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Education aims to help students become more independent and critical in the process of discovering their own identity. Participatory education is a relevant approach that allows students to actively participate in the thinking process. The philosophy of educational progressivism pioneered by John Dewey reflects much of this approach. According to progressivism, education should be student-centered by emphasizing hands-on experience to teach and build critical thinking skills. Relevant works on progressivism and Dewey's concept of education are investigated in this qualitative research. The results show that the idea of progressivism is strongly related to Indonesia's national education goal, which is to create innovative, independent, and flexible students. A student-centered curriculum and a supportive education system are needed to implement this theory.

Education through the Merdeka curriculum, particularly the Pancasila Student Profile Strengthening Project Module (P5), focuses on the development of students' character and skills. The implementation of the aquaponics system in madrasahs is expected to enhance students' scientific understanding, critical thinking skills, and environmental awareness. This community service method includes the planning, implementation, and evaluation of the aquaponics system at the school to support P5PPRA. The research findings indicate that the application of the aquaponics system at the school successfully improved students' understanding of ecosystems, as well as technical skills and teamwork in system maintenance. In conclusion, the aquaponics system is effective as a learning medium that supports the implementation of the P5PPRA module.

This research aims to determine the influence of the Problem Based Learning Model on Students' Critical Thinking Ability on Ecosystem Material for Class X Students of State High School 2 Gowa. This type of research uses a quasi-experimental type of research or also called quasi-experiment with a "random pretest posttest control group" design model. There are two data collection techniques in this research, namely, test and non-test, then the data collected is analyzed using descriptive analysis and inferential test analysis. The research results show that the average critical thinking ability students in the experimental class who were taught using the Problem Based Learning learning model were in the very good category with an average score of 78.52 and students' critical thinking abilities, while in the control class who were taught using the lecture method were adequate with an average score 52.55. Inferential analysis in hypothesis testing shows significant results with a sig value of 0.000 > 0.05 so that there is an influence of the Problem Based Learning learning model on students' critical thinking abilities in ecosystem material. This is also reinforced by the results of observations regarding student activity increasing.

Researchers argues that large language models are critical to the advancement of artificial intelligence and will play a vital role in future progress. Despite criticism and occasional bans, these models are persistent and poised to continue. This analysis delves into the potential benefits and challenges of utilising extensive language models in education, considering perspectives from both students and educators. These models' current status and applications are briefly reviewed, emphasising their use in generating educational material, increasing student engagement, and personalising learning experiences. The discussed challenges include the need for educators and students to develop skills and literacies to understand and navigate the technology and its limitations. Employing a strategic and pedagogical approach that stresses critical thinking and fact-checking is a crucial component of effectively integrating these models into educational institutions. AI applications in education often encounter additional challenges, including potential biases, the necessity for ongoing human oversight, and the risks of misuse. However, these challenges may present educational opportunities for students to become familiar with social biases, complexities, and risks associated with AI. The essay presents solutions for effectively addressing these challenges to ensure the responsible and ethical use of large language models in education.

The article investigates the philosophical foundations of religious education and their role in reconciling faith with reason. It critically assesses the relationship between religious belief systems and philosophical inquiry, proposing that religious education should not only transmit religious knowledge but also encourage critical thinking and philosophical reflection on religious matters.

The application of the philosophy of progressive education within the Merdeka Curriculum aims to create a more student-centered education system that encourages active and contextual learning. Progressivism emphasizes the importance of hands-on experiences and the development of critical thinking skills through real projects and discussions. In the context of the Merdeka Curriculum, this approach allows students to explore their interests and talents more independently, with teachers acting as facilitators guiding the learning process. Through project-based learning, collaboration, and authentic assessment, the Merdeka Curriculum provides students with the opportunity to explore their interests and talents. This research identifies various strategies that educators can adopt to integrate the principles of progressivism, such as using active learning methods and allowing freedom in choosing learning materials. The implementation of the progressive philosophy presents several challenges, including teachers' readiness to adopt new roles, the need to adjust the curriculum to local contexts, and the availability of adequate resources. However, this application also offers significant opportunities to enhance the quality of education by producing graduates who are more adaptive, creative, and capable of solving complex problems. This study highlights how the application of progressive philosophy in the Merdeka Curriculum can increase student motivation, develop 21st-century skills, and prepare them for future challenges. Therefore, it is essential to continuously evaluate and develop this approach to align with the evolving times and national educational needs.

This study investigates the effectiveness of media literacy training in enhancing high school students’ critical evaluation skills in the digital era. The research is motivated by the growing challenges of disinformation and fake news, which often influence young people’s perception of news and their decision-making processes. The objective of this study is to examine how structured media literacy training can transform students’ ability to critically analyze information, recognize fake news, and construct well-founded arguments. A qualitative research approach was employed, using content analysis of training materials, classroom workshops, observations, and reflective interviews or questionnaires to gather data. The participants were purposively selected high school students engaged in the media literacy program. The findings reveal significant improvements in students’ ability to identify the characteristics of fake news, verify information through reliable sources, and analyze media messages more systematically. Before the training, students tended to accept information uncritically, struggled to differentiate between facts and opinions, and relied heavily on social media as their primary source of information. After the training, however, they demonstrated more reflective and cautious behavior, cross-checking information from multiple credible sources and presenting arguments that linked news content with broader socio-political contexts. The study concludes that media literacy training plays a crucial role in equipping students with critical thinking skills necessary to navigate the complexities of the digital information landscape. Furthermore, it emphasizes the need for integrating media literacy into school curricula, supported by teacher training and sustainable educational policies, to ensure long-term resilience against disinformation.

The use of AI is seen as aiding the learning process, and students have used AI for various purposes in their coursework. This article aims to investigate the impact of AI use on their innovation and creativity, as well as the possibility of AI replacing lecturers. A qualitative study was conducted with 53 student respondents. Questions were asked about the definition of AI, the applications of AI they use, whether AI can enhance creativity and innovation, and whether AI will one day replace lecturers. The findings indicate that AI is artificial intelligence that serves as an aid in the student learning process. The majority of students use ChatGPT, and 37 students stated that AI can enhance their innovation and creativity by providing inspiration and initial ideas. AI is also a tool that accelerates the learning process and facilitates creative work, as well as AI as a means of developing skills such as critical reasoning and data analysis. However, the majority also stated that dependence on AI can actually reduce critical thinking and creativity. Regarding the role of lecturers, 41 students stated that AI cannot replace them. The implication of these findings is that AI can be used wisely while still being aware of its limitations and ethical use. The role of lecturers must be further enhanced to ensure that student learning processes address AI's limitations and allow students to further enhance their innovation and creativity, while simultaneously mitigating the associated risks.

Teaching activities are a mechanism of community service activities containing many positive impacts for students, one of which is increasing a sense of caring, mutual respect, and fostering critical thinking in dealing with social problems that are developing today. This student teaching service activity uses the PAR (Participatory Action Research) method which is an approach that overcomes problems that occur in students' lives, especially in their social lives. In the context of this activity, namely building students' social awareness through teaching activities using the PAR method, it can enable students to learn a lot of new knowledge about social issues and they can even participate directly in social activities that are developing in people's lives today. This PAR method is carried out through several series, namely first identifying problems that occur in the lives of students today and looking for real examples of social problems related to the environment around them. After that, collecting data which includes material that will be delivered to students, and for the last stage, namely the implementation stage by presenting the material, the implementation of actions designed in the use of the PAR method directly involves third semester students of Sunan Giri University Surabaya. The results showed that student teaching activities succeeded in increasing understanding and social awareness in students, because in lecture activities students are always directly involved in a learning activity which discusses the introduction of important concepts from the basics of social life.

The development of Science Student Worksheets (LKPD) based on Problem Based Learning (PBL) aims to produce teaching materials that are suitable for use in terms of content, language and design. Development is carried out using the ADDIE model, which includes the Analysis, Design, Development, Implementation and Evaluation stages. The LKPD product developed has been validated and is considered suitable for use in learning. This LKPD is expected to make the learning process more efficient, centered on students, and encourage them to find and solve problems with teacher guidance, thereby improving critical thinking skills through the PBL approach.

This research aims to explore the evolution of civic education from a traditional knowledge-based approach towards a broader and more comprehensive perspective. The method used is a literature review by analyzing various sources, including scholarly journals, books, and official documents. The research findings indicate that civic education has undergone significant transformation in recent decades. The traditional approach focused on rote memorization has been replaced by a more holistic perspective emphasizing the development of critical thinking skills, civic participation, and social responsibility. This research contributes new insights by identifying the factors driving the evolution of civic education, as well as its implications for educational practice. In conclusion, civic education today must adapt to the changing times and prepare the younger generation to be active, critical, and responsible citizens.

The purpose of this research is to  find the impact of Project Based Learning on the  Critical Thinking Skills of 5-6 Years Old Children. This is a quatitative experimental research (One Group Pretest-post-test). The Population of this research consists of 12 children, and the sample is 12 group B children aged 5-6 years at Tk Pertiwi, Bone Subdistrict, Bone Bolango Regency. The Data analysis technique uses stastistics data processing. The results showed an increase in the average pre-test, obtaining a score of 59.84, and the resuld of the average value of the negative difference is (-21.28091). Meanwhile, the average post-test is 81.62. Therefore, it shows a significant difference between the pretest and posttest scores with a p-value of 0.000, so the hypothesis results are” confirmed,”  where the significant value of 0.000, <alpha value of 0.05. In other words, H0 is rejected and H1 is confirmed. It can be conluded that projct-based learning impacts the criticalthinking ability of 5-6 year old children at Pertiwi Kindergarten, Bone District, Bone Bolango Regency.

Mathematics is a science that is structured deductively and systematically. Proof in Mathematics is important because it can enable critical thinking logically, and the truth of a hypothesis can be tested.  Mathematical induction is a proof method that has 2 steps, namely basis and induction. With advances in technology today, there are many applications that can make this proof easier, such as Python. This research uses quantitative and qualitative approaches to prove the effectiveness of using Python compared to manual proof. The results show that Python not only speeds up work but also minimizes errors that could occur if done manually. With this research we recommend further exploitation of mathematical induction in other programming applications.

This research is classroom action research that aims to improve learning outcomes in Natural and Social Sciences (IPAS). The topic is changing forms of energy in class IV-B students, SDN Pakis 01 Surabaya. The number of students in the class consists of 25. The data collection method used consists of observation, tests, and documentation. The learning model applied is problem-based learning (PBL). The research results show that the learning model Problem-Based Learning (PBL) can significantly improve student learning outcomes in science subjects. The pre-cycle results showed a completion rate of 32%; in cycle 1, it increased to 56%, and then in cycle 2, it increased to 80%. Implementation of learning models (problem-based learning) has succeeded in achieving the expected targets and can effectively improve student learning outcomes, especially in class IV-B at SDN Pakis 1 Surabaya in the 2024-2025 academic year. The learning model of problem-based learning (PBL) is also known for its effectiveness in building students' critical thinking skills so that it can help make the learning process easier.    

The main objective of this study was to determine the extent to which students' critical thinking skills can be improved through the implementation of a guided inquiry learning model based on Education for Sustainable Development (ESD). This study used a quasi-experimental approach with a post-test only control group design. The study population consisted of 5 classes with a total of 190 students. From this population, the researcher took a sample of 68 students through a simple random sampling technique. The sample was then divided into two groups, namely 34 students for the experimental class and 34 students for the control class. The research instrument was a critical thinking skills test consisting of 20 objective, reasoned questions. The research data were analyzed using a t-test. Based on the calculation results, the t-value was 3.792, while the t-table value at a significance level of 0.05 was 2.037. This indicates that Ha is accepted and Ho is rejected. Thus, there is a significant difference between the critical thinking skills of students who participated in learning with a guided inquiry model based on ESD compared to conventional learning. In addition, the improvement in critical thinking skills was also analyzed through the N-Gain calculation. The results showed that the experimental class achieved a 65% improvement, categorized as moderate, while the control class achieved a 59% improvement, also categorized as moderate. These findings indicate that guided inquiry learning integrated with ESD principles provides a more effective way to foster students' critical thinking skills compared to traditional methods. Therefore, ESD-based guided inquiry learning can be an alternative, innovative learning strategy to improve the quality of the learning process in secondary schools.

This study aims to examine the effect of project-based learning on students' critical thinking skills in studying ecology. The background of this study is the need for innovative learning methods that can improve students' analytical skills in understanding ecological concepts. The method used is experimental research with a pretest-posttest design. Data were collected through observation and critical thinking skills tests before and after learning. The results showed a significant increase in students' critical thinking skills after the implementation of project-based learning. These findings indicate that project-based learning can be an effective strategy in improving students' critical thinking skills in biology education.

Mathematics and Natural Sciences (MIPA) education has a very important role in shaping a smart, creative and innovative generation, in line with Indonesia's national education goals. This article explores the contribution of MIPA in improving the quality of education in Indonesia, especially through the development of critical and analytical thinking skills. This research uses a literature study method with a qualitative descriptive approach, and is supported by interviews with teachers in East Kalimantan. The results showed that MIPA learning can help learners develop scientific skills and form positive characters such as honesty, consistency and logical thinking. In addition, teachers, principals and parents have a crucial role in supporting the improvement of education quality. With the synergy of various parties, the integration of MIPA materials is expected to realize the goals of national education, namely creating a society that is intelligent, noble, and ready to face global challenges.    

This training aims to introduce and apply a product-based learning (PBL) approach in a kindergarten (TK) environment. PBL is a student-centered learning method where children learn through exploration, problem solving and collaboratively in producing a product. In the kindergarten context, PBL focuses on developing children's cognitive, social and motor skills through hands-on learning and writing activities. This training was developed for kindergarten teachers with a theoretical understanding of PBL, PBL planning methods that are adapted to child development, as well as creative and effective classroom implementation strategies. Educators are trained to design programs that connect to the kindergarten curriculum, conduct product-based learning, assess children's progress in critical thinking, communication and collaboration skills. The hope is that this training can help teachers create an interesting and meaningful learning environment for children, encouraging creativity, curiosity and enthusiasm for learning. It is hoped that the results of this training can improve the quality of children's education through the effective implementation of PBL.

This study investigates the impact of contextual problem-solving on students' mathematical reasoning abilities, comparing it to traditional problem-solving exercises. The study employs a quasi-experimental design with two groups: an experimental group exposed to contextual problem-solving activities and a control group using conventional methods. The experimental group demonstrated a 24% improvement in their mathematical reasoning abilities compared to the control group. Contextual problem-solving, which integrates real-world problems into the learning process, was found to be more engaging and effective in promoting deeper understanding and application of mathematical concepts. The study highlights the benefits of contextual learning in making abstract mathematical concepts more tangible and relatable to students. The findings suggest that by connecting mathematical knowledge to real-world scenarios, students develop stronger reasoning skills and improve their problem-solving capabilities. Moreover, the study recommends incorporating more contextual problem-solving exercises into curricula and providing teachers with training on how to implement these strategies effectively. It also suggests that future research explore the long-term effects of contextual problem-solving on other learning areas, such as critical thinking and creative problem-solving. This approach not only enhances students' mathematical reasoning but also fosters a more engaging and meaningful learning environment, thus preparing students to apply their mathematical knowledge in real-life situations.

The implementation of STEM-based learning in biology education aims to enhance students' scientific literacy by integrating interdisciplinary approaches. This study investigates the effectiveness of STEM-based learning in improving students' understanding of biological concepts, problem-solving skills, and critical thinking. A quasi-experimental method was employed with a pre-test and post-test design involving high school students. The results indicate a significant improvement in students' scientific literacy, as evidenced by higher post-test scores and increased engagement in learning activities. The study highlights the potential of STEM-based learning to foster deeper comprehension and practical application of biological knowledge. These findings suggest that integrating STEM approaches in biology education can effectively support scientific literacy development among students.