Learning (PBL) assisted by Wordwall on students' mathematical reflective thinking skill in statistics material. This study uses a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The research population consisted of 265 eighth-grade students of SMP Negeri 9 Bandar Lampung, with the sample selected using a cluster random sampling technique. The research data were obtained through a mathematical reflective thinking skill test and analyzed using the Mann–Whitney U test. The results showed that the mathematical reflective thinking skill of students who received learning using the PBL assisted by Wordwall was higher than that of students who received direct instruction learning. Thus, the PBL assisted by Wordwall has an effect on students' mathematical reflective thinking skills and can therefore be used as an alternative approach in mathematics learning.

Analysis of Students’ Mathematical Critical Thinking Skills in Solving Contextual Problems

Mathematical critical thinking ability is an essential skill that students must possess in solving contextual problems. However, students’ mathematical critical thinking ability is still considered low because students are more accustomed to solving problems procedurally rather than conducting analysis and evaluation. This study aims to analyze the mathematical critical thinking ability of vocational high school students based on Facione’s indicators. The study employed a qualitative descriptive method involving 23 eleventh-grade students of SMK Budi Mandiri Tanjungsari as the research subjects. The research instruments consisted of a mathematical critical thinking ability test, interviews, and documentation. The results showed that 65% of students were in the low category and 17% were in the very low category. Students demonstrated fairly good ability in the indicators of interpretation and analysis; however, they were still weak in the indicators of evaluation and inference. Therefore, mathematics learning needs to emphasize evaluative and reflective thinking processes.

Cocurricular Implementation in Merdeka Curriculum and Elementary Students' Creative Thinking Skills

Low creative thinking skills among elementary school students indicate that project-based cocurricular activities within Indonesia's Merdeka Curriculum have not been fully optimized. This study aimed to analyze the influence of project-based cocurricular implementation on elementary school students' creative thinking skills. A quantitative ex post facto design was employed, involving 20 fourth- and fifth-grade students selected through purposive sampling at a Merdeka Curriculum elementary school in West Java. Data were collected using a validated questionnaire (Cronbach's α = 0.941) and a creative thinking test assessing fluency, flexibility, originality, and elaboration. Descriptive statistics and simple linear regression were applied for data analysis. Results showed that 95% of students achieved a high level of project-based cocurricular implementation, and 90% demonstrated high creative thinking skills. Simple linear regression revealed a significant positive influence of project-based cocurricular implementation on creative thinking skills (R² = 0.49; B = 0.572; p = 0.001). These findings confirm that project-based cocurricular activities, embedded within the Merdeka Curriculum, constitute an effective pedagogical mechanism for developing all four creative thinking dimensions. The study contributes empirical evidence to the discourse on innovative learning in Indonesian elementary education.