The world development of the 21st century is marked by the progress and the demands of technologies, which may lead to regression. Life in the 21st century demands a person to master a range of skills. One of the important skills in the 21st century is critical thinking skill. This study focuses on the definition, importance, challenges in developing indicators and assessment of critical thinking skills. Critical thinking skill is the ability to think logically, reflectively, productively and systematically appeared in making consideration and making the best decision. Critical thinking skills are beneficial in improving the analysis skill, creativity, ability to make use of ideas or information, and looking for information skill as well as self-reflection. Learning can do the development of learners’ critical thinking skills. An important indicator in the critical thinking skills is interpreting which about an ability dealing with studying or analyzing, identifying the relevant or irrelevant sources, identifying and evaluating the assumptions, implementing various strategies to make the appropriate decisions, summarizing and regulating themselves.

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Abstract. Critical thinking is a part of the 21th century necessary skills trained to future teachers. Research-based learning (RBL) presents as an alternative learning model that can develop the critical thinking skills. This study aims at describing the effect of the implementation of the research-based Learning (RBL) to develop future teachers' critical thinking skills. Qualitative approach was used in this classroom research. The participants in this study consisted of 106 future teachers. Data were collected using observation and test. The results of the research indicate that the implementation research-based learning (RBL) can develop critical thinking skills. It is proved by the fact that the students were able to show their interpretation, analysis, evaluation, inference and explanation abilities. Meanwhile, aspect of self-regulation ability has not yet been able to be found. This research were used to make more sure previous research that implementation of the RBL can improve the quality learning process and make positive changes for the students in the intellectual and emotional. This research provides a different learning experience which can develop critical thinking skill.

Integrated learning in elementary schools requires learning media as a means of communication. Research is needed on analysis of the media use of learning in elementary school learning. The purpose of this research is to examine how the elementary school teachers of perception and motivation to implement ICT-based learning media in learning activities. In this study using a quantitative approach to the type of survey, researchers used surveys, interviews and observations to collect data. The results of quantitative analysis of elementary school teachers are often categorized in learning media use. These results show that teachers have a good perception of the utilization of ICT in learning activities. However, to implement ICT-based media is not optimal.

<p>One element of the 2013 curriculum transformation at the elementary school level is the improvement of the learning process and the application of integrated thematic using scientific and familiar development of higher order thinking skills (HOTS) for students. To make this happen, elementary school teachers must have competence in planning, implementing, and evaluating learning that focuses on HOTS, but those who for the most part do not understand and apply. PKM is expected to be able to provide an understanding of teachers in conducting learning and encouraging students in higher-order aspects of thinking. The PKM was held at the teacher working group (KKG) forum which was held once for four meetings. The strategy used was an explanation of the HOTS concept, discussion of the development of indicators of basic competencies (KD), a lattice preparation workshop and problem solving rules, and preparation of questions that support HOTS. From the results that have been done, it can be concluded that a small number of elementary school teachers have done learning and penances that do HOTS; This activity can broaden teachers' insights so that they can produce outcomes consisting of lattices and the development of HOTS questions on thematic learning that addresses the main areas of PKN, Indonesian Language, Social Sciences, Natural Sciences, and Mathematics.</p>