Adaptive Inquiry-Based Learning Applications for Enhancing Students' Critical Thinking Skills: An Innovative Approach

Innovation in Learning Applications Based on the Adaptive Inquiry Approach as a Means to Enhance Students' Critical Thinking Skills

This study aims to develop a draft of a learning application based on the Adaptive Inquiry Approach, which integrates inquiry models with learning style adaptive systems and to evaluate the product's feasibility and its evaluation instrument characteristics. This study employed a Research and Development (R&D) approach using the Luther-Sutopo development model, restricted up to the initial product and instrument testing stage. The subjects for the instrument testing were 4th–6th-grade students at Muhammadiyah Bantaeng Elementary School. Data were analyzed using descriptive quantitative techniques to calculate the feasibility interpretation index and empirical analysis of the test items (discriminatory power and difficulty level). Expert validation indicated that the product draft is highly feasible, with average interpretation indices of 82.50% from model concept experts, 86.00% from learning technology experts, 83.13% from design and graphics experts, and 81.82% from learning style experts. The characteristics testing of the mathematics test instruments demonstrated good empirical quality, where all pre-test and post-test items achieved a discrimination coefficient of  (good category) and a difficulty index within the ideal range ( P ). Supporting materials, including the model guidebook and teacher's guide, were also declared highly feasible, with average validation scores exceeding 81%. The draft of the learning application based on the Adaptive Inquiry Approach and its evaluation instruments have been proven theoretically and empirically valid and reliable, making it highly feasible to proceed to the large-scale implementation phase to measure students' critical thinking skills.

Animated Videos-Supported Problem-Based Learning: An Innovative Strategy to Foster Students’ Critical Thinking Skills

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.

Developing of Flipbook-Assisted Experiential Learning Media to Enhance Vocational Students’ Mathematical Critical Thinking

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.

Innovating the LANTAN Model: A Solution for Enhancing Elementary School Students' Critical Thinking and Collaboration Skills

conceptual understanding, passive student participation, and a lack of critical thinking and collaboration skills due to conventional, teacher-centered instructional methods. This study aims to evaluate the effectiveness of an innovative variation of the "LANTAN" model—a hybrid integration of Problem-Based Learning (PBL), Numbered Heads Together (NHT), and Teams Games Tournament (TGT)—focusing on the geometric shapes topic. Utilizing Classroom Action Research (CAR) based on the Kemmis and McTaggart model, this study was conducted across two cycles (comprising four sessions) and involved 11 fourth-grade students as subjects. Data were collected through test and non-test techniques and subsequently analyzed using comparative descriptive statistics. The findings revealed a significant, linear improvement in every session. By the end of Cycle II, the teacher's activity score achieved a perfect score of 36, categorized as "Excellent." Correspondingly, classical mastery of student activities, critical thinking skills, collaboration skills, and individual cognitive learning outcomes drastically surged to a perfect 100%. In conclusion, the implementation of the innovative LANTAN model is proven to be highly effective in enhancing both the quality of the learning process and the mathematics learning outcomes in elementary education.

Journal of Creativity Student

Development of a Problem Based Learning Science E-Module Integrating Ledre Local Wisdom to Foster Junior High School Students' Critical Thinking Skills

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.