HOTS student worksheet to identification of scientific creativity skill, critical thinking skill and creative thinking skill in physics learning

Astutik, Sri; Mahardika, I Ketut; Indrawati, .; Sudarti,; Supeno,

doi:10.1088/1742-6596/1465/1/012075

Cited by 17 publications

(19 citation statements)

References 12 publications

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“…Answers are emphasized on the quantity, usefulness, and diversity of answers, which can be measured by several indicators, including fluency, flexibility, originality, and elaboration. Creative thinking skills are part of higher-order thinking skills that enter the cognitive domain which includes analyzing, evaluating, creating [48]. High order thinking skills (HOTS) are classified in the cognitive domain of questions C-4, C-5 and C-6.…”

Section: Creative Thinking Abilitymentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.

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Section: Creative Thinking Abilitymentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…It boosts students' cognitive aspect as well as their awareness to assess and evaluate information critically (Changwong, Sukkamart, & Sisan, 2018). Furthermore, it is considered as High Order Thinking (HOT) skills, which consist of some components such as fluency, flexibility, and originality (Astutik, Mahardika, Indrawati, Sudarti, & Supeno, 2020;Sriwongchai, 2015;Yusof & Seman, 2018). In general, fluency refers to the ease in generating several concepts in the creative process; flexibility relates to the capacity to abandon the old way of thinking and embrace new concepts or a new path, and originality involves to produce unpredictable, unusual or unique ideas (Handayani, Hajidin, Duskri, & Maidiyah, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome

Ndiung¹,

Sariyasa²,

Jehadus³

et al. 2021

INT J INSTRUCTION

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Nowadays, learning should be directed to develop the 21 st -century core competencies, including creative thinking in problem-solving. Therefore, the present study aimed to improve the students' creative thinking and mathematics learning outcome through the implementation of the Treffinger learning model with Realistic Mathematics Education (RME) principles. To achieve the goals, experiment study with Quasi-Experimental Post-test Only Control Group design had deliberately chosen as the method of the study. The subjects of the present study were 101 fifth graders students in Lelak, Manggarai-Indonesia. The subject was chosen by a random sampling technique. The data related to creative thinking skill and mathematics learning outcomes were collected by using essay tests with five items each. The instruments have been judges as valid by the assessment of five experts and empirically reliable. The hypothesis testing was done by using MANOVA at a 5% level of the significance level. Hypotheses were tested using MANOVA with the aid of SPSS. The result of the statistical analysis shows that F Wilks' Lambda = 17, 195, and sig. < 0.001. Since the sig value was less than 0.05, then it can be argued that simultaneously creative thinking skill and mathematics learning outcome of the students who took mathematics through the Treffinger learning model using RME principles were better than those of their counterparts who learned the same subject through the conventional learning model.

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“…As developed by Wahyuni et al (2020), worksheets are developed to facilitate authentic problem-solving skills of students in the learning process. The goal of students' worksheet-based higher-order thinking skills is to explore students' high-level thinking skills, and each question is prepared by paying attention to indicators and aspects of scientific creativity skills, critical thinking, and creative thinking (Astutik et al 2020).…”

Section: Resultsmentioning

confidence: 99%

“…Based on the description, the question of this study is whether students are able to solve problems in biological materials provided using creative problem-solvingbased worksheets in high school? Astutik et al (2020) suggested that more research is needed on workseets based on higher-order thinking skills at the primary, secondary, and upper education levels. Asma et al (2020) also suggested designing worksheets to be more interactive and accommodate every element in the scientific process…”

Section: Introductionmentioning

confidence: 99%

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

Fatmawati¹,

Wazni²,

Husnawati³

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Worksheets are indispensable in the learning process because they can help students become more active and provide feedback in learning activities. Higher-order thinking skill-based worksheet is one of the teaching materials that can be used to make students become more active in the learning process because it can train problem-solving skills, critical thinking, and even creative thinking. This aimed at finding out students' ability to solve problems in biological content using creative problem-solving-based worksheets. The research design used was research and development consisting of defines, design, and development. Participants were 12 graders of XI MA Darul Fatihin NW Gerintuk. Data collection used was worksheets using creative problem-solving indicators consisting of Clarify, Ideate, Develop and Implement. Data analysis was conducted to percentage the score that gets 3, 2, and 1. The results of the data analysis showed that 1) Ecosystem Components and interactions between components, obtained the results of ecosystem components and interactions between ecosystems, the highest percentage on clarify indicators with a gain of 50% in the score position 3; (2) Energy flow, the highest percentage on the clarify indicator with an obtained score 58.3% in the position of score 1; (3) Biogeochemical cycle, the highest percentage obtained for the students who did not answer on the ideate indicator 41.7%, develop 50%, and implement 58.3%; (4) Pollution and environmental preservation the highest percentage on clarifying and ideate indicators with a gain of 50% at the position of score 3, implement with the acquisition of 50% in the position of score 1. This research concluded that students needed to be intensely trained in high-level thinking skills by getting used to using worksheets-based constructivist especially creative problem-solving.

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HOTS student worksheet to identification of scientific creativity skill, critical thinking skill and creative thinking skill in physics learning

Cited by 17 publications

References 12 publications

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

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