Creative and Critical Thinking Skills in Problem-based Learning Environments

Birgili, Bengi

doi:10.18200/jgedc.2015214253

Cited by 249 publications

(137 citation statements)

References 18 publications

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“…This result could be a basic reference in designing the learning process which is able to empower the critical thinking skills of students. For example, educators can accommodate students' critical skill using the scientific process (Gultepe, 2016), such as problem-based learning (Birgili, 2015;Ulger, 2018;Zabit, 2010).…”

Section: Hypothesis Testingmentioning

confidence: 99%

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Permana

Hindun

Rofi’ah

et al. 2019

JPBI

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Science and technology development in the 21 st -Century has been demanding educators to provide learning activities which stimulate students' critical thinking skills. This study aimed to find out the correlated factors of the students' critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students' critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students' critical thinking skills.

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Section: Hypothesis Testingmentioning

confidence: 99%

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Permana

Hindun

Rofi’ah

et al. 2019

JPBI

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“…This is in line with Capraro's (2013) research that project learning is able to help students solve problems and train students to think critically, analyze, and improve higher-order thinking skills. The ability to think creatively is one of the higherorder thinking abilities, namely the ability to think divergently (Birgili, 2015;Khashani, et all, 2017) which consists of four aspects, fluency; flexibility; originality; and elaboration. Istiyono, Dwandaru & Rahayu (2018) suggests that creative thinking is a thought process that produces various possible answers when responding to problems given.…”

Section: Discussionmentioning

confidence: 99%

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Suryandari

Fatimah

Sajidan³

et al. 2018

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This study set out to examine the effectiveness of project-based science learning towards pre-service teachers literacy skills and learning creativity in wave and optical materials. This quasi-experimental study involved 115 students of Primary Teacher Education Program, Universitas Sebelas Maret Surakarta. Direct and in-depth data dissemination techniques were used in this study. The aspects of creative thinking abilities include fluency, authenticity, elaboration, and flexibility. Mann Withney U test was used to test the hypothesis, while the N-Gain test was performed to determine the pre-service teachers improvement in scientific literacy skills and creative thinking. Both qualitative and quantitative data analyses were performed in this study. The results showed that: 1) material and optical tools–based learning activities are appropriate for the pre-service teachers scientific literacy skills and creative thinking. The correct answer term includes the highest average probability statistics from other subindicators; 2) aspects of science that are used in the aspects of literacy is in good category but the originality aspect in its ability needs to be developed and processed continuously. Keywords: science literacy skill, creative thinking skill, project based learning, waves and optics PENGARUH PEMBELAJARAN SAINS BERBASIS PROYEK TERHADAP KETERAMPILAN LITERASI ILMU DAN PEMIKIRAN KREATIF CALON GURU Abstrak: Penelitian ini bertujuan untuk mengukur keefektifan pembelajaran sains berbasis proyek terhadap keterampilan literasi dan kreativitas belajar dalam materi gelombang dan optik. Penelitian ini dilakukan secara eksperimen semu. Subjek penelitian ini adalah 115 siswa semester Program Pendidikan Guru Pratama, Universitas Sebelas Maret Surakarta. Teknik penyebaran data langsung dan mendalam. Aspek kemampuan berpikir kreatif meliputi kelancaran, keaslian, elaborasi, dan fleksibilitas. Untuk menentukan besarnya peningkatan keterampilan literasi sains dan siswa berpikir kreatif digunakan N-Gain Test hipotesis menggunakan tes Mann Withney U. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: 1) kegiatan pembelajaran berbasis material dan alat optik sesuai untuk keterampilan literasi sains dan pemikiran kreatif siswa. Istilah jawaban yang benar mencakup statistik probabilitas rata-rata tertinggi dari subindikator lainnya; 2) aspek ilmu yang digunakan dalam aspek literasi dalam aspek yang baik tetapi aspek orisinalitas dalam kemampuannya perlu dikembangkan dan diolah terus- menerus. Kata kunci: keterampilan literasi sains, keterampilan berpikir kreatif, pembelajaran berbasis proyek, gelombang dan optik

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“…He put forward the perspective that schooling should be a laboratory for solving real-life problems (authentic problems). Problem Based Learning (PBL) Model has a general purpose to improve the skills of inquiry and problem-solving skills, behavior and social skills according to the role of adults, the skills to learn independently (Ageorges, Bacila, Poutot & Blandin, 2014;Arends, 2012;Birgili, 2015;Efendioglu, 2015;Klegeris, Bahniwal & Hurren;Skinner, Braunack-Mayer & Winning, 2015;Purichia, 2015;Temel, 2014). The results of Yuzhi (2003) aims to teach chemistry analysis and analysis of playing a role in analytical chemistry through PBL.…”

Section: Problem Based Learning (Pbl) Modelmentioning

confidence: 99%

“…One of the obstacles is that PBL model is less suitable for large information coverage or basic knowledge and some lecturers do not encourage their use (Arends, 2012). According to Birgili (2015) study found that learning models could improve the critical thinking skills of learners with procedural problem-solving activities. The results suggest for follow-up research by providing more systematic activities, so learners can remember the steps during the problem to solve their critical thinking.…”

Section: Lecturer's Behaviormentioning

confidence: 99%

“…If critical thinking skills are not well developed by pre-service chemistry teachers, it will be difficult for them to face competition in the 21 st century. Research results (Atabaki, Keshtiaray & Yarmohammadian, 2015;Birgili, 2015;Kalelioğlu & Gülbahar, 2014;Kivunja, 2015) indicates that learning and assessment of critical thinking skills is needed and driven by the needs of students at the college level and working environment. Therefore, educators are required to improve their critical thinking skills of pre-service chemistry teacher in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

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Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers

Rusmansyah

Yuanita

Ibrahim

et al. 2019

J. Technol. Sci. Educ.

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Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT) Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation was also supported by theories and empirical study. This study serves as preliminary study in the process of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers.

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Creative and Critical Thinking Skills in Problem-based Learning Environments

Cited by 249 publications

References 18 publications

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Project-Based Science Learning and Pre-Service Teachers’ Science Literacy Skill and Creative Thinking

Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers

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