Influence of Project-Based Learning Model that Aided Matrix Laboratory toward Creative Thinking Skills Viewed from College Student's Science Generic Skills

Nasir, Muhammad

doi:10.31002/ijose.v2i2.779

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Since creative thinking can be included in learning, lecturers should implement the mandate for this development. This finding corresponds with the opinions of Zubaidah et al (2017) and Nasir (2018), which stated that the lecturer is tasked with providing the best conditions for students to acquire relevant or important thinking abilities. Purnama (2020 andRamdhani andKiswanto (2020) stated that facing the challenges of the dynamic and uncertain modern life is necessary to develop creative thinking abilities in learning.…”

Section: Creative Thinking Abilitysupporting

confidence: 90%

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

Mursid

Saragih

Herawati

2021

IJEMST

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This research examines the effect of the blended project-based learning (PjBL) model and creative thinking ability on engineering students' drawing learning outcomes. Using a pre and post-test quasi-experimental design, the research included a sample of 80 students from two different classes at the Faculty of Engineering, UNIMED, North Sumatra, Indonesia. The data were analyzed using descriptive and inferential statistics through two-way ANOVA. Subsequently, the results showed that the members of experimental group I, comprising students who participated in the blended PjBL model, obtained the highest engineering drawing learning outcomes. The creative thinking ability outcomes of the students taught with this model were higher than those of the group II students who used the ordinary blended learning model. However, those with low thinking abilities taught with the ordinary model exhibited higher learning outcomes than the experimental group. These results show an interaction between the effect of the PjBL model and creative thinking ability on the learning outcomes of engineering students. Therefore, lecturers need to use a blended PjBL model to ensure improved outcomes, alongside enhancing students' creative thinking abilities to increase the model's effectiveness.

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Section: Creative Thinking Abilitysupporting

confidence: 90%

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

Mursid

Saragih

Herawati

2021

IJEMST

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“…This is because creative thinking is needed by prospective teachers to face future problems (Ismail et al, 2019). Besides, creative thinking is a 21st-century skill that must be possessed by students (Koray & Köksal, 2009;Ku & Kuo, 2016;Nasir, 2018;Wahyudi et al, 2019) and it can be developed through practice (Capraro et al, 2013;Malik & Ubaidillah, 2020).…”

Section: Discussionmentioning

confidence: 99%

Development of Habits of Mind Instruments in the Context of Basic Physics Practicum: EFA and Rasch Model

Ubaidillah

Marwoto

Wiyanto

et al. 2022

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Assessing the habits of mind among prospective teachers is an essential part of learning. Therefore, this research aims to develop the habits of mind instrument in the context of basic physics practicum. It was conducted using the research and development method which has three stages namely (1) planning the test, (2) implementing the test, and (3) determining the validity and reliability. The sample consisted of 105 biology teacher candidates taking basic physics courses. The habits of mind instrument developed was in the form of a questionnaire consisting of 52 items and is related to basic physics practicum. Furthermore, exploratory factor analysis and the Rasch model approach were used in developing the instrument. Based on expert judgment using Fleiss Kappa, the content validity was 0.700 and was classified in the good category. The developed instrument was considered reliable based on Cronbach’s alpha value of 0.970. The exploratory factor analysis reduced the dimensions of the instrument to 11 factors. The analysis of the Rasch model met the element of unidimensionality. There is no bias on the instrument based on gender and place of residence. However, efforts are needed to overcome the lack of creative thinking habits among prospective biology teachers.

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“…Furthermore, studies have also been carried out on the learning process that practiced the use of CrTS and CvTS. According to these studies, these skills are practiced using a specific related model of teaching (Bustami and Corebima, 2017;Fuad et al, 2017;Hadi et al, 2018;Malik et al, 2019;Martaida et al, 2017;Muhlisin et al, 2016;Nasir, 2018;Nugraha et al, 2016;Saputri et al, 2019;Sari et al, 2018;Seranica et al, 2018;Suardana et al, 2018;Wang et al, 2015;Zaini et al, 2018). In these studies, students' ability increased significantly with the design of specific activities and purposive tasks for effective learning.…”

Section: Introductionmentioning

confidence: 99%

Students Critical-Creative Thinking Skill: A Multivariate Analysis of Experiments and Gender

Malik

Ubaidillah

2020

IJCRSEE

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Students’ ability to practice several thinking skills is one of the problems common in today’s learning. Therefore, this research aims to describe the improvement of students’ critical-creative thinking skills through a multivariate analysis of the experiment model and gender. The experiment models used in this research are the Multiple Skill Laboratory Activity Model (MSLAM) and Higher Order Thinking Laboratory (HOT Lab), with gender, considered as a factor influencing a successful learning process. Research method was a quasi-experiment with data obtained from 328 respondents from five different universities in Indonesia and analyzed using the multivariate tests. The results showed that the experiment model affected the learning outcomes more than genders. Furthermore, the Multiple Skill Laboratory Activity Module proved to improve students’ critical and creative thinking skills better than the Higher Order Thinking Laboratory. This study expected to provide a comparison in determining the types of suitable experiments for learning at colleges and schools.

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Influence of Project-Based Learning Model that Aided Matrix Laboratory toward Creative Thinking Skills Viewed from College Student's Science Generic Skills

Cited by 3 publications

References 15 publications

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

Development of Habits of Mind Instruments in the Context of Basic Physics Practicum: EFA and Rasch Model

Students Critical-Creative Thinking Skill: A Multivariate Analysis of Experiments and Gender

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