Enhancing Creative Thinking and Collaboration Skills through ILC3 Learning Model: A Case Study

Abstract

This article describes a new learning model in biotechnology learning. The proposed model was designed while considering the development of 21st century skills using learning models that can enhance creative thinking and collaboration skills. Using a mixed-method (qualitative and quantitative) approach, the authors aimed at identifying the effect of the Identify, Literature Review, Construct, Create, and Communicate Learning Model implemented on Biology and Natural Science undergraduate students. As an example, we illustrate the proposed data collection technique for the assessment of creative thinking and collaboration skills using a written test and observation data, respectively. Our proposed learning model developed students' creative thinking and collaboration skills in two classes with 113 participants who enrolled in a course in Biotechnology. The new model's effectiveness is confirmed by calculating the overall mean scores of creative thinking assessment in the Biology and Natural Science classes, which are 87.42% and 92%, respectively, with an excellent category. Similarly, the results regarding students' collaboration skills in the Biology and Natural Science classes showed the scores of 84.06% and 84.94%, respectively, also with an excellent category. Our findings reveal that students' creative thinking and collaboration skills can be developed by using the Identify, Literature Review, Construct, Create, and Communicate learning model. The model can thus be used for enhancing other 21st century skills, such as critical thinking and communication skills, among others.

Analysis of Students' Mathematical Creative Thinking Ability in Module-assisted Online Learning in terms of Self-efficacy

“…The Interviews depended on the steps taken by students in solving The self-efficacy data collection was conducted using a questionnaire with indicators covering three dimensions: magnitude (the difficulty of the task that one believes can be achieved); strength (a belief about solid or weak importance); and generality (the extent to which expectations are generalized in various situations) (Lunenburg, 2011). While the test instrument in Figure 1, the CTA indicators were prepared (Aini et al, 2020;Arvyati et al, 2015;Husna et al, 2018;Toheri et al, 2019). The questionnaire of this study was tested for validity and reliability, and also the CTA test instrument was tested for validates, reliability, differentiation power, and level of difficulty.…”

“…The five aspects which assess the stages of creative thinking steps consist of; sensitivity, fluency, flexibility, originality, and elaboration (Aini, Narulita, & Indrawati, 2020;Arvyati, Ibrahim, & Irawan, 2015;Husna, Zubainur, & Ansari, 2018;Toheri, Winarso, & Haqq, 2019).…”

Дослідження Взаємозв’язку Емоційно-Гностичних Та Особистісних Особливостей Із Параметрами Творчості Підлітків

“…As recent research shows, such an opportunity depends on a range of factors, namely: the diversity and uniqueness of this potential, talents, ideas and opportunities that can serve as a basis for creative activity (van der Zanden et al, 2020); self-esteem, confidence, self-significance, belief in one's abilities ; flexibility and openness to new experiences, desire to learn something new Popovych & Blynova, 2019); self-determination, motivation, gnostic emotions (Cheban et al, 2020;Chebykin, 2023). There are also studies that indicate the connection between creativity and emotional intelligence (Xu et al, 2019), empathy, a tendency to cooperate (Oboeuf et al, 2023;Zhuravlova & Chebykin, 2021), communicative abilities (Aini et al, 2020) and others. Thus, as we can see, the realization of this potential depends on психології (Kryshtanovych et al, 2021: 34).…”

The Effect of Ice Breaking And Video Making Activities in Non-Classical Learning Models on Literacy Ability of Students

“…Ice breaking activities and making videos help students to concentrate maximally so that the process of obtaining new information is more optimal. Constructive learning with playing videos and video review processes helps students acquire knowledge and skills in harmony with the achievement targets in learning objectives (Aini et al, 2020).…”