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Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasi-experimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the beneficial skills needed in the 21st century learning, the fact is that the acquisition of these two skills is still low. Research with a focus on improving these skills by using inquiry-based approach is also limited. Therefore, this quasi-experimental study aimed to enhance preservice elementary teachers' CTS and SPS by using Inquiry-Based Laboratory Instruction (IBLI). Method: A pretest-posttest control group design was executed. A total of 43 students who attended Teaching Science in Elementary School-II Laboratory Course at the Muhammadiyah University of Ponorogo were divided into two groups using cluster random sampling. The experimental group (n=21) was taught by using IBLI, while the control group (n=22) was taught by using traditional laboratory method. The Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and the Observation Checklist for SPS (OCSPS) were administered. The data were then analyzed by using normalized gain score and MannWhitney U test at significance level 0.05. Findings: There was a significant difference in terms of CTS and SPS between control and experimental groups in favor of experimental group students. It was found out that gained CTS score of control and experimental group students was 0.58 and 0.80, while gained SPS score was 0.60 and 0.81, respectively. It can be highlighted that IBLI had a significant effect on preservice elementary teachers' performance compared to the conventional group. Implications for Research and Practice: The findings suggest that IBLI is considered as the effective method to foster CTS and SPS of preservice elementary teachers. According to results, it is recommended that preservice teachers need to be given opportunities to develop handson and minds-on experiences in the science laboratory activities. The lecturers should utilize IBLI to develop students' various lifelong learning skills.

In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: (1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and (2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of 0.88 and 0.89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman's rho correlation at the significance level of 0.05. The results show that: (1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and (2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students' higher-order thinking skills by using POGIL.

Nowadays, STEM education plays an essential role in the economic growth and competitiveness of nations. This systematic review was aimed to reveal research trends in STEM education over the last 10 years. A total of 336 studies published in the Journal of Science Education and Technology, Research in Science Education, Journal of Science Teacher Education, International Journal of Science Education, Journal of Research in Science Teaching, and Science Education were selected for analysis. The time span was limited to the period between 2011 to late 2020. All sample papers were then examined to capture the latest research trends and status regarding STEM education that included the number of papers by year, research types, countries' rank, and the number of authors. To collect data, the formula proposed by Howard et al. [1] was employed to determine the most productive countries in terms of STEM education scholarships. Findings revealed that STEM education has garnered greater attention and it grew rapidly within this period. The most frequent research type used in STEM education were quantitative studies. In addition, the US, Australia, and the Netherlands were the most productive countries in STEM education research. During these ten years, most papers published in selected journals were written by three authors. This indicates that STEM education is an attractive topic to explore collaboratively by researchers and educators around the world. [ABSTRACT FROM AUTHOR]

Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students' academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach's alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman's rho correlation at significance level .05. The findings indicate that there is significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students' scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning. [ABSTRACT FROM AUTHOR]