Identification of the best innovative learning models for developing reflective and impulsive students' critical thinking skills

There are many innovative learning models to empower critical thinking skills based on reflective and impulsive cognitive styles, including 1) the Survey, Question, Read, Recite, Review (SQ3R) learning model; 2) the Problem-Based Learning (PBL) learning model, and 3) the Think -Talk -Write (TTW). This study aims to identify the most optimal learning model for developing students' critical thinking skills, considering differences in reflective and impulsive cognitive styles. Through the quantitative method with a comparative approach, 65 students of grade VII of junior high school were involved in this study. The instruments include question sheets to measure critical thinking and the Matching Familiar Figures Test (MFFT) to measure cognitive styles. The results of data analysis using the Kruskal - Wallis test showed that the problem-based learning (PBL) model was optimal in improving students' critical thinking skills and reflective and impulsive cognitive styles. This is supported by the average critical thinking score obtained by reflective and impulsive students above 82. This study highlights the importance of adjusting the learning model to students' cognitive style to improve critical thinking skills. The problem-based learning (PBL) model proved effective in achieving this goal. Thus, PBL can be a promising alternative to improve the quality of learning and prepare students to face future challenges. The findings of this study have significant implications for learning practices in schools. The findings of this study have a significant impact on learning practices in schools, including: 1) Teachers need to design more personalized learning, taking into account the different cognitive styles of each student; and 2) PBL can be a flexible framework to accommodate various learning styles.