<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anwari Adi Nugroho</style></author><author><style face="normal" font="default" size="100%">Sajidan</style></author><author><style face="normal" font="default" size="100%">Suranto</style></author><author><style face="normal" font="default" size="100%">Mohammad Masykuri</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF SOCIO-SCIENTIFIC INQUIRY BASED LEARNING ON STUDENTS' PROBLEM-SOLVING SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental study</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-solving</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921620.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Future needs and challenges, especially in complex real-world problem-solving, require education to equip individuals with quality skills. Inquiry-based learning that integrates socio-scientific issues (SSI) can significantly develop students' problem-solving skills. This study aims to test the effects of the Socio-Scientific Real-world Inquiry (SSRI) learning model in improving problem-solving skills. This study used a quasi-experimental pretest-posttest non-equivalent control group design, which involved measuring problem-solving skills before and after the intervention in two groups: the experimental group (44 students) with a socio-scientific real-world inquiry learning model and the control group (46 students) with inquiry learning. Differences in pretest and posttest scores on each aspect of problem-solving skills were analyzed using a paired sample t-test, while an independent sample t-test was used to compare posttest scores between the two groups. Analyze the effect size of each aspect of problem-solving skills in the control group and experimental group using Cohen's Effect Size (ES). The results showed that the SSRI learning model was significantly more effective in improving problem-solving skills than inquiry learning. The findings suggest that SSRI can be an effective learning approach for empowering educators and guiding educational policymakers in fostering essential problem-solving skills for future generations.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">149-168</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dwi Setyo Astuti</style></author><author><style face="normal" font="default" size="100%">Sajidan Sajidan</style></author><author><style face="normal" font="default" size="100%">Suciati Suciati</style></author><author><style face="normal" font="default" size="100%">Mohammad Masykuri</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF THE PSYCHOMETRIC PROPERTIES OF INSTRUMENTS FOR ASSESSING UNIVERSITY STUDENTS’ ANALYTICAL THINKING SKILLS IN ZOOLOGY COURSE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analytical thinking skills</style></keyword><keyword><style  face="normal" font="default" size="100%">construct validity</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">psychometric evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713280</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The need for an explicit and validated instrument to assess analytical thinking skills in Zoology courses presents a critical divide in educational assessment. The research aims to evaluate the psychometrics of the instrument for assessing students' analytical thinking skills in the Zoology course. The main problem identified is the lack of an instrument that explicitly assesses analytical thinking skills in the context of Zoology and limitations in construct validity and measurement reliability. Data were collected from 642 students from various universities using stratified random sampling. The psychometric evaluation includes descriptive analysis, content validity with Aiken's V, construct validity through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and internal reliability with Cronbach's Alpha and Composite Reliability (CR). The results indicate that the instrument has good validity and reliability. Cronbach's Alpha and CR values are more than .70, indicating high internal consistency. Discriminant validity with an Average Variance Extracted (AVE) value above .50 confirms the differences between factors. Furthermore, exploratory factor analysis identifies five factors that align with the Marzano model. Demographic factors such as age, Grade Point Average (GPA), university, involvement in extracurricular activities, and international experience significantly affect students' analytical thinking skills. The research's implications extend to the development of more accurate instruments for measuring analytical thinking skills in higher education and to providing new insights into the factors that contribute to the development of students' thinking skills.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1033-1048</style></section></record></records></xml>