Articles

Analysis Students’ Critical Thinking Ability in Solving Ratio Problems

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Critical thinking is one of the skills needed in the 21st century. Critical thinking skills are very important for students to have because with critical thinking skills, students can solve various problems. This study aims to describe students’ critical thinking skills in solving problems related to ratios. This study is a descriptive study with a qualitative approach. The data collection techniques used in this study were tests and questionnaires. This study involved 30 students in class VII-E at SMPN 1 Panti Jember. Data analysis techniques were carried out by reducing data, presenting data, and drawing conclusions. The data validity technique used triangulation methods. The test used in this study consisted of three questions. The results showed that the critical thinking skills of students were predominantly in the medium and low category.  Many students in class VIIE have high, medium, and low critical thinking skills, with 10, 12, and 8 students, respectively. Students with high critical thinking skills meet the criteria of focus, reason (R1 and R3), inference, clarity, situation, and overview. However, they still fall short on the criterion of reason (R2). Students with moderate critical thinking skills meet the criteria of focus, reason, situation, and clarity, but fall short on the criteria of reason (R2), clarity, inference, and overview. Students with low critical thinking skills meet criteria of focus, but still fall short on the criteria of reason, inference, situation, clarity, overview and therefore need improvement in all areas. Based on the results of this study, it is recommended that learning methods, approaches, or models that can accustom students to critical thinking be implemented, or that learning tools that can improve critical thinking skills be applied.

The Effect of The PBL Model Using Eco Fraction Media on Numeric Literacy and Problem Solving Skills in Fraction Material of Grade IV Students

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This research seeks to examine the significant impact of applying the Problem Based Learning (PBL) model supported by Eco Fraction media on elementary school students’ numeracy literacy and problem-solving abilities in fraction topics. This research engaged 56 fourth-grade students from classes IV A and IV B at SDN Citrodiwangsan 02. The sample was selected through cluster random sampling, and the study adopted a quantitative quasi experimental approach using a non equivalent control group design. Data were collected using validated instruments measuring numeracy literacy and mathematical problem-solving abilities. The results of the independent samples t-test showed a significance level below 0.001 (p < 0.05), demonstrating a statistically meaningful difference between the experimental and control groups. The results indicate that students in the experimental group attained superior average posttest scores in numeracy literacy, with a mean of 75.36, compared to 60.54 in the control group. Likewise, the experimental group showed higher achievement in mathematical problem-solving skills, obtaining an average score of 78.07, whereas the control group recorded a mean score of 62.96. These results demonstrate that integrating the Problem-Based Learning (PBL) approach with concrete instructional media derived from recycled materials, such as Eco Fraction, effectively supports students in transforming abstract mathematical concepts into meaningful understanding, while enhancing critical thinking, mathematical reasoning, and contextual problem-solving skills in alignment with the cognitive development level of elementary school learners.

Global Trends in Lateral Thinking: Bibliometric Study of Growth, Collaboration, and Applications

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Lateral thinking is a non-linear thinking approach that is increasingly recognized as a vital strategy for fostering creativity and problem-solving across various disciplines. This study aims to analyze global trends, author contributions, scientific collaborations, and thematic evolution within the lateral thinking literature during the period 2014–2024. The methodology employed is a bibliometric analysis based on data from Scopus, utilizing a quantitative approach and network visualization through VOSviewer to map keywords, thematic clusters, and interconceptual relationships. The findings reveal a significant increase in publications since 2018, with notable contributions from countries such as the United Kingdom, the United States, and Indonesia. Dominant keywords such as creativity, problem solving, and innovation form clusters that highlight the central role of lateral thinking in the development of innovative solutions in education, technology, health, and management. The study also uncovers strong associations between lateral thinking and AI-based as well as neurobiological approaches, expanding its applicability to advanced technologies and human cognitive understanding. These findings underscore the importance of lateral thinking as a strategic framework for addressing complex global challenges and open up opportunities for future multidisciplinary research.

Development of Learning Tools Assisted by Lumio By Smart to Improve Mathematical Problem Solving Ability

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This study aims to describe the process and results of the development of learning tools assisted by Lumio by SMART on flat building material to improve the mathematical problem solving skills of junior high school students in grade VII. At Sunan Kalijogo Junior High School, students’ ability to solve varied geometry problems is still low. Students tend to focus on the end result without understanding the solution strategy, so they are only able to solve the problems that are modelled by the teacher. This research uses the 4D development model. The validation results showed the device was very valid (score 3.71). The learning was well implemented, student activeness reached 93.6%, and student response was 90.71%. Classical completeness reached 89.4% with ability improvement in the moderate to high category. The independent sample t-test resulted in a significance of 0.000 (<0.05), showing a significant difference between the experimental and control classes. Thus, the device developed was declared valid, practical, and effective. The implementation of the device also increased the involvement and motivation of seventh grade students of Sunan Klijogo Junior High School, as well as creating a collaborative learning environment and supporting a significant increase in mathematical problem solving ability. This research can be a reference for the development of innovative learning, and is recommended to be applied to other materials to improve mathematical problem solving skills.

Development of Problem Solving-Based Student Worksheets to Improve Students’ Science Process Skills on Reaction Rate Material

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The development of the education system encourages curriculum updates in Indonesia, one of which is through the implementation of the Merdeka Curriculum which emphasizes strengthening 21st century skills, including science process skills. Reaction rate material in chemistry subjects is abstract and requires an experimental approach to support concept understanding. This study aims to develop a problem solving-based Learner Worksheet  that is feasible to use in improving students’ science process skills on reaction rate material. The research method used is Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate), limited to the Develop stage. The limited trial was conducted on 30 students of class XI SMA IPIEMS Surabaya. The instruments used included review sheets, expert validation, learner response questionnaires, activity observations, and science process skills tests (pretest and posttest). The validation results show that the LKPD has a high level of validity in the aspects of content, language, presentation, and graphics. Students’ responses to the LKPD were very positive with an average score of 98%, which indicated the practicality of the Worksheet. The effectiveness of LKPD is also supported by an increase in science process skills scores based on pretest and posttest results. The effectiveness of LKPD is also supported by an increase in science process skills scores based on pretest and posttest results.

Development of Problem-Solving-Oriented Electronic Module (E-Module) to Improve The Critical Thinking Skills of Class XI Senior High School Students on Acid-Base Material

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The Independent Curriculum is a solution to the tight competition for human resources in the 21st century. The critical thinking skills needed in the 21st century can be improved through studying chemistry, especially acid-base materials. The problem-solving learning model is an appropriate learning model for understanding acid-base materials and can improve students’ critical thinking skills. Learning media that can be used in chemistry learning are electronic modules. The aim of this research is to develop a problem-solving-oriented e-module to improve critical thinking skills in acid-base materials. The development model in this research uses the 4D model by Thiagarajan. The development of problem-solving-oriented e-modules was declared suitable for improving students’ critical thinking skills in acid-base material in terms of validity, practicality, and effectiveness. Validity is seen in content and construct validity, both of which received a mode value of 5 in the very valid category. Practicality can be seen from the results of the student response questionnaire, which obtained a percentage of  98.75℅ in the very practical category and is supported by the results of observations of student activities. Effectiveness can be seen from the results of the students’ critical thinking skills pretest and posttest, which obtained a significance value of 0.00 using the paired sample t-test.

The Effect of Problem Solving Method on Learning Outcomes of Elementary School Students

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This study aims to determine the difference in learning outcomes using the Problem Solving approach with classes that do not use the Problem Solving approach. This research uses quantitative approach by using quasi experimental method. This type of research is Nonequivalent Control Group Design with two groups, namely control group/class and experimental group/class. Both groups were given different treatments. The samples in this study were all Class V SDK Golo Mongkok which amounted to 40 students and were divided into two classes. Data collection techniques in the form of tests (pretest and posttest). The research instrument used is a test question.  Data analysis used is Descriptive Statistics, Data Normality Test, Variance Homogeneity Test, Statistical Hypothesis. The results showed that the average learning outcomes of the experimental class were higher than the control class. Thus it can be concluded that the application of the problem solving method can improve student learning outcomes.

Error Analysis in Solving Word Problems among Grade-8 Students

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Despite the importance of problem-solving skills in preparing students for the workforce and the emphasis on problem-solving in mathematics education, studies have shown that many students struggle with mathematics problem-solving. In the Philippines, low proficiency in mathematics and a high prevalence of errors in problem-solving have been observed, emphasizing the need for further improvement in students’ problem-solving abilities. This research investigated the errors made by eighth-grade students of Talalora National High School in solving word problems and examined their impact on reading comprehension and analytical skills. A quantitative correlational design was employed, and standardized tests were used as data-gathering instruments. The analysis involved statistical measures such as frequency counts, percentages, mean, and standard deviation, as well as inferential statistical methods, including chi-squared for dependence, to establish correlations. The results showed that most respondents were 13 years old, with the instructional level of comprehension being the dominant category. The chi-squared test indicated a significant relationship between reading comprehension levels and problem-solving errors Χ²(6, N = 20) = 26.726, p < 0.001, Cramer’s V = 0.817. The identified errors were primarily related to challenges in comprehending and evaluating the problems. The study emphasized the importance of reading comprehension and analytical skills in solving word problems and suggested that educators should focus on developing these abilities to enhance students’ problem-solving proficiency.