Factors influencing the critical and creative thinking skills of college students in computational physics courses

Abstract

Computational thinking that is an essential skill which everyone should learn, especially in Computational Physics courses. Problems in learning Computational Physics courses in the Department of Physics was the ability of students in analyzing problems and designing algorithms for programming is weak, especially since the last 5 years. Therefore, the indication of this condition is the learning outcomes of students in the Computational Physics course that do not reach the mastery learning standard. The capability required to analyze problems and programming design algorithms is the ability to think critically and computionally. This paper will explain the circumstances that influence Critical and Creative Thinking Skills of students in Computational Physics courses. Next, based on the above, we have conducted research that aims to describe the factors that affect students in critical and creative thinking on the subject of Computational Physics. The data were collected using a Likert-scale questionnaire that have 60 statement items. This questionnaire was distributed to 100 college students who have been and are taking a course in Computational Physics. So, the results showed the factors that influence the critical and creative thinking of college students such as the ability to read the book, the time to learn and do the exercises given, learning resources used, students’ understanding of the goals of Computational Physics lectures, student interest in Physics courses Computing, the curiosity of the students being taught, the student’s enjoyment of the Computational Physics course.

Towards Understanding the Development of 21st Century Capabilities: A Scoping Review of Critical Thinking

“…Sitting with ambiguity, being skeptical, recognizing perspective [20,21,22,23,24] Being open-minded, habitually inquisitive, flexible, fair-minded, self-aware, while maintaining credibility/honesty [25,20,26,27,28,29,22,30,31,32,33,34] Asking open-ended and critical questions [35,36,27,37] Identifying issues and relevance, information gathering [38,39,31] Problem framing, embodied, experiencing/taking on different frames/perspectives, seeking clarification [39,40,41]…”

“…Thinking generatively [creative thinking] and making this thinking visible [39,28,42,43,44] Moving beyond disciplinary boundaries and considering different perspectives and contexts [15,39,45,29,24,46] Bridging gaps and establishing correspondence and cultures of thinking [45,20,29] Positive thinking, developing intellectual and emotional empathy [25,38,45]…”

Need analysis to develop a generative learning model with a cognitive conflict strategy oriented to creative thinking in the Computational Physics course

“…This condition is related to the difficulty of students in determining the independent variables and dependent variables on physical phenomena. Students do not understand computational thinking and algorithmic thinking [6]. This problem occurs because students' generative thinking skills are not well-developed [7].…”

“…Based on the above research has been carried out which aims to identify the needs of students and lecturers in learning Computational Physics. The factors that were found to be formulated as a factor model influenced the generative learning model with the cognitive conflict creative thinking orientation (GLCCSCTO) strategy in the Computational Physics course [6]. The analyzed factors are related to instructional problems, teaching materials, student readiness, learning styles, student attitudes towards Computational Physics and lecturer competencies.…”

Analysis of Components of The Scientific Approach in The X-Grade Students of Physics For SMA

“…The implementation of the scientific approach in learning does not only focus on developing student skills in observation and experimental activities but on how to develop knowledge and thinking skills that can support creativity to innovate and work. Thinking skills can be described as a scientific method that students apply to learn activities to obtain effective learning outcomes and improve problem-solving skills [5]. The basic component of the scientific approach is an increase in curiosity (Foster a sense of wonder), increased ability to observe (Encourage observation), carry out analysis (Push for analysis), and communicate (Require communication) [6].…”