Validitty of ICARE-Modification Model of Improving Students’ Critical Thinking Skills

Objectives: Lectures based on the ICARE-Modification model train students’ ability to think critically through indicators such as questioning skills, the ability to analyze observation results, and the ability to make assumptions. Critical thinking skills prepare students to solve environmental problems occurring around their living environment. Previous research found that the abilities of biology education students still need improvement. Critical thinking skills are integrated with environmental problems existing in Indonesia. Instructional interventions are needed to prepare students to face global challenges. This study aims to validate the ICARE-Modification learning model.Method: Educational development research was used as the research design, involving two criteria: content validation and construct validation. Three experts in the fields of pedagogy, science content, and learning assessment validated the ICARE-Modification learning model. Results: The research results and data analysis indicated that the ICARE-Modification learning model has consistently provided relevant results. The ICARE-Modification model has met strict validity and reliability standards (with an agreement percentage >75%). Novelty: The validated learning tools include the semester lesson plan, HOTS questions, textbooks, and a learning management system. The ICARE-Modification model can be applied to improve students’ critical thinking by integrating HOTS questions and environmental problem-solving tasks. The ICARE-Modification learning model is suitable for plant ecology learning and can enhance students’ critical thinking skills in the indicators of questioning ability, analyzing observation results, and making assumptions