A Content Analysis of the Science Textbook for the First Intermediate Grade in the Kingdom of Saudi Arabia in Light of Metacognitive Thinking Skills

Analysis of Students’ Critical Thinking Skills in Dynamic Fluid Concepts at MA Al-Azhar Center

This study aims to analyze the critical thinking skills of eleventh-grade students at MA Al-Azhar Center Baturaja on dynamic fluid concepts based on the critical thinking indicators proposed by Robert H. Ennis. The research employed a descriptive quantitative approach using a saturated sampling technique, involving 30 students as the research subjects. The instrument used was a multiple-choice test consisting of 15 items covering seven critical thinking sub-indicators adapted from Ennis’ critical thinking framework, namely problem formulation, argumentation, deduction, interpretation, induction, evaluation, and decision-making and implementation. Data were collected after the completion of the learning process and analyzed descriptively by calculating the percentage of achievement for each indicator. The results indicate that students’ critical thinking skills are in the moderate category and are not evenly distributed across all indicators. The highest achievement was found in the induction indicator (58.33%), while the lowest was in problem formulation (33.33%). Other indicators, such as argumentation (51.67%), deduction (46.67%), interpretation (41.67%), evaluation (53.33%), and decision-making and implementation (52.22%), were also categorized as moderate. These findings suggest that students still experience difficulties in the initial stages of critical thinking, particularly in understanding and interpreting problems. Therefore, more comprehensive instructional strategies that emphasize the development of critical thinking skills are needed to optimally improve students’ abilities.

Development of the Classical Logic-Based Thinking Skills Test: A Research on 5ᵗʰ and 6ᵗʰ Grade Students

In contemporary education systems, fostering students' analytical and logical thinking skills has become a core objective, increasing the significance of tools designed to assess these skills in academic literature. Literature reviews indicate that existing measurement tools often target higher age groups or are specialized for science and mathematics, generally falling short in providing a comprehensive framework for logic. This study aims to develop a comprehensive assessment tool for evaluating the logical and classical logic skills of 5ᵗʰ and 6ᵗʰ grade students. In the initial phase of the research, expert opinions were solicited to identify age-appropriate topics within the scope of traditional logic, and draft questions were prepared based on these topics. The data obtained from the study groups where the draft scale was administered underwent detailed analysis, resulting in a scale structured around four main dimensions: "Advanced Logical Analysis and Argumentation," "Basic Inference and Inductive Reasoning Skills," "Intermediate Logical Association and Analogy," and "Visual-Semantic Logic and Classification." Ultimately, this study underscores the importance of an independent logic course in education, aiming to enhance students' logical thinking skills applicable across various disciplines, including science and mathematics. Additionally, the developed assessment tool is anticipated to make a substantial contribution to the field of education by comprehensively evaluating students' logical thinking abilities.

I The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools.

The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

Development of an Economics Evaluation Tool Based on Higher Order Thinking Skills (Hots) Using Zepquiz for The Topic of Supply and Demand

This study developed an economic assessment instrument based on Higher Order Thinking Skills (HOTS) using ZepQuiz to assess students understanding of supply and demand. The study aimed to describe the instrument development process, determine the improvement in students critical thinking skills after using the developed instrument, and assess students responses to its use. The ADDIE model was applied through the stages of analysis, design, development, implementation, and evaluation, involving 10th grade students at SMAS IPIEM Surabaya. Expert validation results indicated that the developed instrument is suitable for use, with scores of 91% from evaluation experts, 83% from media experts, 81% from content experts, and 100% from language experts. The N-Gain test result of 0.7170 indicates a significant improvement in critical thinking skills, while student response reached 97.71%. Thus, the developed instrument is suitable for use as an evaluation tool in economics education.

A SYSTEMATIC LITERATURE REVIEW OF THE PROBLEM-BASED LEARNING ON STUDENTS’ MATHEMATICAL COMMUNICATION SKILLS IN PRIMARY AND SECONDARY EDUCATION

Mathematical communication skills are among the most important skills in mathematics education, helping students convey ideas, explain their thought processes, and represent concepts mathematically. The development of these skills remains a focus of various studies in mathematics education. The purpose of this study is to systematically analyze research trends regarding the application of the PBL model to students’ mathematical communication skills. This study employed a Systematic Literature Review (SLR) method with a qualitative descriptive approach and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search was conducted via the Google Scholar database using the Publish or Perish version 8 application to identify publications from 2022 to 2026. From an initial search yielding 600 articles, 16 articles that met the inclusion and exclusion criteria were selected for analysis. The data were analyzed descriptively through a process of extraction, categorization, and synthesis based on educational level, instructional content, research methods, and research findings. The results indicate that the majority of studies on the application of the PBL model to mathematical communication skills were conducted at the junior high school level, accounting for 56% of the total. Regarding research methods, quantitative methods were the most prevalent, particularly quasi-experimental designs, which accounted for 62%. The variety of instructional materials used was also quite diverse. Overall, the research findings indicate that the implementation of the PBL model effectively improves students’ mathematical communication skills. Additionally, several studies also show that the use of instructional media in PBL can enhance student engagement and support the process of mathematical communication in the classroom. Thus, the PBL model can be considered one of the relevant instructional models to help develop students’ mathematical communication skills.