2026· International journal of research and innovation in social science· 0 citations
Abstract
The paper investigates the impact of various active learning strategies on college students' critical thinking and writing skills within the context of a Purposive Communication course. The study addresses the significant global concern that students entering higher education are inadequately prepared with essential critical thinking skills. The main objective was to determine the effectiveness of active learning strategies to enhance the critical thinking and writing skills of college students. The research employed a factorial experimental design. Students were divided into three different treatment groups, each utilizing a unique combination of active learning strategies: gamification paired with concept mapping, gamification paired with one-minute papers, and gamification paired with reflection papers. Critical thinking ability was measured using the Critical Thinking Questionnaire (CThQ) by Kobylarek et al. (2022). A content test on Purposive Communication was also administered. The tests were conducted both before (pretest) and after (posttest) the interventions. The findings showed that all combinations of the active learning strategies (Gamification paired with concept mapping, one-minute papers, or reflection papers) resulted in statistically significant improvements when comparing the students' pretest and posttest scores on critical thinking. The study concludes that the integration of interactive and reflective activities successfully transforms the classroom into an environment that promotes active knowledge construction
The low level of students' critical thinking skills and environmental literacy, as reflected in Indonesia's poor performance in PISA, along with the still-dominant use of conventional, teacher-centered learning methods, served as the background of this research. Which limit students' active participation and higher-order thinking development in ecosystem learning. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by video media on students' critical thinking skills and environmental literacy in ecosystem learning. This study employed a quasi-experimental research design with a non-equivalent control group design. The research was conducted at SMAS Angkasa 1 Lanud Soewondo Medan, involving Grade X students in the even semester of the 2025/2026 academic year. Data were collected through pretest and post-test instruments measuring critical thinking skills and environmental literacy, which encompassed three components: knowledge, attitude, and behavior. The data analysis was performed using descriptive statistics and an independent sample t-test. The results indicate that students in the experimental class who were taught using the video-assisted PBL model demonstrated significantly higher critical thinking skills and environmental literacy scores compared to students in the control class who received conventional instruction. These findings contribute to the development of science, particularly by providing empirical evidence on the effectiveness of video-assisted PBL in enhancing critical thinking skills and environmental literacy, and by offering a reference for future research and innovation in biology education.
A. Pramesti, Widya Arwita· Spizaetus: Jurnal Biologi da...· 0 citations
Project Based Learning encourages students to engage in an active and contextual learning process, where they are faced with real problems that require solving. This study aims to analyze the effectiveness of the Project Based Learning (PjBL) model in optimizing critical thinking skills and collaborative abilities of fifth-grade students on the material "My Earth is Changing"? This study uses a qualitative approach with a phenomenological design to understand in depth how the implementation of the Project Based Learning (PjBL) model can optimize critical thinking skills and collaboration of fifth-grade students on the material "My Earth is Changing". The sample used was determined by purposive sampling consisting of teachers and students as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests (credibility), transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive namely data reduction, data presentation and conclusions. The results showed that the implementation of the Project Based Learning (PjBL) model succeeded in improving critical thinking skills and collaboration skills of fifth-grade students at SD Negeri 23 Bandar Baru. Students were involved in a learning process that required them to analyze environmental issues, ask questions, and formulate solutions. This process trains them to think logically and critically when facing real-life problems.
ABSTRACT
Critical thinking is an essential competency required in 21st-century education. However, students in English as a Foreign Language (EFL) classrooms often have limited opportunities to engage in higher-order thinking activities due to teacher-centered instructional practices. This study investigated the effect of Project-Based Learning (PjBL) on students’ critical thinking skills in junior high school EFL classrooms. A quantitative approach employing a quasi-experimental non-equivalent control group design was used. The participants consisted of an experimental group ( ) taught through Project-Based Learning and a control group ( ) taught through conventional instruction. Data were collected through pre-test and post-test essay assessments designed to measure students’ critical thinking skills across analysis, interpretation, evaluation, and inference. The data were analyzed using descriptive statistics, gain score analysis, normality testing, homogeneity testing, the Mann–Whitney test, and Cohen's effect size analysis. The statistical analysis revealed a significant difference between the two groups ( ), with the experimental group obtaining a higher post-test mean score and gain score than the control group. Furthermore, the effect size analysis produced a Cohen’s value of 0.675, indicating a medium treatment effect. These findings suggest that Project-Based Learning is an effective instructional approach for promoting critical thinking skills in EFL classrooms by encouraging inquiry, problem-solving, collaboration, and analytical thinking. This study contributes empirical evidence regarding the effectiveness of Project-Based Learning in improving critical thinking skills among Indonesian junior high school EFL learners, a context that remains underexplored in previous research.
ABSTRAK
Berpikir kritis merupakan kompetensi esensial yang dibutuhkan dalam pendidikan abad ke-21. Namun, siswa dalam kelas Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language / EFL) sering kali memiliki kesempatan yang terbatas untuk terlibat dalam kegiatan berpikir tingkat tinggi akibat praktik pembelajaran yang berpusat pada guru (teacher-centered). Penelitian ini menyelidiki pengaruh Pembelajaran Berbasis Proyek (Project-Based Learning / PjBL) terhadap keterampilan berpikir kritis siswa di kelas EFL sekolah menengah pertama (SMP). Pendekatan kuantitatif dengan desain kuasi-eksperimental non-equivalent control group digunakan dalam penelitian ini. Partisipan terdiri dari kelompok eksperimen ( ) yang diajar menggunakan Pembelajaran Berbasis Proyek dan kelompok kontrol ( ) yang diajar menggunakan pembelajaran konvensional. Data dikumpulkan melalui asesmen esai pre-test dan post-test yang dirancang untuk mengukur keterampilan berpikir kritis siswa mencakup aspek analisis, interpretasi, evaluasi, dan inferensi. Data dianalisis menggunakan statistik deskriptif, analisis gain score, uji normalitas, uji homogenitas, uji Mann–Whitney U, dan analisis ukuran efek (effect size) Cohen's d. Analisis statistik menunjukkan adanya perbedaan yang signifikan antara kedua kelompok ( ), dengan kelompok eksperimen memperoleh rata-rata skor post-test dan gain score yang lebih tinggi daripada kelompok kontrol. Selain itu, analisis ukuran efek menghasilkan nilai Cohen’s d sebesar 0,675, yang menunjukkan efek perlakuan dalam kategori sedang (medium). Temuan ini menunjukkan bahwa Pembelajaran Berbasis Proyek merupakan pendekatan pembelajaran yang efektif untuk meningkatkan keterampilan berpikir kritis di kelas EFL dengan mendorong inkuiri, pemecahan masalah, kolaborasi, dan pemikiran analitis. Penelitian ini memberikan bukti empiris mengenai efektivitas Pembelajaran Berbasis Proyek dalam meningkatkan keterampilan berpikir kritis di kalangan siswa SMP EFL di Indonesia, sebuah konteks yang masih jarang diteliti dalam studi-studi sebelumnya.
Fitri Nurlela, Amir Hamzah, E. D. Sofyawati· SECONDARY: Jurnal Inovasi Pe...· 0 citations
Science learning in elementary schools plays an essential role in developing students’ conceptual understanding, scientific literacy, and higher-order thinking skills. However, classroom instruction in heterogeneous settings often faces challenges in accommodating students’ diverse readiness, interests, and learning profiles, which may limit optimal learning outcomes. This study aims to examine the effectiveness of Problem-Based Learning integrated with Differentiated Instruction (PBL-DI) in improving elementary school students’ science learning outcomes and creative thinking skills on ecosystem topics. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population of this study consisted of fifth-grade students in an elementary school in Bekasi Regency, Indonesia. The sample involved 42 students selected through a purposive sampling technique, consisting of an experimental group (20 students) that received the PBL-DI model and a control group (22 students) that received the Problem-Based Learning (PBL) model. Data were collected using science learning achievement tests and creative thinking skills tests administered before and after the intervention. Data analysis was conducted using paired-samples t-test, independent-samples t-test, and normalized gain (N-gain) analysis. The results showed that both groups experienced significant improvements in science learning outcomes and creative thinking skills. However, the PBL-DI group demonstrated consistently higher performance compared to the PBL group. The independent-samples t-test results showed significant differences between the experimental and control groups in science learning outcomes (t(40) = 2.777, p = 0.008) and creative thinking skills (t(40) = 2.396, p = 0.021). Furthermore, the N-gain analysis indicated that the PBL-DI group achieved moderate improvement in science learning outcomes (g = 0.61) and creative thinking skills (g = 0.66), which were higher than those of the PBL group. In conclusion, the integration of Problem-Based Learning and Differentiated Instruction (PBL-DI) is an effective and adaptive instructional approach for elementary science education. This model supports student-centered learning by facilitating meaningful problem-solving activities while accommodating students’ diverse learning needs, thereby enhancing conceptual understanding and creative thinking skills.
Novi Aulia Hikmawati, Firmanul Catur Wibowo, I. Lestari· Journal of Education and Tea...· 0 citations
Critical thinking is a fundamental competency in Natural and Social Sciences (IPAS) learning; however, school-based assessment practices remain dominated by conventional techniques that primarily measure learning outcomes and provide limited insight into students’ thinking processes. This study aimed to compare the critical thinking skills of students assessed through authentic and conventional assessment techniques and to determine whether the two approaches produced significantly different outcomes. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. The sample comprised 68 students, including 35 students in the experimental group and 33 students in the control group. Data were collected using an essay-based critical thinking test developed according to the FRISCO indicators: Focus, Reason, Inference, Situation, Clarity, and Overview. The data were analyzed using descriptive statistics, normality and homogeneity tests, N-Gain analysis, and an independent-samples t test. The findings showed that the experimental group achieved a higher mean posttest score than the control group (73.94 vs. 63.00). The data met the assumptions of normality (p > .05) and homogeneity (p = .236), while the independent-samples t test revealed a statistically significant difference between the two groups, t = 4.430, p < .001. The N-Gain analysis also indicated greater improvement among students assessed through authentic assessment than among those assessed through conventional assessment. These findings demonstrate that authentic assessment is more effective in supporting the development of students’ critical thinking skills in IPAS learning. This study contributes practical evidence that assessment practices incorporating process-oriented and performance-based tasks can provide a more comprehensive measure of students’ reasoning and strengthen the integration of critical thinking into elementary science and social science instruction.
Critical thinking is an essential skill that needs to be developed in elementary science and social studies learning. However, preliminary observations in the fifth grade of UPT SDN 77 Rante Lemo showed that students tended to be passive, were not accustomed to providing logical reasoning, and had difficulty drawing conclusions based on observations. This study aimed to improve students’ critical thinking skills through the implementation of the guided inquiry learning model in the topic of human respiratory organs. This research employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The participants were 15 fifth-grade students. Data were collected through observation, critical thinking tests, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. The results showed an improvement in students’ critical thinking skills. Students’ learning mastery increased from 26.67% in the pre-action stage to 66.67% in the first cycle and reached 100% in the second cycle. Student activity increased from 37.50% to 53.13% and 93.75%, while teacher activity increased from 55.00% to 95.00%. These findings indicate that the guided inquiry learning model, particularly when supported by simple experiments and systematic teacher guidance, can enhance students’ critical thinking skills in elementary science and social studies learning.
