THE CORRELATION OF CRITICAL THINKING SKILLS AND WORD

PROBLEM SOLVING PROFICIENCY IN GENERAL PHYSICS 1

A Research Proposal Presented to

Anao High School

Senior High School to Department

Anao, Tarlac

In Partial Fulfillment Of the Requirements

for the subject Practical Research 2

(Quantitative Research)

DELA CRUZ, DEL JAMES L.

RIVERA, JEFFREY R.

SUAREZ, JADRIANE A.

VIGILIA, IVHANNA M.

August 2024
 CHAPTER I

INTRODUCTION

Background of the Study

In today's era, critical thinking skills are vital for students to analyze information

effectively. Despite its importance, many studies show students lack proficiency in this

area. Critical thinking involves clear and logical thinking to understand connections

between ideas. It requires independent thinking to assess information and make informed

decisions. This skill goes beyond just collecting data to effectively solve problems.

One of the key areas where critical thinking is especially important is in solving

word problems in General Physics 1. Word problems require students to apply theoretical

knowledge to practical scenarios, testing their ability to comprehend, analyze, and

synthesize information to find solutions. These problems often involve multiple steps and

require students to draw on their understanding of various physics concepts, making

critical thinking skills essential for success.

Mukhametkairov et al.(2024), highlight the vital role of critical thinking in the

overall development of high school students. Their research points out that critical

thinking is a key factor in acquiring not only knowledge but also other soft skills. They

emphasize the connection between logical and creative thinking and note that current

teaching methods and technologies have only slightly improved students' critical thinking
abilities. This indicates a need for more effective educational strategies that cater to the

developmental stages and needs of high school students.

Similarly, Rahma Khoirunnissa et al. (2024) discuss the importance of enhancing

critical thinking skills among students. Their study focuses on using STEM-PBL

(Science, Technology, Engineering, Mathematics - Problem-Based Learning) methods in

high school education. The results show that these approaches can significantly improve

critical thinking skills, especially in basic clarification. However, there is still room for

improvement in more advanced critical thinking indicators, highlighting the ongoing

challenge of optimizing educational methods to comprehensively develop these essential

skills.

In another study, Auditor and Roleda (2014) investigated how using WebQuest,

an interactive learning tool, influenced students’ critical thinking in physics. Their

findings were encouraging—students showed significant improvements in critical

thinking and content knowledge. Yet, the study also revealed that even when students are

thinking critically, they can struggle with time management, a reminder that problem-

solving in physics is not just about thinking deeply but also thinking efficiently.

Researchers have long recognized the importance of critical thinking in education.

For example, Mardiana et al. (2018) explored how different teaching methods impact

students’ critical thinking skills. They found that students who were taught through

problem-solving techniques developed stronger critical thinking skills than those who
learned through more traditional methods. These students didn’t just memorize facts—

they learned to think deeply about what they were doing, leading to better outcomes in

both their understanding of physics and their ability to solve problems.

Additionaly, Loper (2010) states that by showing that when students are trained

to understand the relationships between variables in physics, their problem-solving skills

improve dramatically. His research suggests that helping students see the connections

between concepts can lead to a deeper understanding and better performance on complex

problems.

Existing literature highlights the significant role of critical thinking in problem-

solving across various educational contexts. For instance, Sunarti et al. (2023)

demonstrated that the application of discussion-based learning models improved students'

critical thinking skills, with varying levels of effectiveness across different study

programs. Similarly, Perdani et al. (2023) found a strong positive correlation between

critical thinking and problem-solving skills among junior high school students,

emphasizing that higher critical thinking abilities correspond with better problem-solving

outcomes. These findings underscore the importance of developing critical thinking to

enhance overall problem-solving capabilities.

In the context of this study, understanding the correlation between critical

thinking skills and the ability to solve word problems in General Physics 1 is essential.

By investigating this relationship, the researchers seeks to gain insights into how
enhancing critical thinking skills can improve students' proficiency in Physics. This

research aims to contribute to the growing evidence supporting the need for a

comprehensive approach to developing critical thinking skills in high school students,

particularly in the context of solving complex word problems in General Physics 1.

Statement of the Problem

This study aims to quantify the correlation between critical thinking skills and the

ability to solve word problems in General Physics 1. The research seeks to statistically

analyze how critical thinking influences students' performance in solving Physics word

problems, aiming to provide empirical evidence that can inform instructional practices.

Specifically, this study seeks to answer the following questions:

1. What is the level of critical thinking skills among students in General Physics

1, as measured by standardized critical thinking assessments?

2. What is the level of proficiency in solving word problems among students in

General Physics 1, as measured by their scores on problem-solving tests?

3. Is there a significant relationship between students' critical thinking skills and

their word problem-solving proficiency in General Physics 1?

Null Hypothesis

There no significant relationship between students' critical thinking skills

and their word problem-solving proficiency in General Physics 1 .

Signficance of the Study

The result of the study may provide deeper knowledge about the Correlation of

Critical Thingking Skills and word problems solving proficiency in General Physics 1 at

Anao High School.

Students. Through this study, students will gain valuable insights into how their

critical thinking skills influence their ability to solve word problems in General Physics 1.

By understanding this correlation, students can better appreciate the importance of

developing their critical thinking abilities, which are not only crucial for physics but for

their overall academic success and future problem-solving tasks.

Teachers. The findings from this study can provide teachers with a deeper

understanding of the relationship between critical thinking skills and students' proficiency

in solving complex word problems. This awareness can guide educators in designing

more effective instructional strategies and interventions that specifically target the

enhancement of critical thinking skills in their students, leading to improved academic

outcomes in physics and other STEM subjects.

School Administration. For the school administration, this study offers valuable

data that can be used to evaluate and possibly reform the current teaching methods used

in General Physics 1. The research could inform decisions on teacher training programs

and curriculum development, emphasizing the integration of critical thinking skill-

building into the teaching process. This could ultimately contribute to raising the overall

academic performance of students in the school.

Future Researchers. The results of this study will serve as a useful reference for

future researchers who are interested in exploring the correlation between critical

thinking skills and academic performance in other subjects or educational contexts. It can

also provide a foundation for further studies aimed at developing and testing new

educational interventions designed to enhance critical thinking and problem-solving skills

among students.

Scope and Delimitation

This study investigates the relationship between critical thinking skills and the

ability to solve word problems in General Physics 1 for Grade 12 STEM students during

the 2024 academic year. Utilizing standardized assessments for critical thinking and

problem-solving tests, the research aims to evaluate student performance. It is limited to

this specific group of students at a single high school, as General Physics 1 is offered

exclusively to Grade 12 STEM students. The study does not encompass other institutions

or educational levels and does not consider variables such as prior knowledge or external

influences, which may affect the generalizability of the findings.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

This chapter examines existing literature and studies that provide a framework for

the current research. It presents relevant literature that addresses some of the variables

under investigation in this study. The reviewed materials have been valuable in shaping

the design of this study.

Related Literature

On Critical Thinking

According to Batdi et al. (2024), critical thinking is crucial for 21st-century

education, and incorporating Critical Thinking Training (CTT) significantly improves

students' academic achievement and critical thinking skills. Using a mixed-meta method,

their analysis showed that CTT had a large positive effect, influenced by factors like
learning level and course area. The qualitative findings highlighted key themes, including

CTT's cognitive, affective, and social impacts, delivery methods, and encountered

challenges. The study emphasizes the need for more critical thinking activities in

education to enhance learning outcomes, suggesting further research in various subject

areas.

According to Sunarti et al. (2023), critical thinking skills are essential for students

to master to compete in the era of technological development and the demands of the 21st

century. Critical thinking skills are not seen from the department but from the ability of

each individual in solving problems.

According to Orhan A. (2022) and Nosich (2011), every human being has the

ability to think at a basic level by nature and this is the most basic feature of the

individual. However, people with basic thinking skills will fail to interpret their

environment and solve problems, and if the individual does not have higher order

thinking skills, this thinking process will be biased, incomplete and erroneous.

According to Boran et al. (2022), it was revealed that 49% of the variance in

students’ perceived problem-solving skills was explained by their metacognitive

awareness, and critical thinking disposition had a full mediation effect on the relationship

between perceived problem-solving skills and metacognitive awareness.

According to Aksu and Koruklu (2015), one of the main goals of education is to

nurture individuals who know and improve themselves; who is well educated and have

scientific perspective; who have developed communal coherency level; who are active,
democratic and respectful to human rights.At the present time, according to an up to date

mentality in mathematics education which is agreed on, the idea of learning mathematics

by doing and experiencing rather than learning pure mathematical knowledge has come

into prominence. In this process, there are many significant skills such as how to generate

mathematical formulas, how to reach generalizations, how to reason will be developed.

According to Winarti et al. (2021), the study *Evaluation of STEM-Based Physics

Learning on Students' Critical Thinking Skills: A Systematic Literature Review* explores

how STEM education can enhance critical thinking in physics. The review examines

research from Indonesian studies published between 2010 and 2020, analyzing articles

indexed in leading databases to gather insights on STEM-based approaches. The study

summarizes various teaching materials, models, and media used to improve students'

critical thinking skills in physics, including topics such as optical tools, thermodynamics,

and sound waves. The findings are intended to guide the development of effective STEM

learning strategies to meet the demands of 21st-century education.

According to Mardiana et al. (2018), Education has become a very influential

aspect in promoting generations who are capable of dealing with problems in this global

era. However, the quality of education in Indonesia is still in the low category, including

in science especially in Physics Higher Order Thinking Skills (Phy-HOTS).

According to Rosdianto et al. (2020 and Sumanji (1998), There are three essential

aspects of the objectives of physics learning, namely (1) the ability to process; (2)

building knowledge in the form of an understanding of concepts, laws, and theories and
their application; (3) scientific attitudes, among others, the tendency of science, critical

thinking, analytical thinking, attention to the problem of science, awards on things that

are science. It is clear that there are some abilities that must be acquired and developed

within the students to achieve the goals of physics learning. These skills include science

process skills, conceptual understanding, and critical thinking skills.

According to Nur Aliffah Mohd Abeden et al. (2022), critical thinking and

problem-solving skills are crucial elements of 21st Century Skills, yet studies specifically

assessing these skills in secondary school physics education are limited. Their survey

research, conducted in June 2022 with 66 Form Four science stream students from

secondary schools in the Federal Territory of Labuan, Malaysia, employed the Critical

Thinking Assessment and Physics Problem Solving Ability Test to evaluate these

competencies. The findings indicated that students exhibited moderate levels of both

critical thinking and physics problem-solving skills. Notably, a significant difference was

observed based on students' achievement levels, and a strong, positive relationship

between critical thinking and physics problem-solving skills was found. These results

suggest a pressing need for targeted strategies to enhance students' critical thinking and

problem-solving abilities in physics.

According to Emmanuel Manalo (2022) in Deeper Learning, Dialogic Learning,

and Critical Thinking: Research-Based Strategies for the Classroom, integrating deeper

learning, dialogic learning, and critical thinking into educational practices is essential for

preparing students for the complexities of the 21st century. Many educators are not

adequately prepared to foster skills like problem solving, collaborative learning, and
media literacy. Manalo's work presents evidence-based strategies for enhancing student

learning, supported by detailed research evidence. This resource bridges the gap between

educational research and classroom implementation, benefiting educators and researchers

committed to improving educational practices.

According to Jou et al. (2023), previous research suggests that there should be a

correlation between computational thinking and traditional cognitive and motor skills. At

present, academia either considers cognitive skills a part of computational thinking, or

investigates the correlation between computational thinking and cognitive skills. Current

research on computational thinking focuses on the design of teaching models to improve

computational thinking ability and on measures for evaluating computational thinking.

According to Hariyanto et al. (2022), the results showed critical thinking skills

and social thinking skills together had a contribution to the development of students'

character in the application of discovery learning models. This can be a reference for

readers about the contribution of students' critical thinking skills and social skills to

developing students' character.

According to Suprapto (2024) and Pečiuliauskienė & Dagys (2016), Physics is a

subject that studies natural phenomena and their various forms of symptoms. Therefore,

in studying physics, it is not enough to understand the concept, but it is also necessary to

apply that understanding in real life.Solving problems is an inherent part of the physics

course that requires a more active approach than just reading the theory or listening to

lectures. Making only the latter, the student can have an illusion of having understood the
material but it is not the case until s/he becomes able to apply one’s knowledge to solving

problems that is, working actively with the material.

According to McKay D. (2021), Critical thinking is a series of abilities and skills

that come together to allow you to look at a situation with logic and rationality instead of

responding impulsively. When you are able to make a decision with critical thinking, you

are making a decision that is well-thought-out, designed to be beneficial, and logical and

is going to get you to the results that you need quicker than any other decision would.

You are able to make an educated decision based on truly understanding the situation and

making an effort to make yourself as informed as possible.

According to Viennot, L., & Décamp, N. (2020), critical thinking in physics can

be effectively nurtured through the apprenticeship model, where students are guided to

critically evaluate their reasoning and engage in reflective thought processes. The authors

emphasize the importance of questioning assumptions and analyzing concepts during

problem-solving activities. Their work integrates theoretical frameworks with practical

strategies, providing educators with tools to foster deeper cognitive engagement and

promote critical thinking in the physics classroom.

According to Schoenfeld, A. H., & Sloane, A. H. (Eds.) (2016), Mathematical

Thinking and Problem Solving examines the cognitive processes that support the

development of problem-solving skills in mathematics. The editors emphasize that

mathematical thinking involves not just procedural understanding but also critical

reflection on how problems are approached and solved. The book integrates insights from
mathematics, education, and cognitive science, offering educators practical strategies to

improve teaching methods and enhance students' conceptual understanding and

engagement in mathematics.

According toPaul, R., Elder, L. (2020). Use better thinking to empower yourself,

discover opportunities, avoid disastrous mistakes, build wealth, and achieve your biggest

goals! This is your complete, up-to-the-minute blueprint for assessing and improving the

way you think about everything - from business decisions to personal relationships. Drs.

Richard W. Paul and Linda Elder, of the Center for Critical Thinking, offer specific

guidance for making more intelligent decisions, and overcoming the irrationalities and

sociocentric limits we all face.Discover which of the "six stages" of thinking you're in

and learn how to think with clarity, relevance, logic, accuracy, depth, significance,

precision, breadth, and fairness. Master strategic thinking skills you can use everywhere

and learn how to critically assess what experts tell you. Packed with new examples and

exercises, this guide won't just help you think more effectively: it will help you use those

skills to empower yourself, discover new opportunities, avoid disastrous mistakes, and

grow your wealth.

According to Frensch and Funke (Eds., 2014), in *Complex Problem Solving:

The European Perspective*, complex problem solving is characterized by its multifaceted

nature, requiring the integration of various cognitive processes and strategies. The editors

elucidate that effective problem solving extends beyond the mere application of

established rules, necessitating the adaptation to novel and evolving challenges. The text

emphasizes the need for individuals to synthesize diverse information sources, utilize
flexible cognitive strategies, and adjust their approaches in response to contextual

changes and feedback. Through an exploration of theoretical frameworks and empirical

research, Frensch and Funke provide a comprehensive analysis of the cognitive

mechanisms and situational factors that underpin complex problem-solving processes.

According to Segal, J. W., Chipman, S. F., & Glaser, R. (Eds.). (2014), *Thinking

and Learning Skills: Relating Instruction to Research (Vol. 1)* examines the intricate

relationship between cognitive research and instructional practices. The book emphasizes

the development of thinking and learning skills through well-structured teaching

methodologies. It focuses on key cognitive processes such as problem-solving, reasoning,

and critical thinking, offering a comprehensive analysis of how these skills can be

cultivated in educational contexts. Integrating research findings with practical

applications, this volume serves as a valuable resource for educators seeking to enhance

students' learning outcomes by promoting deeper cognitive development. The work

advocates for evidence-based instructional strategies that align with cognitive principles

to improve students’ problem-solving abilities and conceptual understanding, particularly

in disciplines such as science and mathematics.

According to Kumar, N. (2019), in today’s competitive landscape, individuals

must strive to reach their full potential to achieve success. Both students and

professionals can enhance their cognitive abilities by actively developing their logical

and analytical thinking skills. These skills are crucial for those pursuing careers in
various fields or aspiring to create innovative solutions, such as developing the next

major application.

According to Wicksteed et al. (2021) in How to Innovate: An Ancient Guide to

Creating Thinking, the ancient Greeks offer profound lessons on fostering innovation and

creative thinking that remain relevant today. Between 800 and 300 BCE, Greek

civilization made groundbreaking contributions in various fields, including democracy,

philosophy, mathematics, and the arts. These innovations were not random; they were the

result of a conscious effort to understand and cultivate the conditions that drive creativity.

The Greeks were among the first to formally discuss innovation, coining the concept and

documenting its principles. Wicksteed et al. highlight that the Greeks' approach to

innovation involved adapting existing ideas, cross-fertilizing diverse elements, and

critically challenging the status quo. The book provides fresh translations of classical

texts from Aristotle, Diodorus, and Athenaeus, offering insights into how historical

figures like Archimedes and Aristotle approached problem-solving and innovation. By

exploring these ancient methods of disrupting norms and encouraging competition, How

to Innovate provides valuable perspectives on how change occurs and how to harness it

for modern creative and innovative endeavours.

According to Kathleen, D and Raymond, H (2019) in Effect of Critical Thinking

Education on Epistemically Unwarranted Beliefs in College Students, the presence of

epistemically unwarranted beliefs—those not grounded in reliable reasoning or credible

data—can be indicative of the level of critical thinking skills among students. In their

study involving 806 college students surveyed at the beginning and end of a semester,
Dyer and Hall found that these unwarranted beliefs were widespread. The research

specifically examined the impact of a critical thinking class focused on pseudoscience,

taught by three different instructors, and found a significant reduction in such beliefs. In

contrast, classes in research methods and general education did not show similar effects.

The study revealed that beliefs in health pseudoscience and extraordinary life forms were

most susceptible to reduction, whereas conspiracy theories remained largely unchanged.

Demographic factors like gender, race, and socioeconomic status, as well as academic

indicators of intelligence, were associated with initial belief levels but did not

significantly affect belief change post-intervention. Notably, students with higher

academic aptitude showed the greatest reduction in beliefs related to health

pseudoscience. The findings suggest that targeted educational interventions addressing

pseudoscience can effectively alter students' beliefs, demonstrating that critical thinking

education can lead to substantial changes in belief systems, benefiting a broad range of

students.

According to Holmes et al. (2015) in Teaching Critical Thinking, understanding

and applying scientific evidence through quantitative comparisons is essential for

developing critical thinking skills. The study introduces a learning framework designed to

enhance students' critical thinking behaviors by repeatedly engaging them in making and

acting on quantitative comparisons between datasets and scientific models. This iterative

practice, coupled with feedback, was implemented in an introductory physics laboratory

course and demonstrated significant improvements in students' critical thinking abilities.

Students in the experimental condition, who followed this structured approach, were

twelve times more likely to propose or make changes to improve their experimental
methods and four times more likely to identify and explain limitations of physical models

compared to a control group. Furthermore, these students displayed more sophisticated

reasoning about their data, with these improvements persisting into subsequent courses.

Holmes et al. argue that regular practice in decision-making based on data, with

continuous feedback, is crucial for achieving meaningful advancements in critical

thinking—a goal often inadequately met in traditional educational settings.

According to Kumar et al. (2024) in MMCTAgent: Multi-modal Critical Thinking

Agent Framework for Complex Visual Reasoning, recent advancements in Multi-modal

Large Language Models (MLLMs) have improved performance in integrating vision and

language tasks, yet challenges remain in detailed multi-modal understanding and

complex reasoning. The paper introduces MMCTAgent, a novel framework designed to

enhance multi-modal reasoning by emulating human cognitive processes. MMCTAgent

iteratively analyzes and decomposes multi-modal information, plans strategies, and

incorporates critical thinking elements such as verification and self-reflection through a

vision-based critic and task-specific evaluation criteria. Evaluations across various

benchmarks demonstrate that MMCTAgent, with and without the critic, surpasses both

foundational MLLMs and other tool-augmented pipelines in complex visual reasoning

tasks.

According to Scriven (2020) in Teaching Critical Thinking, critical thinking

programs weren’t common in schools back in the late 1970s. In fact, there was very little

material available on the subject, which made it difficult to find resources or consistent

discussions. Fast forward to today, the situation is completely different—there’s almost

too much material on the topic. But, Scriven points out that most of the current resources

are focused on practical, "how-to-do-it" approaches without really exploring the deeper

questions about what critical thinking actually is, or whether critical thinking skills can be

applied to different contexts. His work seeks to address these fundamental issues that are

often left out in today’s discussions on critical thinking in education.

According to Tanty et al. (2022), Critical thinking and problem solving as skills

that need to be mastered by students, especially the younger generation. It has been

widely recognized as one of the most important skills. Someone who has the ability to

think critically and problem solving is considered to have many benefits because he has

the ability to analyze certain situations and make the right decisions for the situation at

hand.

According to Sharif et al. (2021), Critical thinking and problem solving skills

(CTPS) are the skills that must be mastered by students to ensure competitiveness in the

future workforce market. Hence, graduates should equip themselves with the skills

required by the future workforce to ensure that they are marketable. However, many

studies have shown that graduates are still weak in the skills needed by the industry as a

result of fast technology development.

According to McCormick et al. (2015), Problem solving and critical thinking

skills are beneficial across all fields of collegiate studies and provide lasting value in the

workplace and everyday life. In problem solving, students employ critical thinking skills

in the analyses of problems and the synthesis and applications of previously learned
concepts. For decades, researchers and academics have deliberated on ways to engage

students in the classroom to train them in these skills. The collective research on teaching

critical thinking and problem solving reveal overarching themes, which include student

involvement, learning styles, student motivation, and instructor perceptions and

behaviors.

According to Irwanto et al. (2018), there is a significant difference in CTS and

PSS among experimental and control groups in favour of experimental group students,

and 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.

According to Tuzlukova et al. (2018), One of such responses verbalized by many

educational policy makers and curriculum developers in the country is an expected high

level of critical thinking and problem solving skills from the students who take ESP

foundation program courses.

On Solving Word Problem

According to Abdul Haris et al. (2024), the study investigated the effect of

dynamic problem-solving learning strategies on students' critical thinking skills using a

true experimental design with a posttest-only control group. Conducted among first-year

undergraduate students in the Physics department at Universitas Negeri Makassar for the

academic year 2022/2023, the research utilized simple random sampling to form an
experimental group of 25 students and a control group of 27 students. The findings

indicated that the dynamic problem-solving learning strategies were well-implemented

and received high management ratings from experts. The average critical thinking skills

score was 80.10 for the experimental group, compared to 59.81 for the control group.

Statistical analysis revealed a significant impact of the dynamic problem-solving

strategies on critical thinking skills, with a p-value of 0.00, which is below the 0.05

threshold. This underscores the effectiveness of dynamic problem-solving strategies in

enhancing students' critical thinking abilities.

According to Burkholder et al. (2022), introductory calculus-based mechanics

("Physics 1") is an important gateway course for students desiring to pursue a science,

technology, engineering, and mathematics (STEM) career. A major challenge with this

course is the large spread in the students' incoming physics preparation. This level of

preparation is strongly predictive of a students' performance because of the overlap

between Physics 1 and high school physics courses. Because the level of students'

incoming preparation is largely determined by the quality of their high school physics

courses, Physics 1 can amplify K-12 educational inequities and be a barrier for

marginalised students wishing to pursue a STEM career.

According to Garanin D. A. (2023), solving problems is an inherent part of the

physics course that requires a more active approach than just reading the theory or

listening to lectures. Making only the latter, the student can have an illusion of having

understood the material but it is not the case until s/he becomes able to apply one’s

knowledge to solving problems that is, working actively with the material.
 According to Guise et al. (2020) problem-solving skills are essential for

effectively addressing and resolving issues by employing critical thinking. Guise et al.

emphasize that effective problem-solving relies on the ability to manage one's thoughts

and emotions, as feelings are often influenced by one’s thoughts. This insight highlights

the importance of controlling one's perspective and mood to enhance decision-making

and productivity. The book outlines a step-by-step approach to problem-solving, which

includes identifying the problem, analyzing it from various perspectives, brainstorming

potential solutions, choosing the best option, and taking action. This method is designed

to help individuals overcome biases, re-evaluate information, and consider all

possibilities, thus improving their problem-solving capabilities. By treating problems as

opportunities rather than obstacles, individuals can develop confidence and skills to

tackle future challenges more effectively. The guide also delves into critical thinking's

role in problem-solving, aiming to improve self-direction, self-discipline, self-

monitoring, and self-correction.

According to Pollastri et al., (2019) Collaborative Problem Solving is an

excellent resource for psychiatrists, psychologists, social workers, and all medical

professionals working to manage troubling behaviors. The text is also valuable for

readers interested in public health, education, improved law enforcement strategies, and

all stakeholders seeking to implement this approach within their program, organization,

and/or system of care.

According to Chaturvedi, S., & Singh, J. (2018), the book offers 100 objective-

type questions and solutions that are essential for developing a deep understanding of
Physics. It emphasizes building concepts through problem-solving with both single and

multiple correct options, organized by complexity. Key features include fully solved

problems revealing critical points, promoting self-learning, and serving as a mentor for

solutions. The book covers topics such as Position, Path Length, Displacement, Velocity,

Acceleration, Kinematic Equations, and Galileo's Law of Odd Numbers, aiming to

improve problem-solving skills and exam preparation.

According to Singh, D. (2018), *Solutions to IRODOV's Problems in General

Physics - Volume 2* is highly regarded for its comprehensive approach to problem-

solving and concept development in Physics. This volume provides detailed solutions to

some of the most challenging problems, requiring integration of principles across

multiple topics. The book is organized into four sections: Electrodynamics, Oscillations

& Waves, Optics, and Atomic & Nuclear Physics, encompassing 14 chapters such as

Electric Capacitance, Electromagnetic Induction, and Radioactivity. The solutions are

designed not only to address the problems but also to offer strategies for tackling

complex and concept-based questions. This resource aims to fortify fundamental Physics

knowledge and enhance problem-solving skills. It is recommended for students preparing

for engineering entrance exams, participating in Physics Olympiads, or seeking to deepen

their mastery of Physics problem-solving techniques.

According to Irodov, I. E. (2015), the book is designed to address various real-life

situations through a series of problems aimed at enhancing learners' problem-solving

skills. It serves as an excellent resource for students who are looking to sharpen their

engineering aptitude by engaging with practical and challenging scenarios. The problems
in the book are systematically graded to cater to students of different proficiency levels,

ranging from average to advanced. This grading ensures that the material is accessible

and beneficial for a diverse range of learners, helping them develop a deeper

understanding of engineering concepts and problem-solving techniques.

According to Cao (2024), the book offers valuable insights into the social

dynamics of learning within the context of mathematics education in China. It integrates

theoretical and technical advancements through an innovative research design to explore

collaborative problem solving. The study highlights how social interactions influence

learning, focusing on teacher design, student learning, and instructional interventions.

Cao examines the interplay between cognitive and social interactions among students, as

well as the impact of teacher interventions on group collaboration. By emphasizing both

conducive and restrictive social modes, the book provides a comprehensive analysis of

how social factors affect collaborative problem-solving in mathematics classrooms.

According to de Jong (2016) bureaucratic dysfunction arises from a breach

between government agencies and their stakeholders, leading to significant public issues.

De Jong critiques conventional approaches, which often rely on top-down reforms and

aim to reduce red tape, as inadequate. Through empirical research and 14 case studies

conducted by his team, the Kafka Brigade, he demonstrates the limitations of these

methods and advocates for a more effective strategy. His approach emphasizes thorough

diagnostics, cross-organizational learning, and bottom-up incrementalism, arguing that

these principles offer a more nuanced solution for improving public sector efficiency and

equity

The overall synthesis of the literature reveals a consistent emphasis on the

importance of critical thinking in enhancing students’ problem-solving abilities,

particularly in physics. The reviewed studies align well with your research focus,

providing strong evidence that critical thinking is a key factor in developing proficiency

in solving word problems in General Physics 1. Moreover, the role of instructional

strategies in fostering these skills further highlights the potential for educational

interventions to improve student outcomes in this area.

Related Studies

On Critical Thinking

The results of the study of E Wiwin et al., (2020) says that the results obtained

are 1) the score of students' critical thinking skills is categorized good and student

responses are categorized very good. The results concluded that the physics trick was

qualified to be used to practice the critical thinking skills of senior high school students.

The purpose of this study was to determine the effectiveness of using physics tricks to

practice the critical thinking skills of senior high school students. The critical thinking

skills determined are analyzing, evaluating, applying, generating ideas, and exploring

ideas. This type of research is pre-experimental using one-shot case study design. The

effectiveness of the use of physics tricks is seen from the critical thinking skills and

student responses. Research subjects were 50 senior high school students. Analysis of the
data used is descriptive statistics. Effectiveness scores are measured using a Likert scale.

Physics tricks are effective if the scores of critical thinking skills and student responses

indicate more than 60% are good and very good.

Based on the study of Susan Ramlo (2019) The results indicate that students' CT

has a significant correlation with their learning of force and motion concepts. In other

words, students who demonstrate a Newtonian view of force and motion also

demonstrate higher levels of CT. Thus, FMCE post-test scores could be used as a proxy

for students' CT measurements within a first semester physics course. Additionally, the

preference of the SOLO Taxonomy is based on ease of use and estimates of inter-rater

reliability. This study investigates the relationship between domain-specific critical

thinking and the learning of force and motion concepts within laboratory activities in a

first semester, non-calculus college physics course. Regression analyses were used while

controlling for age, prior physics coursework, and the conceptual understanding pretest

score. Conceptual understanding was measured using the valid and reliable Force and

Motion Conceptual Evaluation (FMCE). Critical Thinking (CT) was determined using

the Holistic Critical Thinking Scoring Rubric (HCTSR) and the Structure of the Observed

Learning Outcomes (SOLO) Taxonomy.

Based on the results of the study of Intan Yani et al., (2021) The analysis of

critical thinking skills indicators in the physics textbook for grade X semester 1, it was

found that the physics textbook written by Marthen Kanginan published by Erlangga has

the highest level of availability of critical thinking skills indicators with a percentage of

51.6% in the available category. In contrast, physics textbooks written by Aris Prasetyo
Nugroho et al. and published by Mediatama have the lowest availability of critical

thinking skills indicators with 29.6% with the less available category. This research aims

to determine the availability of critical thinking skills indicators in physics textbooks for

grade X semester one high-school physics used in Padang. This research is descriptive

research with a qualitative approach. The data population in this study was all physics

textbooks for Grade X semester 1 used in senior high schools in Padang. The research

sample is the three physics textbooks that are most widely used in senior high schools in

Padang. The data in this study were taken using critical thinking indicator analysis

instruments in physics textbooks for grade X SMA with data collection techniques

through documentation studies.

According to Rosdianto et al. (2020), science skills correlate with critical thinking

(rX1Y = 0.812, partial correlation 0.704, positive correlation of 70.4%). Physics

comprehension also correlates with critical thinking (rX2Y = 0.628, partial correlation

0.321, positive correlation of 32.1%). Science skills and physics comprehension together

correlate with critical thinking (multiple correlation coefficient R2 = 0.833, positive

correlation of 83.3%). Study aims to find correlations between these variables on

Newton’s Law using correlation analysis. Population: students of Mathematics Education

Study Programme of STKIP Singkawang taking Fundamental Physics 1 in Academic

Years 2017/2018. Sampling technique: saturation sampling.

According to Aksu, G., & Koruklu, N. (2015) the test which analyses the direct

relations among the variables, it was concluded that there was a positive and significant

relation between students’ critical thinking tendencies and Mathematics course success
grades; positive, medium level significant relation between their attitudes towards

Mathematics course and Mathematics course success; positive, medium level significant

relation between students’ critical thinking tendencies and their attitudes towards

Mathematics course; positive, low level significant relation between their critical thinking

tendencies and logical thinking skills. The results also showed that according to the test

which analyses indirect effects among the variables, it was found that although the direct

effect (.014) of critical thinking on success was not statistically significant, the indirect

effect (.305) formed from the attitudes toward the course was significant. Thisresult

indicates that attitudes towards the course had an exact mediation role between critical

thinking and Mathematics success. Moreover, the direct effect (.793) of logical thinking

upon success was statistically significant. Besides, indirect effect(.031) formed from

attitudes was also statistically significant. However, the intensity of this indirect effect

decreased according to the first situation. This indicated that attitudes had a partial

mediation role between logical thinking and success. In this study the direct and indirect

relationships between Mathematics success of vocational high school students and their

attitudes towards the course, critical thinking tendencies and logical thinking skills were

analyzed.

According to Boran & Karakuş (2022), initial findings showed high levels of

critical thinking, problem-solving skills, and metacognitive awareness in students. A

structural model confirmed relationships among these variables. Results indicated that

49% of the variance in problem-solving skills was explained by metacognitive awareness,

with critical thinking as a mediator. The study aimed to explore these relationships in

gifted students using a structural equation model. Data was collected from 502 students in
Turkey and analyzed using Lisrel 8.7 and IBM SPSS Amos 25. Structural equation

modeling revealed relationships among variables.

According to Orhan, A. (2022), this study's findings are supported by critical

thinking and problem-solving framework and previous research. The study aimed to

analyze the correlation between critical thinking and problem-solving from studies

between January 1, 2015, and November 30, 2020. 43 studies were identified following

PRISMA guidelines. A meta-analysis on 49 datasets showed a moderate correlation of

0.483. The study also developed an assessment tool for evaluating students' critical

thinking in physics. The Waves Critical Thinking (WCT) test had 7 questions in 15

domains, with content validity of 87.98%. The construct validity was confirmed, and

reliability analysis resulted in a Cronbach's alpha score of 0.597, indicating moderate

reliability. The WCT test was considered a valid tool for assessing critical thinking in

physics.

The study by Afees Akanni Amuda et al., (2022) found a significant link between

students' critical thinking and physics achievement (r = 0.23, p < .05). No significant

difference was found between male and female students. Public schools showed a

stronger relationship. Training in critical thinking can improve physics achievement. The

study focused on critical thinking and physics achievement in Sokoto State, Nigeria. It

used ex post facto research with 731 S.S.S. II students. Instruments included the SCTI

and PAT, validated with reliability coefficients. Data were analyzed using PPMC and

Fishers-z transformation at .05 significance level.

 The results of the study of Irwanto Irwanto et al., (2019), showed that pre-service

chemistry teachers’ science process and critical thinking skills were low. Further, it was

found that there was a significant difference between mean scores of females’ and males’

science process skills and critical thinking skillsin favor of females’ ones (p < .05).

Furthermore, it was elicited that there was a significant difference between mean scores

of their science process skills and critical thinking skills in terms of grade (p < .05).

Lastly, a high positive and linear correlation between their science process skills and

critical thinking skills appeared when chemistry laboratory course was taken into

consideration (r = .793; p < .05). It can be concluded that an increase in students’ critical

thinking skills influences their science process skills. To improve their performances

through research-based educational programs, some implications were made.This

research investigated the relationships between pre-service chemistry teachers’ science

process skills and critical thinking skills. The sample consisted of 146 pre-service

chemistry teachers (47 males, 99 females) drawn from an Indonesian public university in

the first semester of 2017/2018 academic year. Through a quantitative correlational

research design, convenience sampling was employed. To collect data, an Observation

Checklist for Science Process Skills (OCSPS) and an Oliver-Hoyo Rubric for Critical

Thinking Skills (OHRCT) were used.

According to Nur Juhainah Ulfa et al.(2023), the study investigated students'

critical thinking abilities in solving word problems through the lens of David Kolb's

learning styles. Conducted at MAN in Bantul using purposive sampling, this descriptive

qualitative research employed critical thinking skills tests, learning style questionnaires,

and interviews for data collection. The data analysis involved condensation, data
presentation, and conclusion drawing. The findings revealed that students exhibited three

learning styles: diverger, assimilator, and converger. Diverger students demonstrated

medium to low critical thinking skills, mastering most indicators except self-regulation.

Assimilator students displayed varying levels of critical thinking, with those at high and

moderate levels mastering all indicators, while low-level assimilators could handle most

but not all indicators. Converger students showed medium to low critical thinking skills,

with medium-level convergers mastering all indicators, while low-level convergers

managed most indicators but struggled with self-regulation.

According to Dawit Tibebu Tiruneh et al. (2016), the study focused on the

development and validation of a test designed to measure critical thinking (CT) skills

specifically in the context of electricity and magnetism, referred to as CTEM.

Recognizing the need for specialized CT assessments in physics, the researchers created

the CTEM test to align with the structure of established domain-general CT tests while

targeting content from an introductory Electricity and Magnetism course. The test

underwent several phases of piloting, including expert interviews, student cognitive

interviews, and a small-scale paper-and-pencil administration. Following revisions, the

test was administered to second-year mechanical engineering students. The results

indicated that the CTEM test had acceptable levels of internal consistency and inter-rater

reliability, suggesting its effectiveness in assessing domain-specific CT skills. The study

highlights the potential of the CTEM test for future research and its role in integrating

critical thinking into subject-specific instruction.

 According to Oum Kaltoum Mahmoudi (2022), the study examines the

application of the concept of critical thinking within institutional discourses, particularly

focusing on the phrase "Training the critical thinking of students" as outlined by Eduscol

(2016). Positioned within the French educational system's discursive framework, the

research aims to analyze the implications of this emphasis on critical thinking by

exploring the political, social, and pedagogical contexts that shape its use. The study

employs a qualitative analysis of institutional discourses and counter-discourses, utilizing

a hermeneutic approach to critically examine how critical thinking is framed and

implemented. This research, informed by Information and Communication Sciences and

an interdisciplinary perspective, highlights the educational challenges associated with

fostering a critical information culture and scrutinizes the institutionalization of critical

thinking within the educational discourse.

According to Ji-Ping Jiang et al. (2023), the study explored how peer assessment,

based on the theory of knowledge building, can enhance critical thinking skills among 33

undergraduate students over the course of one semester. The knowledge building

framework involves four phases—idea generation, idea connection, idea improvement,

and rising above—executed through three rounds of peer assessment. In this research,

critical thinking skills were the dependent variable, while peer assessment served as the

independent variable. Data sources included surveys on critical thinking skills, peer

comments on the Knowledge Forum, and student grades. The results demonstrated

significant improvements in students' critical thinking skills, increased peer assessment

reports, and a strong correlation between critical thinking abilities and peer assessment.

The study concluded that the knowledge building approach fostered a positive
environment for developing critical thinking, with strong disagreement in peer comments

contributing to skill enhancement and the formation of community knowledge being a

key factor.

According to Nofouz Mafarja et al. (2022), the study examined the impact of

Reciprocal Teaching on improving critical thinking skills in physics among 10th-grade

students in Palestine. Utilizing a quasi-experimental design, the research involved four

intact courses with a total of 120 participants, randomly assigned to two treatment groups

(male and female) and two control groups (male and female). The students' critical

thinking skills in physics were assessed through pre- and post-tests. The analysis, using

one-way MANCOVA, revealed that Reciprocal Teaching significantly improved critical

thinking skills, with results showing a substantial effect (F(1, 118)=336.649,

p=.001<.05). However, the interaction effect of gender and teaching method was not

significant for overall critical thinking skills (F(1, 116)=3.5, p=.064>.05), but was

significant for sub-skills such as interpretation (F(1, 116)=5.187, p=.025<.05) and

evaluating arguments (F(1, 116)=5.463, p=.021<.05), favoring male students. The

findings suggest that Reciprocal Teaching is more effective than traditional methods for

enhancing physics students' critical thinking skills and is beneficial for both male and

female students. The study highlights the need for policymakers to consider integrating

Reciprocal Teaching strategies in schools and offers insights for improving instructional

practices.

The result of the study of KOZİKOĞLU, i. (2019).,A positive, moderate level and

significant relationship was found between prospective teachers’ critical thinking

tendencies and metacognitive skills, problem solving skills, academic self-efficacy

perceptions. This study concluded that prospective teachers' metacognitive skills,

problem solving skills and academic self-efficacy perceptions together can explain about

half of the variance (39.5%) in their critical thinking tendencies. However, this study

revealed that problem solving skills doesn't make a meaningful contribution to the total

variance and cannot explain prospective teachers' critical thinking tendencies to a

significant extent. The aim of this study is to determine the extent to which prospective

teachers' metacognitive skills, problem solving skills and academic self-efficacy explain

their critical thinking tendencies. This study, designed as correlational survey method,

was conducted with 229 prospective teachers studying at Van Yüzüncü Yıl University,

Faculty of Education. “Critical Thinking Disposition Scale”, “Metacognitive Skills

Scale”, “Problem Solving Inventory” and “Academic Self-efficacy Scale” were used for

data collection. Data were analyzed using descriptive statistics, Pearson Product-Moment

Correlation Coefficient and stepwise regression analysis.

According to the findings of a questionnaire provided to students, their skills have

improved. Students' written responses to open-ended questions before and after the

mobile-supported Labs revealed interesting data about their improvement. Also, records

of students' written discussions on the Viber-platform, throughout the process, revealed

aspects of critical thinking & Problem Solving development. [For the full proceedings,

see ED639391.] Critical Thinking & Problem Solving belong to 21st century skills that

enhance ways of thinking, learning, working and living in the world. When combined

with well-designed educational activities, mobile technology has the capacity to foster

these abilities. This study evaluates the Critical Thinking & Problem Solving skills of
ninth-grade students who participated in mobile-supported labs. Manolis Kousloglou et

al., (2023).

According to Saputri et al. (2020), the study on measuring critical thinking in

physics, specifically through work reports on momentum conservation, employs a

qualitative descriptive method to assess students’ critical thinking skills. Utilizing a

rubric with ten indicators—clarity, accuracy, precision, consistency, relevance, strength,

reason, depth, breadth, and fairness—the study analyzes work reports and questionnaire

data from a sample of 34 students. The results reveal that 17.6% of students demonstrated

very high critical thinking skills, 58.82% had moderate skills, and 23.53% showed weak

skills. Notably, students excelled in breadth but had moderate performance in clarity,

accuracy, precision, consistency, and relevance, with evidence being particularly weak.

Additionally, questionnaires indicated that students were occasionally provided time for

preliminary studies before practicum sessions.

According to the research findings of Zübeyde Er (2024) , it was observed that

there was a relationship between the critical thinking and mathematical thinking skills of

the students, both the critical and mathematical thinking skills of the students did not

differ significantly according to gender, and the mathematical thinking skills differed

significantly according to the grade level. In addition, it was concluded that both

mathematical and critical thinking skills of the students increased according to their grade

levels. In addition, students' critical skills and academic achievement together explained
25.0% of the total variance of mathematical thinking skills. In other words, as students'

critical thinking skills and academic achievement increase, their mathematical thinking

skills also increase. In today's world, it is important for individuals to have critical

thinking and mathematical thinking skills, which are high-level thinking skills. In

advanced education systems, it is among the important priorities that students not only

learn knowledge but also acquire high-level thinking skills. This study aims to examine

the relationship between mathematical and critical thinking skills and academic

achievements of secondary school students. In the study, relational screening model, one

of the quantitative research models, was used. The research was carried out in a province

located in the southern region of Turkey in the 2022-2023 academic year with students

studying in secondary school (n=346) who were determined by maximum variation

method selected from the types of purposeful sampling. Mathematical thinking scale and

critical thinking scale was used as a data collection tool. In the process of analyzing the

data, one-way analysis of variance and regression analysis techniques were used.

According to Kustijono et al. (2022), the research investigates the effectiveness of

online-based learning in enhancing critical thinking among students in physics teacher

training programs. Using a quasi-experimental time-series design, the study assesses five

critical thinking elements—analyzing, evaluating, implementing, generating ideas, and

expressing ideas. The subjects were 40 students from the Physics Teacher Training

Program at Universitas Negeri Surabaya, with effectiveness measured through a Likert

scale for critical thinking elements and student responses. The findings revealed that the

average score for critical thinking elements was ≥ 3.1, and the percentage of positive
student responses was ≥ 61%. These results demonstrate that online-based learning is

effective in improving critical thinking skills and receiving favorable student feedback.

According to Sirait J. (2016), the result shows that students who employed more

than one representation such as motion diagram, force diagram while solving the problem

got higher score than students did not. This indicates that multiple representations can be

effective to enhance students’ understanding of physics concept as well as problem

solving skills. This study probed the effect of utilizing multiple representations while

learning physics and solving physics problem.

As a result of the study of Arslan and Yurtkulu (2024) correlation made to

investigate the relationship between higher thinking skills and critical thinking; positively

significant correlations were found between the gifted students' ability to acquire

knowledge, to apply knowledge, and to use knowledge, which are sub-dimensions of

higher order thinking skills in general. Interview method was used for qualitative data in

the study. As a result of qualitative research, the advantages and disadvantages of

reflections of critical thinking skills on educational programs, evaluations of applied

critical thinking skills in order to see the projections in the program, and the method

techniques used to reach the goals. The aim of this research is to examine the relationship

between higher order thinking skills and critical thinking of gifted talented students, as

well as the opinions of teachers who are teaching gifted talented students about the

transfer of higher order thinking skills from curriculum to the gifted talented students.

Mixed method was used in the research. In the first phase of the research, a study was

conducted to measure the relationship between students' thinking skills and critical
thinking. In the second stage, interview questions were prepared and applied to the

teachers with reference to the items to be measured for qualitative research.

On Solving Word Problem

According to Abdul Haris et al. (2024), the study investigated the effect of

dynamic problem-solving learning strategies on students' critical thinking skills using a

true experimental design with a posttest-only control group. Conducted among first-year

undergraduate students in the Physics department at Universitas Negeri Makassar for the

academic year 2022/2023, the research utilized simple random sampling to form an

experimental group of 25 students and a control group of 27 students. The findings

indicated that the dynamic problem-solving learning strategies were well-implemented

and received high management ratings from experts. The average critical thinking skills

score was 80.10 for the experimental group, compared to 59.81 for the control group.

Statistical analysis revealed a significant impact of the dynamic problem-solving

strategies on critical thinking skills, with a p-value of 0.00, which is below the 0.05

threshold. This underscores the effectiveness of dynamic problem-solving strategies in

enhancing students' critical thinking abilities.

In the study of Muhammad, S. I. C. (2020 Iindicated that 25% of students faced

conceptual challenges, 27% encountered procedural difficulties, 8% experienced issues

with logical structure, 10% were unable to contextualize relationships, and 30% struggled

with the use of variables. The post-test analysis demonstrated a statistically significant
improvement in the experimental group, which was taught using the guided discovery

method (M = 24.80, SD = 9.48), compared to the control group (M = 20.65, SD = 7.67),

with a t-statistic of t = 2.986, p = 0.005. The interview data further supported that the

guided discovery approach heightened student engagement and facilitated the learning

process. The study recommends that teachers receive in-service training on the guided

discovery method and that pre-service teacher education incorporate this instructional

strategy to enhance teaching practices in mathematics. The study aimed to evaluate

whether the guided discovery approach enhances the performance of senior high school

students in solving mathematical word problems at Jachie Pramso Senior High School,

Ghana. Employing a mixed-methods, quasi-experimental design, the study involved 100

participants, with 50 assigned to a control group and 50 to an experimental group. Data

collection included interviews, pre-tests, and post-tests, and analysis was conducted using

descriptive statistics and independent samples t-tests.

Correlation results indicated statistically significant correlations between the total

creative score and sub-dimension scores. A significant difference in creative problem-

solving skills was not found between gender and school type. Grade level was found to

affect divergent thinking, convergent thinking, motivation, and general knowledge and

skills only at a small level. However, as the grade level increased, the divergent thinking

scores increased linearly. The convergent thinking, motivation, environment, general

knowledge and skills, and total creative scores dropped in the 10th grade, but increased in

the 11th and 12th grades. The aim of this survey design study was three-fold. First, to

investigate the creative problem-solving attributes of high school students. Second, to

examine whether any inter-relationships exist between subdimensions of creative

problem-solving attributes. Third, to determine whether high school students' creative

problem-solving attributes vary by gender, school type, and grade level. To this end, data

were collected from a total of 435 high school students through the Creative Problem

Solving Attribute Inventory. Kales Taliha (2022).

The results of the study of M. Vijaya Bhaskara Reddy (2017) indicated and

revealed that poor mathematical skills and lacking of understanding the problem are the

major obstacles in the domain of problem solving skills in physics. To overcome these

obstacles teachers, need to give enough assignments and need to recruit well qualified

physics teachers. In twenty first century, abundant innovative tools have been identified

by the researchers to evaluate the conceptual understandings, problem solving, beliefs

and attitudes about physics. Nevertheless, lacking of wide variety of evaluation

instruments with respect to problem solving in physics. It indicates that the complexity of

the domain fields of physics. The study was aimed to evaluate the student’s problem-

solving skills and the factors influences the problem-solving difficulties in physics. A

population of 303 Bachelor of education students of physics in Piler Mandal, Chittoor

district, Andhra Pradesh, India.

According to Lewis E. (2019), a higher percentage of students from the

scaffolding group constructed visual representations in their problem-solving solutions,

while their use of other representations and problem-solving performance did not differ

with that of the comparison group. In addition, interviews revealed that students did not

think that writing down physics concepts was necessary despite being encouraged to do

so as a support strategy. In this study, it explored the use of problem-solving tasks for
generating multiple representations as a scaffolding strategy in a high school modelling

physics class.

According the study of S Sutarno et al., (2021) Based on an analysis of student

answers, it is known that in general the student PPSS level is still in the novice and

transition categories. This indicates the importance of developing and implementing basic

physics lecture programs that are able to promote students' higher-order thinking skills

including physics problem solving skills. One important skill that can support the success

of learning physics for students is problem solving skills. This study explores the level of

Physics Problem Solving Skills (PPSS) of 54 first semester students (11 men and 43

women, age range 16-18 years) in basic physics course in the science and physics

education study program at Universitas Bengkulu, Indonesia. In the first lecture, students

learn the concept of one-dimensional motion includes uniformly accelerated motion and

vertical motion, but the lecturer does not provide examples of problems and how to solve

them. In the second lecture, students learn the concept of Newton's Law and its

application, and the lecturer gives examples of problems and stages to solve them,

however the lecturer does not emphasize that these stages are important procedures in

solving physical problems. At the end of each lesson, students are given an essay Physics

Problem Solving Skills test.

According to Sirait J. (2016), the result shows that students who employed more

than one representation such as motion diagram, force diagram while solving the problem

got higher score than students did not. This indicates that multiple representations can be

effective to enhance students’ understanding of physics concept as well as problem

solving skills. This study probed the effect of utilizing multiple representations while

learning physics and solving physics problem.

According to the study of Ince and Elif (2018) Education policies today aim to

raise individuals with 21st Century skills considered as a universal necessity and

problem-solving skill is the one of the skills that have emerged as a requirement of the

21st century. Teaching problem solving is one of the most important topics of physics

education, it is also the field where students have the most problems. While trying to

solve physics problems, students often express that they understand the questions, they

know the laws of physics on which the problem is based they have solved many similar

problems, but the new problem is different from the previous problems therefore they

cannot solve the problem. The aim of this study is to present an overview problem

solving studies in physics education according to student level, methodology, and

development of the problem-solving strategies usage chronologically.

According to Argaw et al. (2016), there was a mean difference between

comparison and experimental groups. The covariate analysis shows that the difference

was statistically significant with effect size above average. However, there was

insignificant difference in motivation to learn physics.The goal of the present study was

to determine the effect of problem based learning strategy on students’ problem solving

skills and its role in building their motivation.

The study by Docktor et al., (2015) found teachers integrated CPS easily, students

engaged more and produced higher quality solutions, and scored better on measures.
Traditional physics instruction focuses on quantitative problem solving, neglecting

qualitative analysis. Conceptual Problem Solving (CPS) helps students identify

principles, justify use, and plan solutions before solving problems. High school physics

teachers implemented CPS for major theorems and conservation laws, comparing results

to traditional methods. Effectiveness was evaluated through classroom observations,

interviews, and written assessments.

According to Masitoh et al. (2021), from 4 reviewed clusters, the most frequently

appeared keywords and topics are students, problem-solving, problem-solving skills,

problem-solving abilities, and physics learning. the uncommon variables and have not

been widely researched related to problem-solving in physics learning are presented

along with future study opportunities.The bibliometric approach used in this study aimed

to map the research literature on problem-solving in physics learning using Scopus as the

metadata source.

The study by Dewi Sartika and Nur Aisyah Humairah (2018) found that college

students struggle with problem solving and need a model like cooperative problem

solving in physics. Problem solving is crucial for physicists to comprehend and solve

physics problems. The purpose was to analyze students' problem solving skills based on

Polya's steps. This study was the first step for future research on learning models in

physics to enhance problem solving skills. Subjects were college students in the physics

education department. Data was analyzed qualitatively.

 According to Siswanto et al. (2018), the results show that each phase of the

IBMR teaching model can be implemented by a lecturer with good and reliable

categories, and relevant student activities, so that the IBMR teaching model is practicality

qualified. It is also effective shown by: there are increasing score of physics problem

solving skills at = 5%, average n-gain with moderate categorized and not different or

consistent for each pair of groups, and good-categorized students’ responses on each

component of teaching. The research aimed to analyze the practicality and effectiveness

of the IBMR (Investigation-Based Multiple Representation) teaching model in improving

physics problems solving skills of bachelor programs’ students.

Lestari et al. (2021) found that hybrid learning is an effective alternative to

address challenges in physics education. Their analysis of various articles published over

the past 10 years, from countries such as Taiwan, Belgium, Germany, and Indonesia,

highlights that hybrid learning can help students overcome difficulties in understanding

and applying physics concepts. To ensure successful implementation, continuous teacher

training on the hybrid learning model is essential, especially in challenging situations like

the Covid-19 pandemic, where face-to-face interaction is limited but virtual instruction

can still provide support.

According Jinenez (2021), this study differs from previous studies in that most are

related to problem-solving in mathematics and in this case, we focus on physics with the

value of involving elements related to critical reading, which gives a more realistic look
of the Physical phenomenon studied from the interpretation of its occurrence and how it

impacts the environment, which favors its theoretical understanding and gives meaning to

its mathematical modeling. This study is to incorporate real problem solving as a teaching

strategy in two mechanical physics courses (one experimental and another traditional), in

order to characterize the group that applies the problem-solving strategy.

According to the study of W. S., Siregar, R., Putra, A., & Hidayati, H. (2023),

PBL model has a high effect on students' ability to solve physics problems. The most

effective effect of PBL is on temperature and heat material. PBL has the lowest influence

on effort and energy material. Digital teaching materials are the best for PBL learning.

Science and technology advancements lead to mastering problem-solving skills. Physics

learning improves students' problem-solving ability. The research aims to determine the

effect of PBL model on students' physics PSA. It is a meta-analysis of 17 articles from

national and international journals.

According to a study, Form Four students excel in metacognitive skills. Male

students show better Physics problem-solving skills. Monitoring and regulation skills

predict Physics problem-solving skills. Research helps design better Physics teaching

strategies. Secondary school students can improve Physics performance. Metacognition is

linked to problem-solving ability. Study examines impact of metacognitive skills on

Physics problem-solving skills in Sabah, Malaysia. 248 students participated from 13

secondary schools in Kota Kinabalu. Test and Questionnaire were used.

 According to A Halim et al. (2016), most students can implement Problem

Solving stages I, II, III, IV, and V. Teaching staff should strongly consider Problem

Solving for student preparation in the ASEAN Economic Community. Previous studies

show a lack of understanding among Physics Education students at FKIP Syiah Kuala

University regarding the ASEAN Economic Community. To address this, a Problem

Solving learning model is recommended to improve critical and creative thinking

abilities. A study applied Problem Solving strategies to 25 Master of Physical Education

and Science students, measuring their ability to apply these strategies.

The related studies generally emphasize the role of critical thinking (CT) in

enhancing academic performance, especially in science disciplines like physics and

mathematics. Across the literature, CT emerges as a fundamental skill linked to better

problem-solving abilities, echoing the core hypothesis of your study, which seeks to

explore the correlation between critical thinking skills and word problem-solving

proficiency in General Physics 1.

Theoretical Framework

Metacognition, often defined as “thinking about thinking,” plays a crucial role in

the development of critical thinking and problem-solving skills. Metacognition Theory

focuses on the awareness and regulation of one's cognitive processes, particularly in

learning and problem-solving. It was first introduced in the 1970s by developmental

psychologist John Flavell (1976), and further expanded upon by researchers like Brown

(1987) and Schraw & Dennison (1994).

 Metacognition is crucial for both critical thinking and problem-solving

proficiency because it enables students to assess their understanding, monitor their

progress, and make adjustments as needed. In the context of word problem solving in

General Physics 1, metacognition helps students navigate complex scenarios by allowing

them to reflect on their strategies, question assumptions, and make decisions based on

their awareness of the problem-solving process.

In this study, researcher focus on how the metacognitive skills of planning,

monitoring, and evaluating correlate with students’ critical thinking skills and their

proficiency in solving word problems in General Physics 1. Understanding the role of

metacognition in problem-solving will help educators design better learning

environments that encourage students to reflect on their thought processes, enhancing

both critical thinking and problem-solving skills.

Definition of Terms

Critical Thinking Skills – Critical thinking refers to the ability to engage in reflective

and independent thinking, where individuals assess information, identify relationships

between ideas, and use logical reasoning to solve problems and make decisions. In this

study, critical thinking skills are examined to determine how they affect students'

capabilities in solving word problems in General Physics 1.

Word Problem Solving Proficiency – This term refers to a student's ability to

understand, interpret, and resolve word-based physics problems by applying relevant

theories and concepts. The research focuses on how proficient students are at solving

these problems, and whether their critical thinking skills enhance this proficiency.

General Physics 1 – A subject in senior high school that covers fundamental topics in

physics such as mechanics, kinematics, energy, and forces. This course serves as the

context in which the relationship between students' critical thinking abilities and their

word problem-solving proficiency is evaluated.

Correlation – In research, correlation refers to a statistical relationship between two

variables, indicating how one may influence or be associated with the other. In this study,

the correlation between critical thinking skills and problem-solving proficiency is

analyzed to determine if there is a meaningful connection between them.

STEM – An acronym for Science, Technology, Engineering, and Mathematics,

representing a multidisciplinary approach to education that emphasizes critical thinking,

innovation, and problem-solving. This study focuses on Grade 12 students in the STEM

track to investigate how this curriculum prepares them for tackling word problems in

physics through the development of critical thinking skills.

Senior High School – The final two years of secondary education, typically comprising

Grades 11 and 12, during which students specialize in specific academic tracks such as

STEM. This research targets Grade 12 students who are enrolled in General Physics 1,

examining how their critical thinking skills influence their ability to solve word

problems.
Research Paradigm

Dependent
Independent variable variable

Critical Thinking Word Problem-

Skills Solving Proficiency

- Measured by
- Measured through
performance on word
standardized critical problem tests in
thinking assessments General Physics 1

Figure 1. Paradigm of the Study

Figure 1. Presents the formulated paradigm by the researchers as a guide in

conducting this research study. Which determines the relationship between students’

critical thinking skills and word problem proficiency. Furthermore, this study seeks to

find how critical thinking skills related to the word problem solving proficiency of the

students. The researcher will interview to gather data regarding the mentioned problem.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter outlines the research methodology that will be utilized to gather and

analyze the data for the study. It includes research design, research locale and subjects of

the study, the sample population and sampling techniques, research instrument, the data

gathering procedure, and statistical analysis.

Research Design

This study will employ a quantitative research approach, which involves the

collection and analysis of numerical data. This method is useful for identifying patterns,

calculating averages, making predictions, testing causal relationships, and generalizing

findings to broader populations. In contrast to qualitative research, which focuses on non-

numerical data such as text, video, or audio, quantitative research is centered on

measurable data (Bhandari, 2020).

A correlational research design will be utilized in this study. This design

examines the relationships between two or more variables without the researcher

manipulating or controlling them, making it a non-experimental approach (Cherry, 2023).

Additionally, correlational research is particularly suited for quickly gathering

data in natural settings, allowing the results to be more easily generalized to real-world

situations, thus enhancing external validity. For this study, the correlational design will
be applied to assess the relationship between financial literacy and financial management

practices.

Research Locale and Subject of the Study

The study was conducted at Anao Senior High School in Barangay San Francisco

East, Anao, Tarlac. The respondents of the study were the Grade 12 Science Technology

Engineering and Mathematics (STEM) students of Anao High School during the second

semester of the School Year 2024-2025.

Sample Population and Sampling Procedure

The researchers aimed to investigate correlation between critical thinking skills

and word problem solving proficiency in General Physics 1. The group of respondents

comprised the Grade 12 Science Technology and Engineering Mathematics (STEM)

students of Anao High School. In Grade 12 STEM, there were a total of 34 students,

consisting of 20 girls and 14 boys. The sampling technique utilized was purposive

sampling, a non-probability technique where researchers chose particular volunteers who

helped the study achieve its objectives by using their experience. The researchers

considered these participants' unique traits when assessing their research question. Stated

differently, the subjects were chosen by the researchers "on purpose" (Frost, J., 2022).

Research Instrument

The researchers aimed to investigate correlation between critical thinking skills

and word problem solving proficiency in General Physics 1. The group of respondents

comprised the Grade 12 Science Technology and Engineering Mathematics (STEM)

students of Anao High School. In Grade 12 STEM, there were a total of 34 students,

consisting of 20 girls and 14 boys. The sampling technique utilized was purposive

sampling, a non-probability technique where researchers chose particular volunteers who

helped the study achieve its objectives by using their experience. The researchers

considered these participants' unique traits when assessing their research question. Stated

differently, the subjects were chosen by the researchers "on purpose" (Frost, J., 2022).

Data Gathering Procedure

Respectively, the researchers adopted a survey. Afterwards, the researchers

formally wrote a letter to the Principal of Anao High School-Senior High School for their

consent to conduct the study and approval to Anao Senior High School Stadents to

participate in the survey.

Once the request had been granted, the researchers went to the campus and

conducted the data gathering to validate the responses to the instrument. As soon as the
researchers reach the end of the data-gathering period, they proceeded to the study's data

interpretation.

Statistical Analysis

Weigthed Mean. The weighted men refers to the average derived from a specific

data set within a population (Broto, 2006). In this study, the weighted mean will be

computed from the responses of Grade 12 STEM students to determine the relationship

between their critical thinking skills and word problem solving proficiency.

Formula: WM= Σfx

Where; WM= Weigthed Mean

Σfx = Sum of the products of the frequency with weigths

N= Sample Size

The Pearson product-moment coefficient and correlation (Pearson r) will

be utilized to assess the strength and direction of the relationship between the variables.

Correlation matrices will be provided to present the relationship between the critical

thinking skills and word problem-solving proficiency of the STEM students at Anao

Senior High School. Pearson r is deemed appropriate for this analysis, as it aims to

examine the correlation between the identified variables.

Formula: r = [n(Σxy) - (Σx)(Σy)]

√([nΣx² - (Σx)²][nΣy² - (Σy)²])

Where: ∑ = summation symbol

n= number of pairs

x= score of the first variable

y= score of the second variable

STANDERDIZED CRITICAL THINKING ASSESMENT ADAPTED ON THE

STUDY OF KOBYLAREK ET AL. (

Directions: ______________________________

Scale:

QUESTION SA A N D SD

1.When I encounter a matter, I consider

it with prejudice without thinking.
2.When I encounter a matter, I realise
whether the subject is from first hand or
second hand.

3.I deduce regarding the explained

matter and I can evaluate the reasons of
these deductions.

4.I can understand pale in the matter and

obscurities from explanations regarding
the matter.

5.I can detect the problems in a matter,

explain and define them.

6.When I encounter a problem, I can

solve it, and make deductions.

7.While a matter is explained, I can

analyse it by thinking the datas regarding
that matter.

8. By means of my thoughts regarding a

matter, I can improve hypostesis
regarding the matter.

9.I can pass an accurate judgement on

the matter, and I can come to a
conclusion with my thoughts.

10.When I read a matter. I can

understand the main idea and intention of
the writer.

11.By means of my thoughts, I can make

comments and can judge the matters.

12.When I encounter a matter, I can

Express my thoughts regarding matter
and I can defend my opnions
13. I can explain my thoughts regarding
a matter convincingly and logically.

14.By means of explanations regarding a

matter. I can predict the ideas
unexplained.

15. From the explanations regarding a

matter, I can find the contradiction
between reason and result.

16.While a matter is explained, I can

concentrate on the matter together with
my thoughts.

17.By means of explanations regarding a

matter, I can establish striking
connections regarding the matter.

18.When I encounter a matter, I can

think critically, reasoningly and
analytically

19.When I encounter a matter, I can

visualise it and can feel as the main
chracter of the matter.

20. When I encounter a matter, I can be

more elaborative thanks to my thoughts.

SA - Strongly agree

A - Agree

N - Neutral

D - Disagree

SD - Strongly Disagree
II. Level of proficiency in solving word problems among students in General Physics 1,

as measured by their scores on problem-solving tests

WHAT IS YOUR INSTRUMENT FOR THIS? IS IT IN A FORM OF AN EXAM???