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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Cognitive Development Journal
Decky Avrilianda
Universitas Negeri Semarang, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Other

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THE EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS AND LEARNING OUTCOMES Surya Octavianus Simbolon; Haryono Haryono; Decky Avrilianda; Rafika Bayu Kusumandari
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 6 (2026): MAY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22148945

Abstract

This study aimed to examine the effectiveness of the Problem Based Learning (PBL) model in improving students' critical thinking skills and learning outcomes. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The research was conducted in [name of school] involving two classes, namely an experimental class and a control class. The experimental class received instruction through the PBL model, while the control class was taught through conventional learning. Data were collected through critical thinking tests and learning outcome tests administered in the form of pretest and posttest, supported by observation and documentation. Data analysis included descriptive statistics, prerequisite tests, independent sample t-test, N-gain analysis, and effect size analysis. The findings indicated that students in the experimental class experienced a more substantial improvement than those in the control class. PBL encourages students to actively engage in identifying problems, discussing ideas, analyzing information, and formulating solutions based on real contexts. These processes contributed to the development of critical thinking and deeper conceptual understanding. Therefore, Problem Based Learning can be considered an effective instructional alternative to enhance students' critical thinking skills and learning outcomes.
ANALYSIS OF THE IMPACT OF USING CHATGPT ON IMPROVING STUDENTS' CRITICAL THINKING ABILITIES Yansen P. Sitanggang; Rafika Bayu Kusumandari; Decky Avrilianda
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 6 (2026): MAY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22141346

Abstract

The development of information technology has brought significant changes to the world of education, particularly through the application of Artificial Intelligence (AI) to improve the quality of learning. One example of this application is ChatGPT, an AI platform capable of providing instant feedback in text-based interactions. Technology integration is considered to have significant potential in stimulating students' critical thinking skills. This study aims to analyze the impact of ChatGPT use on improving students' critical thinking skills in learning activities. This study used a literature review method by reviewing various literature relevant to the research. The results showed that the use of ChatGPT optimizes the speed of information acquisition. However, in reality, ChatGPT answers tend to be correct, so students believe them implicitly without critical review. This decline in cognitive engagement cumulatively results in a decline in critical thinking skills due to technology dependence. Therefore, the use of ChatGPT in learning needs to be wisely directed by educators so that it can become an effective supporting tool in improving students' critical thinking skills. The appropriate integration of AI technology in learning is expected to encourage the creation of a learning process oriented towards the development of critical thinking skills.
Analysis of Literacy and Numeracy Skills in Enhancing Garment Production Competencies Among Fashion Technology Vocational Training Students Endang Widyastuti; Amin Yusuf; Decky Avrilianda; Arini Dwi Cahyani
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.68

Abstract

The growing demand for skilled workers in Indonesia’s textile and garment industry highlights the importance of foundational competencies in vocational training. This study explored the role of literacy and numeracy skills in supporting garment production competencies among trainees in the Fashion Technology program at Balai Besar Pelatihan Vokasi dan Produktivitas Semarang. A qualitative approach was employed involving 15 trainees who completed literacy, numeracy, and competency assessments, supported by semi-structured interviews with three trainees representing different ability levels and two instructors. Assessment results showed that 53% of trainees demonstrated high literacy skills, 47% showed high numeracy skills, and 53% achieved high garment production competency. Interview findings indicated that literacy skills supported trainees’ ability to understand technical terminology, interpret work instructions, and follow production procedures, while numeracy skills facilitated accurate measurements, calculations, and technical decision-making. The findings suggest that literacy and numeracy function as important enabling factors in competency development. This study contributes to vocational education literature by providing empirical evidence on how foundational skills are embedded in nonformal fashion training and support workforce preparation in the garment industry.
The Effectiveness of The Blended–Kolb Experiential Learning Model in Improving Work Readiness in The Field of Fashion Technology Fidia Kusniawati; Tri Joko Raharjo; Mintarsih Arbarini; Decky Avrilianda
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.69

Abstract

Industry 5.0 requires vocational graduates to possess not only technical skills but also multidimensional work readiness. However, evidence regarding the integration of blended learning and experiential learning in vocational fashion technology training remains limited. This study examined the implementation of the Blended–Kolb Experiential Learning model and its association with trainees’ work readiness at BBPVP Semarang. A quantitative pre-experimental one-group pretest–posttest design was employed with 16 trainees. Data were collected through cognitive tests, psychomotor and affective observations, and a work-readiness questionnaire. The results showed improvements in cognitive (47.81–89.69), psychomotor (37.18–94.25), affective (33.00–91.75), and work-readiness scores (39.53–92.38). N-Gain values ranged from 0.81 to 0.91, while the paired-sample t-test indicated a significant difference between pretest and posttest scores (p < .001). The findings suggest that the model was associated with positive improvements in trainees’ competencies and work-readiness indicators. The study supports the integration of digital learning, experiential activities, reflection, and project-based practice in vocational education.
Co-Authors Amin Yusuf Arini Dwi Cahyani Endang Widyastuti Fidia Kusniawati Haryono Haryono Mintarsih Arbarini Rafika Bayu Kusumandari, Rafika Bayu Surya Octavianus Simbolon Tri Joko Raharjo Yansen P. Sitanggang