The Effect of Innovative Learning Models on Students’ Critical Thinking Skills at Eleventh Grade Students of Pustek Vocational High School
DOI:
https://doi.org/10.31004/irje.v6i3.4351Keywords:
Innovative Learning Models, Critical Thinking Skills, Vocational High SchoolAbstract
Critical thinking skills are essential competencies for vocational high school students because they help learners analyze information, evaluate problems, make logical decisions, and apply knowledge in real-life situations. However, students’ critical thinking skills are often limited when classroom activities are dominated by conventional teacher-centered instruction. Therefore, innovative learning models are needed to create more active, meaningful, and student-centered learning experiences. his study aimed to investigate the effect of innovative learning models on students’ critical thinking skills at eleventh grade students of Pustek Vocational High School. The research used a quantitative approach with an experimental design. The learning process was conducted by applying innovative learning models that encouraged students to participate actively through problem solving, discussion, collaboration, inquiry, and project-based activities. Data were collected through a critical thinking skills test and analyzed to determine the improvement of students’ critical thinking performance after the implementation of the learning models. The results indicated that the implementation of innovative learning models had a positive effect on students’ critical thinking skills. Students showed improvement in identifying problems, analyzing information, giving logical arguments, drawing conclusions, and evaluating solutions. The learning activities also increased students’ confidence, participation, and ability to express ideas during classroom discussions.
References
Akkuş, A., & Doymuş, K. (2022). Effect of subject jigsaw and reading writing presentation techniques on academic achievement of 6th grade. Journal of Turkish Science Education, 19(2), 496–510. https://doi.org/10.36681/tused.2022.133
Ali, M., Nurhayati, R., Wantu, H. M., Amri, M., & Santosa, T. A. (2024). The effectiveness of jigsaw model based on flipped classroom to improve students’ critical thinking ability in Islamic religious education learning. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1069–1078. https://doi.org/10.31004/obsesi.v8i5.6190
Ashtiningsih, N. W. W., Fitriani, D. R., & Budiman, A. (2020). The effectiveness of the jigsaw type cooperative learning methods on students’ critical thinking skills. Proceedings of the 2nd International Conference on Education (ICE 2019), 709–718. https://doi.org/10.4108/eai.28-9-2019.2291083
Basyah, N. A., Muslem, A., & Usman, B. (2018). The effectiveness of using the jigsaw model to improve students’ economics teaching-learning achievement. New Educational Review, 51(1), 30–40. https://doi.org/10.15804/tner.2018.51.1.02
Chusni, M. M., Saputro, S., Surant, S., & Rahardjo, S. B. (2022). Enhancing critical thinking skills of junior high school students through discovery-based multiple representations learning model. International Journal of Instruction, 15(1), 927–945. https://doi.org/10.29333/iji.2022.15153a
Dewanto, D., Santosa, T. A., Ratih, A., Asrizal, A., & Hardeli, H. (2024). The influence of the STEM-based guided inquiry model on students’ creative thinking skills in science learning: A meta-analysis study. Jurnal Penelitian Pendidikan IPA, 10(3), 88–95. https://doi.org/10.29303/jppipa.v10i3.6777
Edy Nurtamam, M., Santosa, T. A., Aprilisia, S., Rahman, A., & Suharyat, Y. (2023). Meta-analysis: The effectiveness of IoT-based flipped learning to improve students’ problem solving abilities. Jurnal Edumaspul, 7(1).
Elfira, I., & Santosa, T. A. (2023). Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133–143. https://doi.org/10.29303/jppipa.v9i1.2555
Fajri, G., Ginting, E., & Simanjuntak, M. P. (2023). The effect of the project-based learning-STEM model on students’ critical and creative thinking skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(3), 244–255. https://doi.org/10.4108/eai.19-9-2023.2340544
Farizi, et al. (2019). The effect of the challenge-based learning model on critical thinking skills and learning outcomes. Anatolian Journal of Education, 4(1), 13–22.
Fitriana, L., Tiyanto, Wiraya, A., Hendriyanto, A., Sahara, S., Muhaimin, L. H., & Putri, D. P. (2023). Implementation of the jigsaw model to improve critical-thinking skills. Journal of Higher Education Theory and Practice, 23(15), 11–20. https://doi.org/10.33423/jhetp.v23i15.6402
Ichsan, I., Suharyat, Y., Santosa, T. A., & Satria, E. (2023). Effectiveness of STEM-based learning in teaching 21st century skills in generation Z students in science learning: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(1), 150–166. https://doi.org/10.29303/jppipa.v9i1.2517
Jariah, S. A., & Aminatun, T. (2022). Implementation of the socio-scientific issues approach with the investigative group learning model to improve students’ critical thinking skills on environmental change materials. Jurnal Penelitian Pendidikan IPA, 8(3), 1042–1048. https://doi.org/10.29303/jppipa.v8i3.1197
Liline, S., Tomhisa, A., Rumahlatu, D., & Sangur, K. (2024). The effect of the PjBL-HOTS learning model on cognitive learning, analytical thinking skills, creative thinking skills, and metacognitive skills. Journal of Turkish Science Education, 21(1), 175–195. https://doi.org/10.36681/tused.2024.010
Mahfudz, M., & Sukarno, S. (2023). The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students. Journal of Education and Learning, 17(2), 221–228. https://doi.org/10.11591/edulearn.v17i2.20782
Markiano Solissa, E., Haetami, H., Yustita, V., Santosa, T. A., & Syafruddin, S. (2023). Effect size discovery learning model on students’ critical thinking skills. Edumaspul: Jurnal Pendidikan, 7(2), 2083–2093. https://doi.org/10.33487/edumaspul.v7i2.6507
Muhfahroyin, M., Rachmadiarti, F., Mahanal, S., Zubaidah, S., & Siagiyanto, B. E. (2023). Improving critical thinking of low ability students through TPS and PBL integration in biology learning. Journal of Turkish Science Education, 20(4), 606–618. https://doi.org/10.36681/tused.2023.034
Mulya Putra, A. R., Ilwandri, I., Suhayat, Y., Santosa, T. A., Putra, R., & Aprilisia, S. (2023). The effect of STEM-based REACT model on students’ critical thinking skills: A meta-analysis study. LITERACY: International Scientific Journals of Social, Education, Humanities, 2(1), 207–217. https://doi.org/10.56910/literacy.v2i1.560
Oktarina, K., Suhaimi, Santosa, T. A., Razak, A., Irdawati, Ahda, Y., Lufri, & Putri, D. H. (2021). Meta-analysis: The effectiveness of using blended learning on multiple intelligences and student character education during the COVID-19 period. International Journal of Education and Curriculum Application, 4(3), 184–192.
Santosa, T. A., & Aprilisia, S. (2022). Analisis pendekatan saintifik dalam pembelajaran IPA selama pandemi COVID-19 di sekolah dasar. Jurnal Didika: Wahana Ilmiah Pendidikan Dasar, 8(1), 92–101. https://doi.org/10.29408/didika.v8i1.5776
Santosa, W. H., & Sudirman, A. (2023). Factors influencing the implementation of cooperative learning: Elementary school teacher education department students’ perspectives. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 1031–1048. https://doi.org/10.51276/edu.v4i3.501
Saputra, M. D., Joyoatmojo, S., Wardani, D. K., & Sangka, K. B. (2019). Developing critical-thinking skills through the collaboration of jigsaw model with problem-based learning model. International Journal of Instruction, 12(1), 1077–1094. https://doi.org/10.29333/iji.2019.12169a
Suzanti, S., Murni, P., & Hasibuan, M. H. E. (2023). Effect of 4-step jigsaw and jigsaw learning implementation on students’ argumentation skills. Jurnal Penelitian Pendidikan IPA, 9(3), 1226–1232. https://doi.org/10.29303/jppipa.v9i3.3381
Tambak, S., Hayati, M., & Bahjat, M. M. (2023). Academic writing skills in Islamic higher education: Engaging inquiry-based learning methods. Jurnal Pendidikan Agama Islam. https://doi.org/10.25299/al-thariqah.2023.vol8(1).12882
Tamur, M., Subaryo, S., Ramda, A. H., Nurjaman, A., Fedi, S., & Hamu, A. (2021). The effect of jigsaw type of cooperative learning on critical thinking ability of junior high school students. Journal of Honai Math, 4(2), 173–182. https://doi.org/10.30862/jhm.v4i2.201
Uluk, E., Masruchiyah, N., Nurhayati, R., Agustina, I., Sari, W. D., Santosa, T. A., Widya, U., & Yogyakarta, U. N. (2024). Effectiveness of blended learning model assisted by Schoology to improve language skills. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(6), 1363–1374. https://doi.org/10.31004/obsesi.v8i6.6226
Wantu, H. M., Muis, A., Zain, A., Hiola, S. F., Agustina, I., Santosa, T. A., Yastanti, U., & Nugraha, A. R. (2024). Effectiveness of think-pair-share and STEM models on critical thinking. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(5), 1320–1330. https://doi.org/10.31004/obsesi.v8i5.6202
Yefang, W., Sereerat, B., Songsiengchai, S., & Thongkumsuk, P. (2024). The development of an instructional model based on experiential learning theory and six thinking hats to improve critical thinking ability. World Journal of Education, 14(1), 66. https://doi.org/10.5430/wje.v14n1p66
Yulianti, T. A. S., & S. (2020). Identifikasi famili Zingiberaceae di kawasan hutan Gunung Bua Kerinci. Ekologia: Jurnal Ilmiah Ilmu Dasar dan Lingkungan Hidup, 20(1), 40–44.
Yuliyanto, R., & Rahmanto, A. (2023). Literature review evaluation of fieldwork practice programs in vocational high schools in Indonesia. Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian, 4(4), 433–443. https://doi.org/10.56806/jh.v4i4.162
Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah. (2018). Revealing the relationship between reading interest and critical thinking skills through remap GI and remap jigsaw. International Journal of Instruction, 11(2), 41–56. https://doi.org/10.12973/iji.2018.1124a
Zulkifli, Z., Satria, E., Supriyadi, A., & Santosa, T. A. (2022). Meta-analysis: The effectiveness of integrated STEM-TPACK learning model on 21st century skills. Psychology, Evaluation, and Technology in Educational Research, 5(1), 32–42. https://doi.org/10.33292/petier.v5i1.144
Zulyusri, Z., Santosa, T. A., Festiyed, F., Yerimadesi, Y., Yohandri, Y., Razak, A., & Sofianora, A. (2023). Effectiveness of STEM learning based on design thinking in improving critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(6), 112–119. https://doi.org/10.29303/jppipa.v9i6.3709
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Muhammad Iip Suhaepi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
