Profile of Students’ Critical and Creative Thinking Skills

Alfitriyani, Nia; Pursitasari, Indarini Dwi; Kurniasih, Surti

doi:10.2991/assehr.k.210715.069

Cited by 4 publications

(3 citation statements)

References 51 publications

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“…On the other hand, from the analysis of student performance assessment, it can be stated that the 21st-century skills of students are still in the low category with an average score of 49.61. The research results strengthened the result of this analysis by Alfitriyani et al (2021), which states that students' critical thinking and creative thinking skills are still in the low category.…”

Section: Introductionsupporting

confidence: 61%

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.

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Section: Introductionsupporting

confidence: 61%

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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“…It is linear eith earlier research that found there are not any differences found based on gender (Sari et al 2019) .There are various solutions to develop creative thinking skills. Based on earlier research, creative thinking will improve by being involved in the PBL process, applying the RICOSRE learning model, giving project briefs, PjBL implementation with Instagram media, and using the STEM education learning approach, combining hands-on experimentation with creative model-construction, the storytelling strategy (Alfitriyani, Pursitasari, and Kurniasih 2021;Ersoy and Başer 2014;Habibi et al 2020;Marianti and Rahayuningsih 2022;Mierdel and Bogner 2019;Sirajudin, Suratno, and Pamuti 2021;Tabieh et al 2020)one of the alternatives to the learning activity that could be used as a tool for improving the basic skills needed in this century in Science, Technology, Engineering, and Mathematics (STEM.…”

Section: Resultsmentioning

confidence: 99%

The Profile of Junior High School Students’ Creative Thinking Skills about Alternative Energy in Science Learning

2023

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The most crucial role of creative thinking skills for students is encouraged by way of thinking to prove the truth of an assessment formulation. Teachers need to know students’ creative thinking skill profile and fulfill each indicator level to generate focused ideal learning to improve creative thinking skills. This research was conducted to explore junior high school students’ creative thinking skill profile in science learning about alternative energy. This research is a quantitative descriptive essay test method. Respondents are 110 7th-grade junior high school students in Jember, East Java, Indonesia. The results showed that the creative thinking skills of junior high school students is low (44,98%). Students’ creative thinking skill still need to be developed. Some students find it challenging to design a unique creative work on alternative energy. We suggest that creative thinking skills need to improve by developing learning methods, models, strategies, approaches, media, context, and interaction in the discussion process.

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“…The unique expressions or original solutions are usually not commonly found in references or submitted by people (Nurhalizah et al, 2020). Elaboration is indicated the level of detail describing an argument (Huang et al, 2020), link one information with those from different disciplines (Wijayati et al, 2019), developing detailed ideas (Sugiyanto et al, 2018), itemizing ideas or answers given (Nurhalizah et al, 2020), and add meaning to the argument put forward (Alfitriyani, Pursitasari, & Kurniasih, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Profile of Creative Thinking Skills of Junior High School Students in Science Learning About Alternative Energy

Amaliyah

Supeno

Wahyuni

2023

j. paedagog. penelit. pengemb. pendidik.

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This research aims to explore junior high school students' creative thinking skill profile in science learning about alternative energy. This research was a quantitative descriptive essay test method. Respondents were 128 7th-grade junior high school students in Jember, East Java, Indonesia. The essay test consists of eight open-ended questions. Every indicator of creative thinking skill consists of two questions number. The Test score would be analyzed by IBM SPSS Statistic 23 using descriptive analyses, frequency analyses, one-sample Kolmogorov-Smirnov tests, validity tests by Pearson correlation, reliability tests, linearity tests, and regression analyses. The results showed that the creative thinking skills of junior high school students were unsatisfactory. Creative thinking skills still need improvement in science learning. Some students had challenges finding and designing a unique creative work on alternative energy. The results of this study implied that creative thinking skills must improve by developing learning methods, strategies, activities, approaches, media, context, and interaction in the discussion process.

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Profile of Students’ Critical and Creative Thinking Skills

Cited by 4 publications

References 51 publications

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

The Profile of Junior High School Students’ Creative Thinking Skills about Alternative Energy in Science Learning

The Profile of Creative Thinking Skills of Junior High School Students in Science Learning About Alternative Energy

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