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All Journal Al Ishlah Jurnal Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Kelimutu Journal of Community Service Edueksos: Journal Pendidikan Sosial dan Ekonomi
Emirensiana Adha
Universitas Nusa Cendana
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Senior High School Students' Critical Thinking in Economics Learning Through the Project-Based Learning Model Selvita Eka Eviana Purba; Ari Data; Emirensiana Adha; Retno Hernawati; Erika Simanungkalit; Yeheskial Nggandung
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8505

Abstract

Critical thinking is essential in economics education, yet many senior high school students are still taught through memorization-focused methods, limiting the development of higher-order thinking skills. Project-Based Learning (PjBL) offers a potential alternative by engaging students in real-world, inquiry-based tasks. This quasi-experimental study employed a nonequivalent control group pretest–posttest design involving 71 senior high school students. The experimental group received instruction using the PjBL model, while the control group followed conventional teaching. Data were collected using a validated 20-item multiple-choice critical thinking test aligned with Bloom’s revised taxonomy (C4–C6). ANCOVA was used to analyze posttest differences, with pretest scores as covariates. Hedges’ g and normalized gain (N-gain) were calculated to assess effect magnitude and improvement. ANCOVA results revealed a statistically significant difference in posttest scores favoring the PjBL group (F = 5.686, p = .020), with a medium effect size (Partial Eta Squared = .078). The experimental group outperformed the control group with a mean posttest score of 67.86 versus 60.00. Hedges’ g was 0.522, and N-gain for the PjBL group (M = 0.558) exceeded that of the control group (M = 0.435). The findings suggest that PjBL is effective in enhancing students’ critical thinking in economics, particularly when projects are grounded in real-life contexts such as local inflation data. PjBL implementation requires structured planning, authentic tasks, and clear assessment criteria.
Enhancing High School Students’ Critical Thinking in Economics through Project-Based Learning Supported by E-Modules: Evidence from the Indonesia–Timor-Leste Border Ari Data; Selvita Eka Eviana Purba; Emirensiana Adha
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.2000

Abstract

In real life, the economy is open and continuously developing, so in its learning, critical thinking skills are needed to make it easier to understand. Students need to be taught to connect the theoretical concepts taught in the classroom with real-world situations. Project-Based Learning supported by an e-module is present to overcome this issue. However, several studies have focused on science subjects or urban contexts and have not specifically addressed border (3T) regions. In this study, we examined the effectiveness of the Project-Based Learning supported by the e-module model in improving students’ critical thinking skills in high school economics learning in the context of Indonesia’s border regions. For this purpose, we used a quasi-experimental method with a non-equivalent Control Group design involving 162 eleventh-grade students from public senior high schools in Malaka Regency, at the Indonesia–Timor Leste border. The students were divided into two groups: the experimental group, which was given the Project-Based Learning supported by e-module treatment, and the control group, which used traditional textbook-based methods. To measure students’ critical thinking skills, 20 HOTS-level questions that had been tested for validity and reliability were administered. For comparison, we analyzed the covariance (ANCOVA) test by controlling the pretest variable. The results of this study showed that the Project-Based Learning supported by the e-module proved to be more effective than the traditional method. This result was also supported by questionnaire findings showing that almost all students considered the Project-Based Learning supported by e-module learning to be interesting and enjoyable.
The Role of Artificial Intelligence Literacy and Learning Motivation in Enhancing Students' Critical Thinking Skills elfrida Haryati par; Emirensiana Adha; Agustina Butar-Butar
Edueksos: Jurnal Pendidikan Sosial & Ekonomi Vol. 15 No. 01 (2026): EDUEKSOS: Jurnal Pendidikan Sosial dan Ekonomi
Publisher : Department of Tadris IPS FITK UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/spqsnc36

Abstract

Critical thinking is an essential skill that students must possess in order to keep pace with technological developments in the digital age. However, many students still have only limited critical thinking skills. This situation is influenced by various factors, such as knowledge of artificial intelligence and motivation to learn, which have not yet been sufficiently fostered in the learning process. The objective of this study is to analyze the influence of AI competencies and learning motivation on the critical thinking skills of business students at Nusa Cendana. The study employs a quantitative method, specifically multiple linear regression. The study sample consisted of 210 respondents, determined using the Solvin formula. Data collection was conducted by distributing a questionnaire whose validity and reliability had been previously tested. The study results show that AI competencies have a positive and significant influence on students’ critical thinking skills (p < 0.05), as does learning motivation, which also has a positive and significant influence (p < 0.05). At the same time, these two variables significantly influence critical thinking skills and explain 73.3% of the variance, while the remaining 26.7% is unexplained.      
Pelatihan Penggunaan Media Pembelajaran G-Learning Untuk Mengoptimalisasi Interaktif Pembelajaran Yang Efektif Bagi Guru di SMPK St. Isidorus Besikama Malaka Barat Yuninda Anaci Lulan; Mises Boisana Carles Abineno; Rolens Riwu Manu; Emirensiana Adha; Tirtania Sasea; Retno Hernawati; Andri Paulus Loe; Selvita Eka Eviana Purba; Marini Haryati Nenoliu; Kabul Putra Imanuel Mone
Jurnal Kelimutu Pengabdian Masyarakat Vol 5 No 1 (2026): Kelimutu Journal of Community Service (KJCS)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/kjcs.v5i1.25114

Abstract

Media pembelajaran digital umumnya digunakan untuk menyampaikan informasi dan konten, membantu siswa dalam mengakses informasi, menerapkan strategi pembelajaran yang efektif, dan membantu guru dalam mengatur dan mengelola aktivitas belajar mereka. Selain itu, media digital dapat menawarkan media pembelajaran berbasis digital fleksibilitas dalam layanan pembelajaran yang tersedia, seperti pembelajaran daring dan ruang bersama yang meningkatkan interaksi antara siswa dan guru. Media digital seperti komputer, tablet, dan telepon pintar dapat dikustomisasi untuk memenuhi kebutuhan dan preferensi belajar siswa. Pelaksanaan pengabdian ini terdiri atas kegiatan perencanaan meliputi survei awal dan pembuatan media pembelajaran, kegiatan pelaksanaan terdiri dari penjelasan/coaching clinic dan pelatihan serta praktik pembuatan media pembalajaran. Analisi data dilakukan untuk mengukur progres/kemajuan. Hasil pelatihan dapat meningkatkan kemampuan dalam pengunaan aplikasi media pembelajaran berbasis G-Learning (Canva dan Wordwall). Hal ini dapat dilihat dari adanya pemahaman guru dalam menggunakan aplikasi media sehingga dapat mendorong kemampuan peserta didik dalam berpikir lebih tajam dan interaktif selama proses pembelajaran berlangsung. Kata kunci: Digital Learning, Canva, Wordlwall
Co-Authors Agustina Butar-Butar andri paulus loe Ari Data elfrida Haryati par Erika Feronika Br Simanungkalit Kabul Putra Imanuel Mone Marini Haryati Nenoliu Mises Boisana Carles Abineno Retno Hernawati Rolens Riwu Manu Selvita Eka Eviana Purba Tirtania Sasea Yeheskial Nggandung Yuninda Anaci Lulan