CHAPTER I

INTRODUCTION

Background of the Study

This study includes the influence of the student when it comes to critical

thinking every day in school. There are also benefits to school performance, including

oral recitation. Some students learn to concentrate in class due to knowing how to pass

through problems, not only at school but also in the family and financial problems.

The purpose of the study is to determine the level of critical thinking of learners

at Cronasia Foundation College, Inc. and to help how to manage problems when it

comes to struggles at school., and to transfer the problem to knowledge and how

learners solve the lesson of every subject and to gain more points when it comes to

academic performances.

Moneva, Miralles, & Rosell (2020) stated that one of the most crucial

characteristics of students in addressing challenges they meet is their attitude toward

problem-solving. The capacity to think critically is another vital talent for learners to cope

with daily challenges. The association between the student's critical thinking skills and

attitude toward problem-solving was examined using a descriptive correlation

methodology.

Statement of the Problem

 This study was conducted to determine the level of problem-solving attitudes;

their influence on the learners’ critical thinking abilities at Cronasia Foundation College,

Inc.

Specifically, it sought answers to the following questions:

1. What is the level of problem-solving attitudes on learners at Cronasia Foundation

College, Inc. in terms of:

1.1 Academic ; and

1.2 Critical Thinking Ability?

2. What is the level of critical thinking ability of learners in Cronasia Foundation

College, Inc. in terms of:

2.1 Knowledge;

2.2 Problem Solving; and

2.3 Skill?

3. Is there a significant relationship between the problem-solving attitude and critical

thinking ability of senior high school learners at Cronasia Foundation College,

Inc.?

Significance of the Study

The result of this study will be of great benefit to the following:

 The Administrator. The result of this study will help them guide their students in

committing to these factors that affect or help their daily lives.

The Learners. This research will give them insights, awareness, and information

about the factors of academic performance contributing to learners’ problem-solving

skills.

Researchers. This study will benefit them by explaining the possible effects of

problem-solving attitudes and critical thinking ability on learners’ daily lives. In addition,

this research will enable them to use the findings for comparison as they conduct a

similar study.

The Future Researchers. The result of this paper can be used and improved

for further study of the factors that contribute to learners’ problem-solving attitudes and

critical thinking abilities.

Scope and Delimitation

This study focuses on determining the effect of problem-solving attitudes and

critical thinking on learners’ output at Cronasia Foundation College, Inc. The

respondents to the study are fifty (50) learners from the Science, Technology,

Engineering, and Mathematics (STEM) strand, who were chosen through simple

random sampling. This study will be conducted from August to December 2023.
 CHAPTER II

REVIEW OF RELATED LITERATURE, STUDIES, AND

THEORETICAL/CONCEPTUAL FRAMEWORK

This chapter examines the concepts and pertinent research findings related to the

factors that affect changes in the culture of society. This review laid the conceptual and

operational foundation for the conduct of the study.

Related Literature

Education is crucial to influencing the existence and growth of society.

Education is a deliberate and planned action to foster a learning environment and

learning approach to actively encourage pupils to pursue their potential for religious and

spiritual power, self-restraint, charisma, intelligence, exemplary character, and the

necessary abilities for those who live in them, their society, their country, and their state

(Ahmad, Yahaya, Yahaya, Taha, & Ibrahim, 2022; Ali, Alam, Alam, & Kundra, 2021).

Learning is often referred to as a process of change that includes Learning and teaching

combined. Learning is what students must accomplish, but teaching is focused on the

communication process between the two that a teacher facilitates (Ramadhana & Hadi,

2021).

Although social media use has practically replaced other forms of interpersonal

communication in many societies today (Boahene et al., 2019), its impact on university

students’ academic performance still needs to be determined, according to several

studies (Junco et al., 2011, Mastrodicasa & Metellus, 2013, Oueder & Abousaber,

2018), social media can be broadly characterized as a group of web-based applications

that enable virtual connections of users with common interests to exchange information

or ideas, videos, and pictures in virtual communication and networks. Based on this

definition, el-Badawy and Hashem (2015) see social media as the instrument or

platform utilized for online involvement with a large audience and social networking as

an act of engagement.

The purpose of the study was to ascertain how student learning outcomes at

MAN 1 Mojokerto (2023) are improved by fiqh learning, which is based on the TAPPS

(Think Aloud Pair Problem Solving) technique. Qualitative research was used in this

study. The researcher adopted a case study methodology. Through observation,

interviews, and documentation, the data was gathered. This study demonstrated three

phases of fiqh learning: planning, implementation, and assessment. Planning covered

all preliminary TAPPS Method implementation tasks. The evaluation included a final

learning process evaluation to determine student learning outcomes. In addition,

learning outcomes included three assessment aspects: assessment of affective

(attitude), assessment of cognitive (knowledge), and evaluation of affective (mood).

Participation in small group conversations may improve students’ problem-

solving abilities. All students have the chance to explain their ideas, make their

reasoning more transparent, and enhance their knowledge of a topic in a small group

setting. Small group instruction fosters students’ mathematics learning by giving them

opportunities to use language for conceptual understanding and reasoning, to exchange

various representations of the problem at hand, to become aware of and understand

groupmates’ perspectives in thinking, and to exchange different representations of the

issue at hand. These learning possibilities are produced through dialogic environments

that value each other’s viewpoints and approaches to mathematical challenges (Fujita

et al., 2019).

The study of how to teach students to solve mathematical problems has

advanced significantly during the past few decades. Our understanding of how teachers

might assist their pupils in completing this challenging exercise still needs to be

expanded. Only 53% of students from the participating nations were able to solve

problems requiring more than direct inference and the use of representations from

various information sources, according to the results of the Program for International

Student Assessment (PISA) (OECD, 2019). Additionally, the OECD (2019) noted a

significant disparity in achievement based on students’ varied backgrounds. Thus, there

is a need for instructional strategies to encourage students’ problem-solving in

mathematics, particularly in heterogeneous classrooms where pupils with various

requirements and backgrounds are taught together.

Education is continually evolving to find the most effective format for future

generations. Purba, Herman, et al. (2022) claim that one of the 21st century's most

significant challenges is the impact of change. The four pillars of 21 st-century learning:

creativity, critical thinking, collaboration, and communication. Communication

(collaboration) and communication (collaboration). Critical thinking is, therefore, one of

the essential skills in the education process. This is predicated on the knowledge that

learning is more about the process of acquiring knowledge than it is about the ability

itself. Students with strong critical thinking skills will succeed (Aisyah et al., 2015). This
results from early childhood skills, which are typically weak and require external

stimulation, so an appropriate approach is needed to overcome it.

It enables the student to evaluate existing knowledge while also promoting new

learning. Participation, accepting accountability for our deeds, and rational choice-

making are all instances of critical evaluation. The fundamentals of crucial thinking skills

are to bring students together to overcome obstacles that appear when studying.

Furthermore, the growth and benefits of improving one’s critical thinking abilities are

something all educational institutions should strive to achieve. Debating can aid

students in developing vital thinking talents. Additionally, critical thinking is considered

an application to the most complex real-world situations and active participation in social

circles. Indeed, developing the necessary thinking abilities and a desired learning

outcome necessitates instruction (Sahoo & Mohammed, 2018).

Both nursing students and licensed nurses must develop self-confidence to

practice their jobs. The concept needs to be clarified since nursing practitioners need to

feel confident. Confident nursing professionals exhibit greater self-determination and

control over their healthcare delivery, ultimately enhancing their and their patients'

satisfaction (Cura et al., 2020). Evidence from earlier research demonstrates that

nursing students benefit from exposure to repeated experiences through simulation

programs because it makes them more competitive and improves their ability to perform

objective analysis, proficiency, critical thinking, and self-confidence (Al Gharibi &

Arulappan, 2020). An additional benefit of using a PBL paradigm based on

constructivism is anticipated. Not only to enhance critical thinking and scientific

reasoning abilities but also to move toward integrating chemistry ideas pertinent to
students’ everyday lives to make learning more meaningful experiences necessary.

Centered on students (Wahyudiati et al., 2020; Sumardi et al., 2020; Sumardi &

Wahyudiati, 2021). In light of this, scholars think that using the PBL model will favor

students’ attitudes toward science in the course on fundamental chemistry. Additionally,

the results of this research can be helpful for teachers and researchers using cutting-

edge instruction models to enhance cognitive performance and other 21 st-century

abilities at the level of scientific attitude.

One of the essential 21 st-century abilities is critical thinking (CT). Interpretation,

analysis, evaluation, inference, explanation, and self-regulation are key CT skills.

Academic success is one of the real-world outcomes that CT can predict (Butler,

Pentoney, & Bong, 2017; Akpur, 2020; Ghanizadeh, 2017; Soares, Lemos, Primi, &

Almeida, 2015). Given that studies have shown that CT can be learned and transferred

(Halpern & Butler, 2019), researchers and educators have been working hard to

develop CT instructions (e.g., Araya, 2020; Bayram, Gökçe, & Derin, 2019; D'Agostino

& Freudenberg, 2019; Huang, Chew, & Chen, 2018; Katsara & De Witte, 2018).

In 2019, universities in the three countries and other African nations will

investigate more methods of instruction and understand how to support pupils’ growth in

critical thinking. Furthermore, proof demonstrates that in South Africa, Nigeria, Ethiopia,

Zambia, and other African According to the most recent report, many students graduate

from college unable to address difficulties that call for critical thought (such as Igwe et

al., 2019; Kalungia et al., 2019; Lombard & Okolie et al., 2019; Tiruneh et al., 2019;

Grosser, 2004). Additionally, Igwe et al. (2019) discovered that Many HE institutions in

Africa, particularly in Nigeria, emphasize standards, requirements for degree giving,

various test processes, and student admissions credentials without taking the critical

initiatives required to advance quality education. Teachers must work to enhance their

students' mathematical abilities. To increase the efficacy of learning mathematics,

thinking capacity is needed. A teacher who employs various techniques in the

curriculum to ensure pupils succeed should consider the students’ level of education

and learning culture. Learning objectives and conceptual knowledge are both important

(Amirullah, 2018). To inspire students, teachers must be able to innovate in the

classroom. To become more actively, creatively, and methodically knowledgeable about

problem-solving (Ginanjar et al., 2019). The creation of instructional resources must be

coordinated with the ideal teaching model. One of them selected the discovery-based

learning model. A type of instruction that can engage pupils in the learning process and

be able to point pupils. Because of the advancement of the globe, the human potential

must also advance.

Students will need a variety of talents to survive the revolution. These abilities

include teamwork, critical thinking, problem-solving, communication, creativity, and

innovation (Anagün, 2018; Trilling & Fadel, 2021). Internet literacy is also essential

(Ahmadi et al., 2020; Ahmadi & Maharani, 2019). A critical thinking exercise motivated

by a specific motive and geared toward decision-making, interpretation, prediction,

analysis, and assessment. Additionally, critical thinking involves several activities,

including applying knowledge to a fresh circumstance and determining what led to the

main goals of education, which should be to enhance individuals’ integrated training and

improve the quality of life in society. The Sustainable Development Goals (SDGs)

(2020) report of the United Nations (UN) Agenda 2030 emphasizes that the months of
absence from schools and universities due to COVID-19 have a negative impact on the

efforts to guarantee inclusive, equitable, and quality education and promote lifelong

learning for all (SDG 4). Even though many schools offer instruction in virtual

classrooms, many students have limited access to the Internet. Additionally, parents,

educational administrators, and teachers must be computer literate for teaching to be

successful.

Everything that was once done manually by humans has now been replaced by

technology, necessitating human beings to be forward-thinking in every way. Avoid

being viewed as behind (Imene & Imhanzenobe, 2020). An example of a technology

that is still developing is the smartphone, which many people use (Aktipis et al., 2020;

Alexander & Joshi, 2016). Information and communication technology (ICT) has

developed the features it currently has and will continue to develop to provide the

newest items. Using the most recent technology, it was created to aid in the field's

learning process in different disciplines of instruction and growth (Papadakis &

Kalogiannakis, 2022). The smartphone has seen numerous improvements and updates.

The teacher's aptitude as a learning designer and an implementer in the field is

related to the success of implementing the learning process in the classroom (Al Farizi,

2019). Teachers must be able to make changes, particularly to the way Indonesian is

taught, by focusing on the needs of individual students in order to provide relevant

learning experiences. The study of the Indonesian language and literature is geared

toward the notion that studying the language and literature means learning to use a

good and accurate language (Syamsuri, Chaeruman, & Ishaq, 2020).

 Improving higher-order cognitive abilities (HOTS) is influenced by and focused

on students’ tactics and cutting-edge learning models (Haviz et al., 2020). Thus, the

way that students think about the teacher’s function impacts their skills when creating

and utilizing learning strategies or models that are suitable for the characteristics of the

content. According to et al. (2018), project-based learning is the best approach for

achieving educational objectives for the twenty-first century since it applies the 4C

concepts.

Projects are used as learning media in the PjBL. Students investigate, evaluate,

accomplish, understand, synthesize, and use information to accomplish learning

objectives. As an initial step in gathering and integrating new knowledge based on

experience, the learning model is problem-oriented and is created to examine solutions

to research’s most complicated problems. PjBL combined, which is anticipated to be

blended with 21st-century skills, better influences the pre-service biology HOTS (Haviz

et al., 2020).

Since the 1980s, information technology has been in its infancy (Fahad &

Rashedur, 2017). It has been hailed as a crucial economic growth platform. It was

gaining more attention from international governments, particularly from emerging

economies. With advancements in several industries, IT has changed global economic

activity. It has been demonstrated through experience that, with the proper

infrastructure, IT may facilitate socioeconomic development (Latif et al., 2018).

Related Studies
 Song, Lee, & Lee (2022) stated that with the increased prevalence of online

education due to the coronavirus 2019 pandemic and advancements in information

technology, essential competencies, such as critical thinking, self-directed learning, and

problem-solving ability, should be examined among student nurses taking online

classes. Based on the findings of several studies suggesting that critical thinking does

not affect problem-solving, this study aimed to investigate the relationship between

critical thinking, self-directed learning, and problem-solving in student nurses attending

online classes and to determine whether self-directed learning could mediate the

relationship between critical thinking and problem-solving.

The study of Mar (2022) aims to examine the effect of the P4C curriculum on 5-

6-year-old children’s critical thinking through philosophical inquiry and their problem-

solving skills. The study group included 40 children learning in kindergartens at an

elementary school in Çanakkale, Turkey. The study used a quasi-experimental model

with the pretest-posttest control group. The "Philosophy for Children Curriculum,”

prepared by interviewing two experts, was administered to the children in the

experimental group for ten weeks in two sessions per week with an average total

duration of 40 minutes. The study deployed the ”Critical Thinking Scale through

Philosophical Inquiry for Children 5-6 Years Old” and “Problem-Solving Skills Scale for

Children (PS)” as data collection tools. The analysis showed a significant difference

between the pretest and postscores regarding the experimental groups’ critical thinking

skills through philosophical inquiry within-group comparisons. Although the posttest

mean score of the experimental group’s necessary thinking skills through philosophical

inquiry was higher than the control group, no statistically significant difference was
observed between them. Considering the comparisons of problem-solving skills within

groups, a significant difference was determined between both groups’ pretest and

posttest scores. When the problem-solving skills were compared between groups’ post-

test results, a significant difference was noted in favor of the experimental group.

The research presented is an investigation into the critical thinking (CT) and

problem-solving (PS) abilities used by high school technology and engineering (T/E)

students when attempting to achieve a viable solution for an authentic engineering

design-no-make challenge presented outside the context of the classroom in which their

STEM content was first learned. Five fundamental abilities were identified and assessed

as indicators of a student’s problem-solving ability within the context of authentic

engineering design. Findings from data analyses indicate T/E students who acquire

STEM content through T/E design base learning demonstrate significantly better CT

and PS abilities in designing an engineering solution compared with a hypothesized

mean for students receiving their STEM content via traditional classroom instruction.

Furthermore, students’ practices and communication logical reasoning in their design

solutions were found to be critical to successful problem-solving. To prepare students to

compete in 21st-century skills, the Ministry of Education and Culture of the Republic of

Indonesia integrates character education into school subjects. However, as a medium,

comics contain low character values, exploration, and critical thinking skills in problem-

solving on geometry material. Therefore, this study aims to produce digital media based

on character values on mathematical essential thinking skills in solving problems related

to learning styles for eighth-grade students. This development research employed the 4-

D method (Define, Design, Develop, and Disseminate). The study indicates that the
digital comic learning media is valid, with a total average score of 3.60 based on the

material expert’s validation and 3.50 based on the media expert’s validation. Based on

the trials, the eighth-grade students’ responses were positive (92%). The learning

outcomes in terms of kinesthetic, auditory, and visual learning styles used in this study

can all meet all indicators of mathematical problem-solving (Darmayanti, 2022).

Wahyudiati (2022) aimed to determine the effect of applying problem-based

learning models on pre-service chemistry teachers’ critical thinking skills and scientific

attitudes in Basic Chemistry 1. This quasi-experimental research uses pre-test and

post-test through an unequal control group design. This research has been carried out

for 3 months from September-November in 2021 on pre-service chemistry teachers.

The data were analyzed using Hotelling’s T2 test and the Rasch model. Empirical

evidence shows that based on Hotelling’s T2 test results obtained a significance value

of 0.001 < (0.05) with a partial eta squared value of 0.28, which means Ha is accepted.

So, problem-based learning models contribute to students’ critical thinking skills and

scientific attitudes, contributing to 28%. Another finding also shows that based on the

results of the Rasch model test, in the experimental class, the indicators of critical

thinking skills and scientific attitudes mainly possessed the ability to synthesize attitudes

towards scientific investigations. The indicators of necessary thinking skills and scientific

attitudes are least had the ability to analyze and chemistry learning experiences. The

conclusions of this study include there is a significant effect of the application of the PBL

model on students’ critical thinking skills and scientific attitudes, with a model

contribution of 28%, as well as necessary thinking skills and scientific attitudes that
most students have in the experimental class are analytical skills and attitudes towards

scientific investigations.

Nugraheni, Surjono, & Aji (2022) emphasized that flipped classroom (FC) is a

form of blended learning which has become popular as a learning model. FC reverses

the learning activities of learners, in which activities usually carried out in groups in the

classrooms are diverted into outside classroom activities, and activities typically carried

out outside of individual classes are diverted into classroom activities. Learning

activities outside the classroom are carried out before learning in the classroom with

learning materials provided by educators with the help of information and

communication technology, for example, in the form of videos delivered through the

Learning Management System (LMS) or other platforms. Class time generally used for

listening to lectures is diverted to activities and application of knowledge, which are

used as homework. Classroom activities can be problems solving, discussions,

analysis, and good interactions with other students. An FC-based learning model allows

educators to use more opportunities to involve students to apply their knowledge and

interact with educators and peers to share knowledge and ideas to improve their higher-

order thinking and communication skills. By implementing FC, teachers can also

facilitate students’ critical thinking (CT) development.

Kusmaharti (2022) pointed out that learning technology needs to support

improving critical thinking skills in the 21 st century. Self-regulated learning-based digital

modules can be used to support students’ independent learning. This study aims to

describe a valid digital module based on self-regulated learning, evaluate and describe

the practicality of the digital module based on self-regulated learning, and determine the
effectiveness of the digital module based on self-regulated learning on students’ critical

thinking skills. The method used is Research and Development with the ADDIE

development model. The results of the study are as follows: the developed digital

module based on self-regulated learning is declared valid; the digital module based on

self-regulated learning is stated to be practical as indicated by the response and

implementation in the excellent category; students’ critical thinking skills in the

experimental class are better than the control class. Generally, the self-regulated

learning-based digital modules are valid, practical, and effective.

The significant issues related to higher education’s critical thinking is how

educators teach and inspire students to develop more excellent critical thinking. Skills.

The current study explored whether Decision-based Learning (DBL), an innovative

teaching method, can enhance students’ necessary thinking skills. This mixed methods

ex-post facto study aimed to identify the areas of overlap between DBL and critical

thinking components based on an empirically tested framework. The study was

conducted at a large, private university in the western United States with two instructors

and 89 undergraduate students. Data were collected via DBL publications, course

midterm exam scores, and instructor interviews. Since this was an export factor study,

the exam items were not initially written to target critical thinking skills as defined by the

necessary thinking framework we chose. An analysis was done on the cognitive

processes elicited by the exam items after the fact, and it was found that they prompted

three of the six skills described in this framework. In addition, participation in DBL

activities related to statistically significantly higher exam scores on these items after

controlling for a standardized pre-test taken by both treatment and control groups before
beginning the course. The effect size was significant in favor of the DBL courses. In

addition, two instructors reported their perspectives on the critical thinking skills

exhibited by their students using DBL. The evidence collected across these three

sources of information supports a connection between DBL and four of the six essential

thinking components within the framework we selected (Plummer, Kebritchi, Leary,

2022).

Giacomazzi, Fontana, and Trujillo (2022) stated that cultural norms affect the

efficacy of critical thinking instruction. In several sub-Saharan African countries,

governments have publicly declared necessary thinking skills a major educational

priority to increase global economic competitiveness. However, many schools and

education systems have not taken action to translate the stated government policies

into revised curricula; the study's objective is to analyze, using an integrative systematic

review, how the concept, implementation, and assessment of critical thinking has been

contextualized in sub-Saharan Africa. Of the 51 documents that met the inclusion

criteria, 5 categories, 95 codes, and 1,075 quotes were analyzed. The findings highlight

that researchers and practitioners apply Western critical thinking concepts to the sub-

Saharan context without questioning its transferability. Moreover, the analysis shows a

need for more familiarity with adaptation strategies of assessment tools and teaching

methods in sub-Saharan Africa. The effects of intervention for seniors, western

students, randomized samples, online instruction, and groups with less than six

members are better, whereas short-term intervention is ineffective.

In recent years, the debate has continued among researchers and instructors

regarding the influence of Problem-Based Learning (PBL) on the effectiveness of

instructional intervention for Critical Thinking (CT) in higher education. This study,

conducting a meta-analysis by synthesizing 50 relevant empirical studies from 2000 to

2021 with 5,210 participants and 58 effect sizes, aims to present potential factors (i.e.,

sample size, sample type, instruction type, gender, maturity, instrument, nationality,

discipline, treatment duration, and group size) that may influence the effectiveness of

the cultivation of CT skills and disposition based on PBL. No evident publication bias

was found (Egger’s bias = 1.21, p > 0.05). From the general perspective, the results

demonstrate the high level of influence of PBL (Standardized Mean Difference [SMD] =

0.640, p < 0.001) on CT with heterogeneity (I2 = 82.9%) due to the adopted

instruments, mixed methods, and target outcomes. No difference was observed

between the influence on CT skills and disposition. Students’ maturity, nationality,

sample type, instruction type, and group size are treatments for juniors, and groups with

fewer than six members could be more effective. Sample type and instruction type are

not influencing factors. However, the effect sizes of big sample sizes, seniors, other

kinds of instruments, western students, sciences as a discipline, more than ten

members in a group, and long-term intervention are more vital. For CT disposition,

sample type, instruction type, discipline, and intervention duration are influencing

factors, in which randomized samples, online instruction, students in Medicine, and

medium-term intervention exerted a stronger effect than the other factors. In conclusion,

although PBL is overall effective for promoting the acquisition of CT (skills and

disposition), additional studies are also required to explore the effectiveness and

influencing factors in other contexts, such as various learning or teaching strategies,

environments, and scaffoldings, and scenario-problem-based tasks instead of only

curriculum-based ones. These factors should also be considered to promote CT skills

and disposition among undergraduates (Liu & Pásztor, 2022).

Alharbi, Elfeky & Ahmed (2022) stated that achieving many learning outcomes

needs to go beyond the classroom’s four walls into other areas, such as e-collaborative

learning that involves online social interactions among learners. Therefore, to

investigate if this alternative affects some learning outcomes, this study aims to expose

the impact of an E-collaborative learning environment on developing critical thinking and

higher-order thinking skills. The experiment was conducted on female students of the

kindergarten department who were randomly assigned to two equal groups. The

primary study instruments were a critical thinking scale and a higher-order thinking skills

test. Results showed that a collaborative learning environment had a significant and

positive effect on the development of critical thinking of 1 st group, mediated by defining

and adjusting variables, hypothesis testing, and reasoning. Results also showed that

the difference in grades between female students in 1 st group taught via e-collaborative

learning and 2nd group taught via E-individual learning in higher-order thinking skills was

statistically significant in favor of the first group.

Critical thinking is a combination of complex cognitive skills. It is essential for

successfully acquiring disciplinary skills in higher education, and thus, it is a valuable

competency for a new student. The complex nature of critical thinking leads to

challenges for its assessment, even in performance assessments such as CLA +

International (Collegiate Learning Assessment). This study examines the internal

associations of a critical thinking assessment for new higher-education students. The

sample consisted of 1469 first-year students in higher

 Education institutions in Finland. An open-ended performance task and multiple-

choice tasks were used to assess six critical thinking measures: analysis, problem-

solving, writing effectiveness, writing mechanics, scientific and quantitative reasoning,

essential reading, and critiquing an argument. Exploratory and confirmatory factor

analyses were used to analyze the data. A latent component indicated by the measures

derived from the performance task was identified. The measurements derived from the

multiple-choice tasks did not form a factorial structure. Multiple-choice questions are

problematic in critical thinking assessment as they focus on individual skills instead of

holistic skills. Implications for assessment development and higher education are

discussed (Kleemola, Hyytinen, & Toom, 2022).

Meirbekov, Maslova, & Gallyamova (2022) said that the proliferation of digital

technologies sometimes called the industrial or technological (digital) revolution’

primarily affects the education sphere. The introduction of online learning technologies

and the focus on independent and critical thinking actualizes the problem of developing

these skills in future teachers and lawyers with the help of digital tools. The study looked

at necessary thinking development in education while focusing on using digital tools in

rational thinking formation in education. The research involved a random sample of

undergraduate pedagogy students from the Institute of University and graduate law

students from the Institute. The digital tools were used to develop test tasks and logic

problems, present graphical information, brainstorm, and collaborate in real-time to

solve the issues created. The level of critical thinking development was assessed in

dynamics using the method designed by Mishina based on the research (Halpern,
Zageshev, and Zair-Beck, 2018). The outcomes confirm the original hypothesis about

the positive impact of digital tools on students’ critical thinking formation.

This study examined how fifth-grade students’ critical thinking and problem-

solving skills can be developed using practices based on Newman and Weglage’s

(1993)—five standards for authentic instruction. Educational leadership, original

learning standards (high-order thinking, depth of knowledge, relation with the world

beyond the classroom, constant conversion, and social support for student

achievement). The study's main aim was to offer different perspectives on mathematics

education by focusing on the development of critical thinking skills needed to

understand mathematics. The study was carried out in six cycles via an action research

model. The data consisted of unconstructed observations (camera recordings),

students’ scores on CTR (Critical Thinking Rubric), and their journals and written

documents. The research results showed that practices based on authentic learning

standards improved such critical thinking skills as comprehending, comparing, proving,

suggesting new solutions, and reflecting on problem-solving processes of the students

who were included in the target study group (Dolapcioglu & Doğanay, 2022).

Ramírez-Montoya & Castillo-Martínez (2022) stated that today’s complex,

dynamic, interconnected world presents the field of education (“Education 4.0”) with

significant challenges in developing competencies for reasoning for complexity. This

article analyzes complex thinking as a macro-competency with sub-competencies of

critical, systemic, scientific, and innovative thinking in educational environments. We

used the systematic literature review method, selecting 35 articles in the Scopus and

Web of Science databases using keywords and words of interest and applying inclusion
and exclusion criteria. Seven research questions guided the data analysis. The results

highlighted that: (a) there are common characteristics of studies linking complex

thinking, critical thinking, and creative thinking; (b) there is the predominance of the

qualitative method in the studies; (c) the critical thinking competency has been the most

addressed in the research; (d) the predominant components of Education 4.0 are

teaching methods and techniques; and € the three challenges that stand out for

educational research project feasibility, research opportunities, and required skills. This

article is intended to be of value to academic and social communities and decision-

makers interested in developing reasoning for complexity within the framework of

Education 4.0

Tasikmalaya organizes education and learning that leads to 21 st-century skills.

One of the 21st-century skills developed is students’ critical thinking skills. The essential

skills of thinking of class XI MIPA 1 student in the 2021/2022 academic year, especially

in learning biology based on the results of interviews with biology subject teachers, still

need to be improved; this is confirmed by the results of the student’s critical thinking

skills test with an average of 49.85 with the category still underdeveloped. The study

aimed to determine the role of blended-problem-based learning with integrated social

media-based learning media in improving the critical thinking skills of class XI MIPA 1

students. This research was a classroom action research based on lesson study. Data

on necessary thinking skills were obtained using a critical thinking test with essay-type

questions. Data on students’ critical thinking skills test results were analyzed

descriptively and qualitatively using the Illinois critical thinking essay test. The results

showed that the critical thinking test results for students in cycle I and cycle II had
increased by 9.83%, which means that the essential skills of thinking of class XI MIPA 1

students in the 2021/2022 Academic Year had developed well in learning biology using

Blended-Problem Based Learning with integrated social media-based learning media

(Triyanto, Wahidin, & Hartania, 2022).

Ma & Zhou (2022) said that to determine whether using unfolding case-based

learning for undergraduate nursing students learning health assessment skills enhanced

academic achievement, critical thinking, and self-confidence compared to traditional

learning methods. Unfolding case-based learning is an effective strategy for nursing

students to narrow the gap between classroom learning and clinical practice. Little is

known about whether unfolding case-based learning can be applied effectively in

learning health assessment skills for undergraduate nursing students in China. A quasi-

experimental design was used in this study. One hundred and fifteen undergraduate

nursing students were recruited using convenience sampling from a medical university

in southern China. They were assigned to an intervention group (n = 54) receiving

unfolding case-based learning of health assessment skills or a control group (n = 61)

using traditional learning methods based on students’ choices. Learning outcomes were

evaluated by students’ academic achievement, critical thinking, and self-confidence.

Critical thinking and self-confidence data were collected before and after using the

teaching strategies. The academic achievements of undergraduate nursing students in

the intervention group were better than those in the control group. The total average

scores of critical thinking (272.51 vs. 266.47) and self-confidence (24.92 vs. 21.04) for

nursing students in the intervention group were also higher than those in the control

group after implementing teaching strategies. There were statistical differences in the
theory test (P = 0.041), skill test (P = 0.013), critical thinking (P = 0.008), and self-

confidence (P = 0.036) between the two groups. Additionally, the statistical significance

of the scores for critical thinking (264.36 vs. 272.51, P < 0.001) and self-confidence

(18.76 vs. 24.92, P < 0.001) before and after teaching strategies were also observed

among participants in the intervention group, but not in the control group (P = 0.143, P =

0.738).

Fostering students’ abilities to deal with practical problems is an essential

objective of professional training. To enable students to have more practicing time

under the supervision of trainers in class, flipped learning has been adopted to shift the

lecture time to the before-class stage, and hence more time is available for in-class

practice. Although scholars have recognized flipped learning as an effective teaching

mode, researchers have also indicated the challenges of implementing it; in particular,

many students have difficulty learning before the class on their own. In this research, a

self-regulated flipped learning approach was proposed to cope with this problem by

guiding students to set their learning goals, and supporting them in monitoring their

learning status in five stages, namely, goal setting, flipped learning (including pre-class

video-based instruction, and in-class discussion), task sharing, self-evaluation, and self-

regulation feedback. In addition, an experiment was conducted in a professional training

program to examine the effectiveness of the proposed approach. The experimental

results showed that the approach significantly improved the students’ learning

achievement, self-efficacy, self-regulation, and critical thinking, which could be a good

reference for future research related to flipped professional training (Chang,

Panjaburee, Lin, & Lai, 2022).

 Dini (2022) stated that this study visually and verbally analyses the children

using CDA as a tool in the classroom. This is based on the understanding that learning

is not content-oriented but rather about the learning process of knowledge gained.

Students who can think well will be successful in life. Therefore, this study aims to

determine whether the app implements critical discourse analysis on early children’s

development in the classroom. The method used is a qualitative approach with a

literature review using sources from the internet, books, and related research outputs.

Based on the study’s findings, the critical thinking structure is explicit to make clear what

is to be learned to facilitate writing skills, systematic to provide a consistent framework

for focusing on both language and context, needs-based to ensure that course

objectives and content are derived from students’ needs, supportive of giving teachers a

central role in scaffolding students’ learning and creativity and empowering to give

access to the pattern and possibilities.

How critical thinking is understood logically impacts pedagogy and curriculum

design in necessary thinking education. Suppose essential thinking is a complex mix of

knowledge, skills, and dispositions that can be articulated and made an object of study.

In that case, there is scope for intentional and explicit targeting of such things. Suppose

critical thinking is seen as a general skill more or less impermeable to pedagogical

influence and best realized through content knowledge. In that case, an explicit focus on

developing thinking skills is misplaced and potentially distracting. The latter view is

cognitive load theory (CLT), a theoretical framing of thinking and learning that has

gained traction in education, including with practitioners. This paper will explore some of

the assumptions of CLT and show that they are either (1) in error, (2) vaguely or
confusingly expressed, and (3) the conclusions drawn within the theory are often errors

of inference. Moreover, I point out that crucial educational research that weakens the

claims of CLT needs to be more engaged with or addressed (Ellerton, 2022).

Okolie, Igwe, Mong, & Nwosu (2022) shows how HE teachers (particularly

business management and vocational studies) experience the teaching of critical

thinking to foster student development of necessary thinking skills (CTS) while working.

Across diverse international contexts. Using a qualitative online survey and interview

methodologies, we obtained rich information from 55 participants from 26 countries in

the Global South, including HE teachers who incorporate CTS into their teaching

practices and those who had studied and briefly taught in developed countries’

universities where CT is embedded into the HE learning with an understanding of the

subject under study. Focusing on three dominant themes from the thematic analysis, we

analyze three fundamental approaches HE teachers can adopt to enhance students’

CTS development: teaching strategies, active learning, setting problems, or inquiry.

Also, we discuss the perceived challenges HE teachers may experience in promoting

teaching for CTS.

The idea of university engagement for the public good has been prominent in

higher education discourses in recent years. However, the reality is that universities

compete with one another for places in a hierarchy of league tables. Higher education is

now part of the hyper-capitalistic growth of mass production of goods and services
involving mass distribution and consumption through consumer networks (Davies &

Nyland, 2022).

Ericson (2022) stated that critical thinking has been a longstanding goal of

education, while design thinking has gradually emerged as a popular method for

supporting entrepreneurship, innovation, and problem-solving in modern business.

While some scholars have posited that design thinking may support critical thinking,

empirical research examining the relationship between these two modes of thinking is

lacking because their shared conceptual structure has not been articulated in detail, and

they have remained siloed in practice. This essay maps eleven essential components of

critical thinking to various methods drawn from three popular design thinking

frameworks. The mapping reveals that these seemingly unrelated modes of thinking

share standard features but differ in important respects. A detailed comparison of the

two ways of thinking suggests that design thinking methods can support and augment

traditional critical thinking practices and that design thinking frameworks could be

modified to more explicitly incorporate critical thinking. The article concludes with a

discussion of implications for the knowledge economy and a research agenda for

researchers, educators, and practitioners.

This paper examines how critical thinking is perceived and transmitted in higher

education (HE) classrooms using two Vietnamese undergraduate programs as case

studies. The analysis of semi-structured interviews with teachers, supervisors, and

institutional leaders from both programs reveals that transmission of critical thinking is

impacted by power relations from Outside, in the form of cultural and political

ideologies, and within the pedagogic discourse itself. Guided by Bernstein’s concepts of
the pedagogic device, classification, and framing, the discussion centers on how

organizational and educational decisions on critical thinking prepare Vietnamese

students to think, or not, ‘the unthinkable.’ While teachers cannot unilaterally alter

official curriculum texts to make essential thinking accessible to all students, it is the

former’s engagement, or not, in the re-organization of curricular texts and the use of

particular pedagogic practices that can bring about change (Taylor & Francis, 2022).

Utami, Harlita, & Karyanto (2022) pointed out that critical thinking ability is a way

of thinking to determine the right decision or action by logically considering things

related to information. Therefore, updating what supports learning activities, such as

updating suitable media by utilizing technological sophistication, is necessary. This

study aims to determine the validity and practicality of the Discover learning e-module

on environmental changes to empower critical thinking skills. This research type uses

the ADDIE model development (Analysis, Design, Development Implementation,

Evaluation). This study is limited to testing the validity and practicality of the e-module.

The instrument used is a validity and practicality questionnaire. Assessment of the

results of the truth and usefulness of the questionnaire was interpreted with a Likert

scale. Based on data analysis, the results of the validity test by material experts and

media experts obtained an average score of 89% and 92%, respectively, in the very

good category. And on the education test, practitioners by teachers and students

obtained an average of 91% and 88%, which fall into the very good category. Based on

the validity test and practicality test, it can be concluded that the e-module developed is

valid and practical for use in further research.

 Problem-solving skills are the needs of students in the 21 st century, so they are

deemed necessary. One of the 2013 curricula imposed by the government focuses

students on problem-solving skills. This study aimed to identify problem-based Student

worksheets’ influence on problem-solving skills and student learning outcomes on

business and energy materials. This study uses a quantitative approach with a quasi-

experimental research design. Student worksheet implementation design uses One

Group Pretest-Posttest Design. The instruments used in this study were problem-based

student worksheets, problem-solving skills tests, and learning outcomes tests. Students’

problem-solving skills were analyzed using the N-Gain test to see the effect before and

after implementing the problem-based student worksheet. The results of the student

worksheet feasibility test obtained a percentage of 98.30%, indicating that the problem-

based worksheet to improve problem-solving skills and learning outcomes is very

feasible. The results of the implementation of problem-based student worksheets can

improve students’ problem-solving skills which are marked by an increase in the pretest-

posttest value based on the results of the experimental class N-gain test of 0.93 in the

high category, the control class N-gain value of 0.60 in the medium category. The

learning outcomes test showed an increase in the N-gain value for the experimental

class by 0.71 in the high category and the N-gain value for the control class by 0.50 in

the medium category (Melawati, Evendi, & Halim, 2022).

Mulyani (2022) emphasized that critical thinking is the ability to think that

exists in students. This ability helps students face every problem using scientific

thinking. Critical thinking consists of the words “thinking” and “critical.” According to the

KBBI, thinking is using the mind to consider and decide something. In contrast, critical
thinking is interpreted as not being easy to believe, always trying to find problems and

sharpness in analyzing. Many expert opinions explain the meaning of critical thinking.

However, critical thinking can be concluded as thinking of humans using a focused and

deep understanding to find a definite bright spot. Using critical thinking can solve

problems in life, including issues in education in Indonesia. This is because critical

thinking has the characteristics of solving problems with systematic conclusions and

correct arguments. Educational issues can be resolved by providing solutions based on

essential thinking results. If the education problem is determined by considering several

factors, the quality of education will slowly improve.

Amid the maker movement, educators are proposing various making activities

with programmable artifacts to prepare students for coping with the challenges in the

twenty-first century. Today, the “4C” skills—critical thinking, creativity, communication,

and collaboration—are regarded as significant learning outcomes in Science,

Technology, Engineering, and Mathematics education; however, few researchers have

investigated the adoption of problem-based learning in K-12 programming education for

developing students’ 4C skills. A case study was conducted in a “digital making” camp

where 54 upper elementary and lower secondary school students (10–14 years old)

harnessed a block-based programming tool, Scratch, to conduct various problem-

solving tasks. Through triangulating multiple sources of qualitative data (including

lesson plans, classroom field notes, videotaped lesson records, student

solutions/artifacts, and post-intervention interviews), together with the micro genetic

learning analysis, this study characterizes students’ 4C skills development in the

process of problem-based digital making. We found that the problem-based digital-

making environment supported the students’ development of (a) critical thinking in the

form of critical modeling and critical data handling; (b) creativity in the form of creative

explorations, creative solutions, and creative expressions; and (c) communication and

collaboration in the form of communicative scaffolding and collaborative debugging.

Complementary evidence-based suggestions for scaffolding problem-based digital-

making activities are suggested (Weng, Cui, Ng, & Jong, 2022).

Science, technology, engineering, and mathematics (STEM) comprehensively

integrate those disciplines into a cohesive learning paradigm. This approach is essential

to modernize teaching strategies for the competitive and skill-based job market. This

study investigates the impact of STEM-based activities on students’ thinking skills. The

researchers used an experimental approach, where two groups of students were

chosen; a practical and a control one. The control group was taught using traditional

strategies, while the experimental group used STEM-based activities through

collaborative working groups based on CCTST and TAM. The main findings revealed

that the practical group students’ attitudes were positively changed towards learning

science, technology, and mathematics. Students could solve real-life problems,

understand complex concepts, and apply them. Using STEM-based activities in schools

was recommended more systematically (Mater, Hussein, Salha, 2022).

Theoretical Framework

The Communities of Practice theory will inform the study of talented learners on

coping with their problem-solving abilities and critical thinking skills. As they develop

their talents, learners in the course will participate in communities of practice. The ability
of pupils to develop their understanding by learning from others is one of the topics

being researched. This is consistent with the concepts of the Community of Practice

philosophy. And based on Moneva, Miralles, and Rosell (2020), students’ critical

thinking abilities are very useful in solving and analyzing their problems.

Conceptual Framework

The primary purpose of this study was to determine the problem-solving

attitude and critical thinking ability of senior high school students at Cronasia

Foundation College, Inc. This framework served as a guide for the researchers in

reviewing related literature.

Figure 1 presents the research paradigm of the study, showing the

relationship between the variables. As shown above, the independent variable is the

level of problem-solving attitudes and critical thinking abilities of senior high school
 students at Cronasia Foundation College, Inc., and the dependent variable is

challenging for the learners’ problem-solving attitude and critical thinking.

Independent Variable Dependent Variable

Level of Critical
Thinking
Problem-Solving
Attitudes Abilities

Figure 1: Conceptual Framework

Definition of Terms

The following terms are defined for easy understanding of the terms being

discussed in the study:

Academic. It is a measurement of student achievement across various academic

subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates, and results from standardized tests. In

addition, academic performance can be affected by some problems in school,

depending on how you handle them.

Knowledge. It is the acts, information, and skills a person acquires through

experience or education, the theoretical or practical understanding of a subject. "A thirst

for knowledge," along with your capacity for optimism and your comprehension of the

factors that influence how situations develop.

Problem Solving. It is the act of defining a problem, determining the cause of

the problem, identifying, prioritizing, and selecting alternatives for a solution, and

implementing a solution. Some people believe that because we have egos, this skill is

useless because it causes us to elaborate on the peculiar things that make the situation

extremely confusing.

Problem-Solving Skills. Problem-solving skills are the ability to identify

problems, brainstorm and analyze answers, and implement the best solutions based on

how you respond to the situation and how you resolve it based on your knowledge and

mental capacity.

Skills. It is the learned ability to act with determined results and good execution,

often within time, energy, or both. Skills can be divided into domain-general and

domain-specific skills. And this is quite helpful in helping you recognize and assess the

weaknesses in your academic abilities.

 Chapter III

METHODOLOGY

This chapter presents and discusses the research methodology utilized for this

study. It includes the research design, respondents of the study, the locale of the study,

the research instrument, the data gathering procedure, and statistical instruments.
Research Design

The study employed a quantitative research design using the descriptive-

correlative method to determine the effect of problem-solving attitudes and critical

thinking abilities on learners at Cronasia Foundation College, Inc.

Respondents of the Study

The respondents in this study were fifty (50) senior high school - STEM learners

who were currently enrolled for this academic year, 2023-2024.

Year Level Number

Grade 11 25

Grade 12 25

Total 50

Research Locale

This study was conducted at Cronasia Foundation College Inc., in the Andres-

Dizon Building, Pioneer Avenue, General Santos City.

Figure 2. Location Map
Research Instrument

The researchers used a simple random sampling survey questionnaire to collect

the data. For this study, the researchers used an adapted survey questionnaire from

Moneva et al. (2020) entitled "Problem-Solving Attitude and Critical Thinking Ability of

Students." The research questionnaire was composed of three parts. Part 1 will

determine the level of a problem-solving attitude; Its influence to critical thinking ability

on learners at Cronasia Foundation College, Inc. Part 2 consists of a learner's

challenges, followed by an improvement procedure for the learner's problem-solving

attitude and critical thinking ability. The questionnaire used the five-point Like scale,

which was described as follows: 5 - Strongly Agree, 4 - Agree, 3 - Moderately Agree, 2 -

Disagree, and 1 - Strongly Disagree.

Data Gathering Procedure

To complete this investigation, the researchers conducted specific procedures.

Before beginning their research in a particular school, the researchers sought

approval from the research director.Following approval, the researchers submitted the

questionnaire to the students from Cronasia Foundation College, Inc.'s senior high

school department And we use a simple random sampling questionnaire. All survey

questionnaires were collected before the respondents' numbers were tallied, and the

survey's results showed that the majority of respondents agreed with the questions we

included in the tables. .The test data was meticulously entered into tables, examined,

and appropriately interpreted based on the outcomes of the statistical analysis.

Statistical Treatment
 4. The suitable statistical tools for handling the data were as follows. To determine

what is the level of problem-solving attitudes on learners at Cronasia Foundation

College, Inc. in terms of Academic and Critical Thinking. the mean was used Is.

What is the level of critical thinking ability of learners in Cronasia Foundation

College, Inc.in terms of Knowledge Problem Solving and Skill. To determine the

significant relationship between the problem-solving attitude and critical thinking

ability of senior high school learners at Cronasia Foundation College, Inc.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The data analysis and interpretation are presented in this chapter, followed by a

discussion of the research's conclusions, taking into account all the data acquired and

the respondents' responses. The research topics that the study was based on are

relevant to the findings. Data were analyzed to evaluate and describe the problem-

solving attitude: its influence on the critical thinking ability of senior high school learners

in Cronasia Foundation College, Inc.

Table 1. Level of Influence of Problem-Solving Attitudes on Learners

Indicators Mean Desription
Academic
1. Before I put energy into a project, I want to know what's 3.68 Agree
in it for me.
2. My interest in issues and questions related to subject 3.98 Agree
 area has increased.
3. When I have a job to do, I do it, even if others feelings 4.12 Agree
might get hurt in the process.
4. I like to do things that I do well, but I’m not comfortable 3.78 Agree
trying to learn a new skill.
Overall Mean 3.81 Agree

LEGEND: 4.50-5.00 Strongly Agree; 3.50-4.49 Agree; 2.50-3.49 Moderately Agree;

1.50-2.49 Disagree; 1.00-1.49 Strongly Disagree
Here are results of the respondents that we distrubute our survey

questionnaires when it comes to academic. This is the most common factor in the level

of influence of problem-solving attitudes on learners in terms of academic, ‘‘When they

have a job to do, they do it, even if others feelings might get hurt in the process.’’, with a

mean score of 4.12. On the other hand, the factor that states ’’they are quick learners

but don’t like theoretical futuristic concepts’’ has received low responses, with a mean

score of 3.48. As a result, a mean rating of 3.81 was given to all of the indications

provided in the table.

Critical Thinking
1. Most people agree that I am a complex and intellectual 3.52 Agree
person.
2. When I face a problem, I try to analyze all the facts 3.84 Agree
and put them in systematic order.
3. I’m more interested in long-range implication and often 4.00 Agree
bored with minor here and now details.
4. Most people believe that I know the details of my job 3.64 Agree
and do it very accurately.
5. I don’t let problems upset me, no matter how difficult 3.42 Moferately
they are. Agree
Overall Mean 3.68 Agree

In addition to this, with a mean score of 4.00 and serving as the most common indicator

of the level of influence of problem-solving attitudes on learners in terms of critical

thinking, the respondents to Table 1 agree that they are more interested in long-range

implications and often bored with minor here-and-now details. Additionally, they don’t let

problems upset them, no matter how difficult they are, which is the factor with the lowest

mean score on the critical thinking scale, at 3.42. The indications given in the table as a

whole received a mean rating of 3.68.

Table 2. Level of Critical Thinking Ability of Learners

Indicators Mean Ddiscription
Knowledge
1. I have developed a more focused and systematic way 3.74 AGREE
of thinking.
2. I normally solve problem quickly without wasting a lot of 3.94 AGREE
time on details.
3. I have improved my ability to give sound reason for my 3.78 AGREE
beliefs, opinions, and ideas.
4. I have developed a more open-minded approach in 3.62 AGREE
interpreting, analyzing and judging alternative points of
views.
5. I have improved my ability to judge the value of new 3.44 MODERATELY
information on evidences presented to me. AGREE
Overall Mean 3.70 AGREE
Problem Solving
1. I have learned more about to analyze the key issue in 3.74 AGREE
my subject area.
2. I have learned more about how to justify why certain 3.94 AGREE
procedures are undertaken in my subject area.
3. I have seldom found myself actively engaged in 3.78 AGREE
thinking about complex issues.
4. Most tutors have not demonstrated how to think and 3.62 AGREE
express myself in a more reasonable, objective, and
evaluate way.
5. I have learned more about how to approach complex 3.44 MODERATELY
issues in a variety of ways. AGREE
OVERALL MEAN 3.70 AGREE
SKILL
1. Most people think that I am objective and logical. 3.52 AGREE
2. I am usually more people oriented than task oriented. 3.84 AGREE
3. I am pretty good judge as how others feel about 4.00 AGREE
problems.
4. I prefer harmony in a work group otherwise efficiency 3.48 MODERATELY
suffers. AGREE
5. I really enjoy solving new problems. 3.94 AGREE
OVERALL MEAN 3.76 AGREE
LEGEND: 4.50-5.00 Strongly Agree; 3.50-4.49 Agree; 2.50-3.49 Moderately Agree;
1.50-2.49 Disagree; 1.00-1.49 Strongly Disagree

The level of critical thinking ability of learners’ most common factor in terms of

knowledge received a mean score of 3.94, indicating that they normally solve problems

quickly without wasting a lot of time on details. On the other hand, they have improved

their ability to judge the value of new information based on evidence presented to them,

which received low responses with a mean score of 3.44. As a result, a mean rating of

3.70 was given to all of the indications provided in the table.

In terms of problem-solving, the respondents to Table 2 agree that they have

learned more about how to justify why certain procedures are undertaken in their

subject area, with a mean score of 3.94 serving as the most common indicator. Also,

they have learned more about how to approach complex issues in a variety of ways,

which is the factor with the lowest mean score, at 3.44. The indications given in the

table as a whole received a mean rating of 3.70.

In addition to this, with a mean score of 4.00 and serving as the most common

indicator of the level of critical thinking ability of learners’ most common factor in terms

of attitude, the respondents to Table 2 agree that they are pretty good judges of how

others feel about problems. Additionally, they prefer harmony in a work group;

otherwise, efficiency suffers. Efficiency is the factor with the lowest mean score on

attitude, at 3.48. The indications given in the table as a whole received a mean rating of

3.76.
Table 3. Relationship between the Problem-Solving Attitude and Critical Thinking Ability
of Senior High School Learners
Level of Influence of Problem-Solving Attitudes on Learners
Academic Performance Critical Thinking
Level of
Critical

Interpretation

Interpretation
Computed

Computed
Thinking

Decision

Decision
p-value

p-value
r-value

r-value
Ability of
Learners

Accept Not Accept Not

Knowledge 0.029 0.840* -0.121* 0.404*
Ho Significant Ho Significant

Problem Accept Not Accept Not

-0.165 0.251* -0.188* 0.190*
Solving Ho Significant Ho Significant
Accept Not Reject
Significant
Skills 0.250 0.079* Ho Significant 0.774* 0.000* Ho
*Significance Level at 0.05

The p-value and remarks are presented in the table along with the Pearson (r)

correlation, which can be used to determine whether there is a significant relationship

between the two variables. Based on the computed r values of 0.029, -0.165, and

0.250, there’s a little correlation between the problem-solving attitude in terms of

academic performance and the critical thinking ability of learners. The null hypothesis is

accepted as a result of the p-value, which was used to further assess the significance.

The p-value was computed at the 0.05 level of significance, and the computed p-value

was 0.840, 0.251, and 0.079, which is greater than the significance level of 0.05. Hence,

there is no significant relationship between the problem-solving attitude in terms of

academic performance and the critical thinking ability of learners.

In addition to this, the computed p-values of the problem-solving attitude in terms

of critical thinking towards the critical thinking ability of learners in terms of knowledge

and problem solving were 0.404 and 0.190, which is greater than the significance level
of 0.05. However, in terms of attitude toward the critical thinking ability of learners, the

computed p-value was 0.000, which is less than the significance level of 0.05. The null

hypothesis in terms of knowledge and problem-solving was accepted, while in terms of

attitude, the null hypothesis is rejected as a result of the p-value, which was used to

further assess the significance. Thus, the results show that the majority of variables on

the critical thinking ability of learners are statistically significant to problem-solving

attitudes on learners, and there is a significant relationship between the problem-solving

attitude in terms of critical thinking and the critical thinking ability of learners.

As the study shows, most of the factors affecting learners' critical thinking ability

are not statistically significant when it comes to learners' attitudes toward problem-

solving. Therefore, there is no significant relationship between the problem-solving

attitude and the critical thinking ability of senior high school learners at Cronasia

Foundation College, Inc.

 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter concludes the study by discussing with summary, conclusions and

recommendations on describe the problem-solving attitude: its influence on the critical

thinking ability of senior high school learners in Cronasia Foundation College, Inc.

Summary Findings
PERCENTAGE/
TABLE FREQUENCY OVERALL MEAN DESCRIPTION

Table 1.
Level of influence of problem-
solving attitudes on learners in 3.81 Agree
terms of academic performance 3.68 Agree
and critical thinking.
Table 2.
Level of critical thinking ability of 3.70 Agree
learners in terms of knowledge, 3.70 Agree
problem-solving, and skills 3.76 Agree

Table 3. r = 0.029 P – value = 0.840 Not Significant

Relationship between the r = -0.165 P – value = 0.251 Not Significant
problem-solving attitude and r = 0.250 P – value = 0.079 Not Significant
critical thinking ability

r = -0.121 P – value = 0.404 Not Significant

r = -0.188 P – value = 0.190 Not Significant
r = 0.774 P – value = 0.000 Significant
Conclusions

This research was conducted to know the describe the problem-solving attitude:

its influence on the critical thinking ability of senior high school learners in Cronasia

Foundation College, Inc. and based on the results of the study, it was found out that:

1. The level of the influence of problem-solving attitudes on learners was labeled as

agreeable by the respondents who participated in the study.

2. The respondents to the study labeled the level of critical thinking ability of

learners as agreeable.

3. There is no significant relationship between the problem-solving attitude and

critical thinking ability of senior high school learners in Cronasia Foundation

College, Inc.

Recommendations

1. Advocate for administrators to support students in developing a problem-

solving mindset, highlighting the benefits of this approach for critical

thinking. Use interactive teaching strategies, case studies, and group

projects to help students become more adept at solving problems. Stress

the relevance of real-world applications, stimulate curiosity, and create an

atmosphere that supports critical thinking.

2. Foster a proactive approach to problem-solving in order to improve critical

thinking. Accept obstacles as chances to improve and learn. As you

 strengthen analytical skills, break down difficult problems into small

components. Look for other viewpoints and answers. Develop resilience

and see failures as opportunities for growth. This way of thinking

encourages students to approach challenges creatively, which improves

their critical thinking skills for success throughout their lives.

3. Scholars ought to investigate the relationship between learners’ critical

thinking skills and a problem-solving mindset. Examine the ways in which

encouraging a proactive approach to problem-solving enhances cognitive

abilities. Carry out empirical research to comprehend the subtle effects,

supporting instructional tactics that improve students’ attitudes toward

problem-solving and their capacity for critical thought in order to get better

academic results.

4. Future studies should examine how learners’ critical thinking skills and

problem-solving attitudes interact dynamically. Examine whether

encouraging a problem-solving mindset promotes or hinders the

development of critical thinking. Examine instructional approaches, real-

world applications, and interventions to offer educators practical advice on

how to help students develop their critical thinking and problem-solving

skills.

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 APPENDIX A

Permission Lettter
 APPENDIX B

SURVEY QUESTIONNAIRE
 PROBLEM SOLVING ATTITUDE AND CRITICAL THINKING ABILITY

Direction: Please rate how much you agree with each of these statements about the
rewards/benefits you've received and your commitment to Cronasia Foundation
College, Inc. Please indicate the box with a " / " in your answer.
Part 1:The Problem-Solving Attitude of Learners

Legend:

4 - Strongly Agree
3 - Agree
3 – Moderately Agree
2 - Disagree
1 - Strongly Disagree

Academic performance 5 4 3 2 1

1. Before I put energy into project,I want to know what's in it for me

2. My interest issues and questions related to subject area has

increased.

3. When I have a job to do, I do it, even if others feelings might get hurt
in the process.

4.I like to do things that I do well, but I’m not comfortable

trying to learn a new skill.

5. I am quickly learner, but I don’t like theoretical futuristic concepts

Critical thinking

1. Most people agree that I am a complex and intellectual person.

2. When I face a problem, I try to analyze all the facts and put them in
systematic order.

3. I’m more interested in long-range implication and often bored with

minor here and now details
 4. Most people believe that I know the details of my job and do it very
accurately.

5. 5.I don’t let problems upset me, no matter how difficult they are.

Direction: Please rate how much you agree with each of these statements about
the rewards/benefits you've received and your commitment to Cronasia
Foundation College, Inc. Please indicate the box with a " / " in your answer.
Part 2:The Critical Thinking Ability Of Learners

Legend:

4 - Strongly Agree
3 - Agree
3 – Moderately Agree
2 - Disagree
1 - Strongly Disagree

Knowledge 5 4 3 2 1

1.I have developed a more focused and systematic way of

thinking.

2. I normally solve problem quickly without wasting a lot of

time on details.

3. I have not improve my ability to give sound reason for my

beliefs, opinions, and ideas.

4. I have developed a more open-minded approach in

interpreting, analyzing and judging alternative points of views.

5. I have improved my ability to judge the value of new

information on evidences presented to m

Problem solving
1.I have learn more about to analyze the key issue in my

subject area.

2.I have learn more about how to justify why certain

procedures are undertaken in my subject area.

3.I have seldom found my self actively engaged in thinking

about complex issues.

4.Most tutors have not demonstrated how to think and

express myself in a more reasonable, objective, and evaluate

way.

5.I have learn more about how to approach complex issues in

a variety of ways.

Skill

1.Most People think that I am objective and logical.

2. I’m usually more people oriented than task oriented.

3.I’m pretty good judge as how others feel about problems

4.I prefer harmony in a work group otherwise efficiency

suffers.

5.I really enjoy solving new problems

APPENDIX C

PLAGIARISM TEST RESULT

 APPENDIX D

CERTIFICATE FROM THE AUTHORIZED STATISTICIAN

 APPENDIX E

CERTIFICATE FROM THE AUTHORIZED GRAMMARIAN

 CURRICULUM VITAE

PACO Z. BRIONES

Prk1, Block 5 Lanton, Apopong, General Santos City

Email: pacobriones@gmail.com

PERSONAL INFORMATION

Gender : Male

Civil Status : Single

Height : 5’5

Weight : 46

Date of Birth : October 10, 2004

Place of Birth : Maremco ,Bambad,Isulan Sultan Kudarat

Nationality : Filipino
 Parents : Mabini L. Briones Jr.

Rubilinda M. Zerrudo

Religion : Christian

EDUCATIONAL BACKGROUND

Senior High School Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City

Junior High School Lanton National High School

Primary Maremco Elementary School

CURRICULUM VITAE
KIM JHON FRANCINE . CADUNGON

Mabuhay San Isidro Rebecca Homes Phase B

Email:kamiraijin06@gmail.com

PERSONAL INFORMATION

Gender : Male

Civil Status : Single

Height : 5’5

Weight : 54

Date of Birth : January 12, 2006

Place of Birth : Tulunan South Cotabato

Nationality : Filipino

Parents : Rocel Cadungon

Jobert Cadungon

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Senior High School Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City

 Junior High School Labangal National High School

Primary Saway Elementary School

CURRICULUM VITAE

AGA OLSEN

Prk. Wal Barangay Tambler

Email: olsenaga@gmail.com

PERSONAL INFORMATION

Gender : Male

Civil Status : Single

Height : 5’7

Weight : 53

Date of Birth : November 1, 2005

 Place of Birth : Prk. Wal Barangay Tambler

Nationality : Filipino

Parents : Cherry R. Aga

El Jones Aga

Religion : Maguindanao

EDUCATIONAL BACKGROUND

Senior High School Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City

Junior High School City High National High School

Primary Banisil Elementary School

CURRICULUM VITAE
GIAN BAGO OLIVER

Apppong Prk. San Lorenzo

Email: bagogianoliver@gmail.com

PERSONAL INFORMATION

Gender : Male

Civil Status : Single

Height : 5’8

Weight : 52

Date of Birth : May 15, 2006

Place of Birth : Glan Sarangani Province

Nationality : Filipino

Parents : Maribel Bago

Oliver Bago

Religion : Alliance

EDUCATIONAL BACKGROUND

Senior High School Cronasia Foundation College, Inc.

Pioneer Avenue, General Santos City

Junior High School Lenard Yang National High School

Primary Mes Elementary School