Aug 2026· The International Journal of Literacies· 0 citations
TL;DR
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.
Abstract
Project-based learning (PjBL) is promising for developing twenty-first-century competencies, yet time constraints and curricular silos limit authentic cross-disciplinary work. This study positions an integrative approach in PjBL (IA-PjBL) to link subjects through local problems and jointly examine digital literacy and critical thinking in a lower secondary school on Lae-Lae Island, Indonesia. A pre–post quasi-experimental design was implemented with two intact classes (N = 60; 30 experimental, 30 control), preceded by instrument piloting with thirty-seven students. Across six IA-PjBL projects, experimental-class students investigated island-based issues and produced digital artifacts (e-books, videos, posters, x-banners). Multiple-choice tests assessed digital literacy and critical thinking of students. Both classes showed substantial pre–post gains. A one-way MANOVA indicated a significant multivariate group effect on the combined pre- and posttest scores (Pillai’s Trace = 0.254, F (4,55) = 4.691, p = 0.002). Follow-up ANOVAs showed no significant group difference for posttest digital literacy, but a significant difference for posttest critical thinking favoring the experimental class (F (1,58) = 4.96, p = 0.030, ω² ≈ 0.06). N-gain analysis likewise indicated higher gains in critical thinking for the experimental class (0.74 vs 0.59). Posttest digital literacy and critical thinking scores were strongly correlated (r = 0.897, p < 0.01). These findings suggest 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.
The integration of twenty-first-century competencies into civic education necessitates instructional innovations that foster both critical thinking and self-regulated learning. This study developed and validated the FLIPPOBAL model, an integrated approach combining flipped classroom and problem-based learning (PBL), to enhance these competencies among senior high school students in Indonesian Pancasila Education (Pendidikan Pancasila). Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework, the research involved 120 students from two schools in West Sumatra representing urban and semi-rural contexts, using a quasi-experimental pretest–posttest control group design. Five expert validators assessed the model products using Aiken’s V and Intraclass Correlation Coefficients (ICC), confirming strong validity and reliability across all instruments. Both instruments demonstrated satisfactory internal consistency. Practicality assessments from teachers and students indicated a high level of practical usability across both urban and semi-rural schools. Effectiveness analyses revealed that experimental groups made substantially greater gains than controls on both critical thinking and self-regulated learning, with large effect sizes. The two outcome constructs, while positively related, were confirmed as empirically distinguishable. These findings demonstrate that systematically integrating flipped and problem-based approaches, grounded in Vygotsky’s Zone of Proximal Development, produce meaningful benefits for cultivating twenty-first-century competencies in civic education contexts. The FLIPPOBAL model, thus, offers a structured, replicable framework for implementing student-centered learning within the Indonesian Merdeka Curriculum.
T. Rahmi, Maria Montessori, Junaidi Indrawadi et al.· The International Journal of...· 0 citations
Objective: Critical thinking is an essential competency in elementary education, yet classroom instruction frequently remains teacher-centered and provides limited opportunities for students to investigate contextual problems. This study examines the effect of Problem-Based Learning (PBL) on fifth-grade students' critical thinking skills in learning local cultural heritage, using Candi Pari as the problem context. Method: A quasi-experimental nonequivalent control group design involved 60 students divided into an experimental class and a control class. Data were collected through pretests, posttests, observation sheets, and validated critical-thinking instruments, then analyzed using N-Gain, paired-sample t-tests, independent-sample t-tests, and Cohen's d. Results: The analysis indicates that the experimental class achieved a higher posttest mean and N-Gain than the control class, with a statistically significant difference and a large effect size. PBL supports interpretation, analysis, evaluation, inference, and explanation by engaging students in collaborative investigation and solution presentation. Novelty: Contextual PBL can therefore strengthen critical thinking while building awareness of local cultural heritage.
Elzsa Dia Aisya, Zuyyina Fihayati· Academic Journal Research· 0 citations
Critical thinking is a cornerstone of 21st-century science education, yet traditional one-size-fits-all pedagogy often fails to cultivate it among diverse Indonesian secondary learners. This mixed-methods quasi-experimental study examined the impact of differentiated instruction (DI) on students’ critical thinking skills in secondary science. Participants were 70 eighth-grade students from a public junior high school in Yogyakarta, assigned to an experimental group (n=35) receiving DI based on readiness, interest, and learning profile over eight weeks, and a control group (n=35) receiving conventional instruction. Critical thinking was measured using a validated essay test aligned with Facione’s framework (interpretation, analysis, evaluation, inference, explanation, self-regulation). Quantitative analysis via ANCOVA revealed a significant large effect of DI on post-test scores (F(1,67)=48.62, p<.001, η²p=.42) after controlling for pre-test. Qualitative data from classroom observations and semi-structured interviews with 10 students and 2 teachers revealed four themes: heightened intellectual engagement, personalized scaffolding, collaborative meaning-making, and implementation challenges. Integration of findings demonstrated that DI fosters critical thinking by honoring learner variability, promoting active sense-making, and providing tiered cognitive demands. The study underscores DI as a viable pedagogical framework for nurturing higher-order thinking in Indonesian science classrooms, while highlighting the need for sustained professional development to address practical constraints
B. I. Sappaile, Bahmid Hasbullah, Wahdah et al.· International Journal of Edu...· 0 citations
Primary school students in Thailand continue to struggle with science process skills and creative thinking, a challenge underscored by Thailand’s lowest Programme for International Student Assessment (PISA) science scores in 20 years. Traditional instruction emphasizing content memorization while neglecting real-world application has been identified as a major contributing factor. Addressing this issue is critical, as both competencies are foundational for 21st-century learning. This study examined the effects of an integrated phenomenon-based learning and play-based learning (PhBL-PBL) innovation on Grade 2 students’ science process skills and creative thinking skills. A one-group posttest-only design was adopted with 41 students in an authentic Thai primary classroom. Data were collected using validated instruments and analyzed through descriptive statistics and one-sample t-tests against predefined performance criteria. Results showed that 92.68% of students achieved creative thinking skills at a good level or above, and 85.37% reached the same threshold for science process skills, with mean scores for both domains significantly exceeding the criterion level (p<.05). These findings suggest that integrating phenomenon-based and play-based approaches effectively develops both competencies simultaneously, providing empirical evidence for a developmentally appropriate model of elementary science instruction with potential applicability beyond the Thai educational context.
Prapatchit Techa, Sakda Swathanan, Wichaya Pewkam et al.· International Journal of Eva...· 0 citations
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
This study investigated the effectiveness of digital flipbooks in enhancing the writing skills of Grade 10 students at Bantayan National High School during the school year 2025–2026. Writing, a critical macro skill in English, remains a challenge among Filipino learners due to issues in grammar, coherence, and motivation. A quasi-experimental design was employed, involving 66 students divided into control and experimental groups. The experimental group utilized a researcher-developed digital flipbook covering competencies such as argumentative, informative, and persuasive writing, as well as reader-response interpretation. Pre-test and post-test results were analyzed to determine performance differences. Findings revealed that the experimental group demonstrated significant improvement compared to the control group, particularly in argumentative essay writing and application of persuasive techniques. However, least mastered competencies included reader-response interpretation and advanced grammar. The study concludes that digital flipbooks are effective instructional tools that scaffold writing development, promote learner engagement, and address literacy gaps. Recommendations include enhancing flipbook content to strengthen least mastered skills and integrating technology-based aids into classroom instruction.
E. M. S. TORRE· International Journal of Sci...· 0 citations
