Inquiry-based learning (IBL) is regarded as an effective model for cultivating higher-order thinking skills but the precise components that enhance critical thinking skills remain inadequately comprehended. This study aims to investigate the impact of IBL on critical thinking skills in further detail. A literature search was performed utilizing the Scopus and ERIC databases for publications from 2000 to 2024. Specifically, quantitative empirical studies were reviewed with pre-experimental or quasi-experimental designs. 25 articles (divided into 36 studies) were selected and showed a substantial mean effect size of 1.27 [95% confidence interval: 0.78; 1.76], indicating a significant impact of IBL. Substantial heterogeneity (I² = 92.0%) indicated contextual variation, which necessitated subgroup analysis based on educational level, teaching strategies, information and communications technology utilization, duration, and evaluation. The findings highlight nuances in applying IBL and propose evidence-based recommendations to optimize its application in education, thus significantly contributing to the discussion on effective pedagogies for developing critical thinking skills.

One of the skills needed in the 21st century is critical thinking skills that need to be developed for secondary school students. Currently, upper-secondary students' critical thinking skills are still low. To overcome the problem, website-based E-module learning media was developed using a STEM approach with a Problem-Based Contextual Learning model with virtual experiments using PhET. The aim of developing this website-based E-Module media is to improve students' thinking skills on thermochemistry learning materials. The development model is 4-D. Data collection in this study was gained from three schools representing schools in the high, medium, and low categories in Surakarta, Indonesia. In this research,216 students were involved as the subjects at the development module implementation stage. The results of expert validation of the material, language, and media modules are suitable for use with a score of 90.03% categorized as very good. In the feasibility test, the score was 87.98% categorized as very good. The score for critical thinking skills was 79.18% in the critical category. N-Gain score was 0.70 categorized as high criteria. The result of the independent sample t-test sig 0.023, Critical thinking skills were conducted using E-Module. The results are higher than conventional media and effective in improving students’ critical thinking skills. Keywords: problem-based contextual learning, STEM, e-module, critical thinking

This study aimed to analyze the critical thinking skills of students in learning of environmental change material using e-learning madrasah. This study used explanatory sequential design by mixed-methods experiment. The data were collected by interviewing, observing, and essay testing that have indicators modified from critical thinking skills by Watson-Glaser, Facione, and Ennis. There were 67 participants in this study as 7th grade student at a junior high school in Sleman district. Quantitative data analyzed by determining average score and standard deviations and, qualitative data analyzed from interviews and observation. Quantitative analysis showed that there were 3 levels of student’s critical thinking skills which were 14 students (20.90%) in the high category, 38 students (56.72%) in the middle category, and 15 students (22.38%) in the low category. Qualitative analysis indicated learning model made students to learn actively, independently, and enthusiastically looking for several sources. This study provided information about student critical thinking skills in junior high school, especially in the environmental change matter which are still low. Thus, the alternative learning strategies to improve students critical thinking skills are very needed. Besides, information on the application of the discovery learning model with e-learning Islamic school was obtained in the COVID-19 pandemic.

The implementation of technology in the era of Society 5.0 runs massively in the world of education. One of them is in the form of augmented reality (AR) learning media. AR technology that can visualize abstract chemical topics in line with the concept of tetrahedral chemical representation. Therefore, this study aims to design and test the effectiveness of AR learning media based on tetrahedral chemical representation. This study used research and development methods with ADDIE (analysis, design, development, implementation, and evaluation) model. The topic of chemical equilibrium chemistry was chosen in this study to develop AR media. This research was conducted in three representative schools in Surakarta, Central Java, Indonesia. A total of 168 students from three representative schools (66 male and 102 female) participated as subjects in the Implementation stage. In addition, a multiple-choice instrument with 24 parallel questions on the pre- and post-test was used to determine the effect of the developed media on the experimental and control classes. The results showed that the design of AR learning media based on tetrahedral chemical representations was successfully developed and proved effective in improving learning outcomes. Student response sheets are given after using the media to find user experience regarding the strength and weaknesses of AR media.

This study aims to explore trends and recent developments in socioscientific issues [SSI] within the context of sustainable science education. Using bibliometric analysis with the PRISMA methodology, the study evaluates 157 articles from the Scopus and ERIC databases published between 2014 and 2024. The findings show a significant increase in the integration of SSI in science education, particularly through interdisciplinary approaches and digital technologies for real-world problem solving. The study identifies key themes science education, scientific literacy, climate change, and sustainability have become key focuses in SSI research. With an average of 15.04 citations per document, this study indicates growing academic interest and influence in this field. The findings emphasize the need for relevant curricula, teacher training, and international collaboration to advance sustainable science education.