Aug 2026· Riemann: Research of Mathematics and Mathematics Education· 0 citations· 33 references
TL;DR
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.
Abstract
Mathematical critical thinking skills are essential for vocational students, yet traditional instruction often struggles to teach abstract deductive proofs within rigid school schedules. While digital media is widely used, there remains a pedagogical gap in integrating structured experiential cycles into interactive platforms to foster higher-order reasoning. This study aims to develop and evaluate an interactive flipbook integrated with Kolb’s experiential learning model to address this limitation. Utilizing the 4D development method (Define, Design, Develop, Disseminate), the platform's operational practicality was evaluated by teaching practitioners and a small group of 20 students, followed by a field implementation phase with a cohort of 30 vocational students (N = 30) facing mathematical induction topics. Data were gathered through expert validation sheets, teacher practicality questionnaires, and critical thinking pre-/post-tests. The results demonstrate that the developed media achieved excellent expert validity across content, media, and language parameters. Furthermore, it attained a high operational practicality rate of 84.00% from teaching practitioners, acting as an autonomous scaffolding tool. Importantly, the media proved highly effective, yielding an overall student critical thinking score of 79.00%, with peak performance in variable identification (90.00%) and argument validation (88.00%). These 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.
The shift in 21st-century educational paradigms demands that elementary school students develop high-level competencies, particularly critical thinking skills, which are often underutilized in traditional teacher-centered classrooms. This study aims to improve students’ critical thinking skills through the implementation of the Problem-Based Learning (PBL) model assisted by animated video in Pancasila Education learning in grade IV. This study used a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting. The subjects were 28 students of class IV.B at SD Negeri Jongkang, Sleman Regency, Yogyakarta, in the 2025/2026 academic year. Data were collected through observation, critical thinking tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed a significant improvement in students' critical thinking skills from cycle I to cycle II. In cycle I, the mastery percentage was only 18% (5 out of 28 students) with an average score of 64.4. This increased substantially in cycle II to 75% (21 out of 28 students) with an average score of 82.7. These findings reinforce the effectiveness of the PBL model assisted by animated video in improving elementary school students' critical thinking. Implicatively, this research contributes to the development of active learning strategies aligned with modern competency demands in the context of Pancasila Education.
Lutfiana Nurohmah, W. Wuryandani· Attadrib Jurnal Pendidikan G...· 0 citations
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.
Nur Indah Agustina, H. Widarti, Munzil et al.· Veredas do Direito· 0 citations
A cloud-hosted learning application based on the Adaptive Inquiry Approach is developed and validating a powerful, scalable blueprint to systematically empower students' critical thinking skills in the post-pandemic era.
M. Nihaya, N. Nurhilaliyah, Harun Nihaya et al.· ETDC: Indonesian Journal of...· 0 citations
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
It is suggested that IA-PjBL is particularly effective for strengthening students’ critical thinking in small-island contexts while supporting substantial improvements in digital literacy in both instructional conditions.
A. Asdar, Abdurrachman Rahim, A. G. H. Zubair et al.· The International Journal of...· 0 citations
Experiential learning integrates experience, reflection, and application, offering pre-service teachers authentic opportunities to connect theory with practice and prepare for classroom realities. This study investigated the academic and practical preparedness of third-year Bachelor of Elementary Education (BEEd ) students for Experiential Learning Course, focusing on their competencies in academic content mastery, instructional delivery, classroom management, instructional materials and technology, and intrinsic motivation. A descriptive quantitative design was e mployed, using a validated researcher-made survey administered to all 63 third-year BEEd students through total population sampling. Data were analyzed using weighted mean and ranking to determine levels of preparedness. Findings revealed that students generally rated themselves as “Prepared” across all domains. Strengths were evident in less on planning, classroom routines, and intrinsic motivation, while notable gaps emerged in handling classroom disruptions, formulating higher order questions, and designing assessments for critical thinking. These results highlight the transitional challenge s faced by thirdyear BEEd students as they move from theoretical coursework to practical classroom application. The study recommends practice-based learning, inquiry-driven strategies, simulation-based classroom management, workshops, seminars, and mentorship programs to bridge th e gap between theory and practice. By addressing these areas, teacher education programs can better equip pre-service teachers for experiential learning and real-world classroom demands. This research contributes to Sustainable Development Goal 4: Quality Education, ensuring that future educators are not only academically competent but also practically prepared to foster inclusive and effective learning environments.
Jericho Andrew Paunillo, Jonah Eliza Prado-Tordecillas, Darlyn Grace Tolentino et al.· Pedagogy Review: An Internat...· 0 citations