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The Industrial Revolution 1.0 to the Industrial Revolution 4.0 has impacted various aspects of human life, including education and learning. One of the impacts in the world of education that is currently increasing is the trend of empowering thinking skills in students, including creative thinking skills. In biology learning, creative thinking is closely related to generating innovative ideas, formulating new solutions, and expressing oneself uniquely. When students are capable of thinking creatively, students have an excellent opportunity to solve various problems, design independent work steps, and evaluate solutions that have been implemented. One of the efforts to empower students' creative thinking is by implementing innovative learning models such as RQA (Reading, Questioning, Answering), which is carried out at a particular time. This study aims to determine how implementing the RQA empowers students' creative thinking skills. This research using a quasi-experimental method involves two research subjects: students in the control class and the experimental category at SMAN 9 Malang, East Java, Indonesia. Students' creative thinking data in the form of pre-test and post-test scores obtained from essay tests using the rubric of Assessing Creativity: A Guide for Educators by Treffinger et al. The pre-test and post-test data were then analysed through prerequisite tests and hypothesis testing. Based on the tests, it was found that the RQA learning model has the potential to significantly empower students' creative thinking skills with a 5.85% increase and a significance value of 0.00 (ηp2= 0.183). According to this potential, it can be stated that RQA is one of the learning models that can be used as an alternative to empower creative thinking skills in students. [ABSTRACT FROM AUTHOR]

Education plays an important role in ensuring the nation's survival because one of the goals of education is to create young people who have certain skills and are able to deal with world problems. In the 21st century, the progress of science and technology in various countries is rapidly increasing. Critical thinking and scientific literacy is fundamental skill in the 21st century. Approach, strategy, models, and learning methods are indispensable in supporting the realization of the whole competence and skills contained in Curriculum 2013 (K13) such as critical thinking and scientific literacy. Problem-Based Learning (PBL) specifically encourages students to think critically were when the teacher provides activities during questioning, discussing problems, and making solutions related to the topic in the course. PBL can also be applied for empowering scientific literacy. This study aims to improve students' critical thinking and scientific literacy skills through the implementation of the PBL. The type of this research is Classroom Action Research. Research data in the form of critical thinking skills tests using the rubric of Watson-Glaser Critical Thinking Appraisal and scientific literacy test result by OECD Assessment and Analytical Framework combined with Gormally Test of Scientific Literacy Skills (TOSLS). The results showed that the average value critical thinking indicator in the first cycle was 68.23%, and the second cycle was 84.9%, with an increase of 16.16%. Meanwhile, the average value of scientific literacy has increased from the first cycle to the second cycle by 19.4%. The conclusion is that problem-based learning can foster critical thinking and scientific literacy. [ABSTRACT FROM AUTHOR]

Critical thinking skills must be part of student learning and the school must be responsible for developing and evaluating critical thinking skills through the teaching and learning process. Fostering of critical thinking skills can be done by applying appropriate learning in the classroom. One of them is learning based on constructivism. The 5E Learning Cycle can trigger students' critical thinking skills because it involves prior knowledge, non-routine situations, reasoning, cognitive strategies, and involving students in discussions to carry out exploration. This study aims to determine how The 5E Learning Cycle model can improve critical thinking. The type of research used in this research is Classroom Action Research. Research data in the form of critical thinking test results by Watson-Glaser Critical Thinking Appraisal. The results showed that the average value of critical thinking indicators in the first cycle was 82.806% and the second cycle was 90.016% with an increase of 7.21%. The conclusion is that The 5E Learning Cycle learning can improve students’ critical thinking. [ABSTRACT FROM AUTHOR]

Education has an important role in creating the next generation that is able to handle world problems, one of which is environmental problems. For this reason, problem-solving skills and environmental literacy in students are needed in the learning process. Fostering of problem-solving skills and environmental literacy can be done by applying appropriate learning in the classroom, such as PBL with natural environmental exploration (NEE). PBL can trigger students' problem- solving skills because it involves problems that are not structured and non-routine situations, so there is no clear source as a solution to solve it, and students must find their own solutions to solve it. While NEE can trigger students'environmental literacy because through it, students can directly interactwith their environment to be able to identify any environmental problems that occur and find the solutions. This study aims to determine how PBL with NEE can improve students' problem- solving skills and environmental literacy. The type of research used inthis research is Classroom Action Research. Research data in the form of problem-solving test results by Greenstein Assessing 21st Century Skills and environmental literacy test result by McBetch-Volk Environmental Literacy Survey. The results showed that the average value of problem-solving indicator in the first cycle was 81.43%, and the second cyclewas 90.9% with an increase of 9.47%. Meanwhile, the average value of environmental literacy has increased from the first cycle to the second cycle by 10.4%. The conclusion is that PBL with NEE can improve students' problem-solving skills and environmental literacy. [ABSTRACT FROM AUTHOR]