Exploring Students' Creative Thinking Skills When Learning Biology Through the Reading Concept Mapping Team Quiz (Remap-TQ)

Abstract

A supportive learning model can influence the development of creative thinking skills. Remap-TQ is an acronym for a learning model with stages of reading, concept mapping, and Team Quiz (TQ). The steps of the Remap-TQ learning model are expected to train students’ creative thinking skills. The purpose of the study was to determine the contribution of Remap-TQ to students’ creative thinking skills in learning biology. This study was a quasi-experimental design with a pretest-posttest non-equivalent control group design. Participants involved in this research were science students from one state senior high school in Jember, East Java, Indonesia, who had been tested for equality. Respondents came from three randomly selected classes, totalling 105 students. The indicators of creative thinking measured are curiosity, fluency, originality, elaboration, flexibility, divergence, messines/risk-taking, and others. The results showed that the Remap-TQ model could improve students’ creative thinking more than the TQ model and conventional learning. The posttest mean value of learning with Remap-TQ is 85.89, compared to students taught by TQ of 78.64 and conventional learning of 68.03. The findings of this study can provide new references to educators regarding innovative learning models to develop students’ creative thinking skills in learning biology.
 Keywords: exploring, creative thinking, skills, biology, Remap-TQ

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“…Education primarily aims to cultivate in students the ability to learn and analyze reliable information to substantiate claims, as well as to foster a sense of responsibility towards personal growth and making meaningful contributions to both oneself and society (Amin, Karmila, et al, 2023). A supportive learning model can assist the development of students' creative thinking (Cahya et al, 2024). Besides, an appropriate pedagogical framework has the potential to enhance students' comprehension of scientific principles (Fatmawati et al, 2024).…”