Relationship between Critical and Creative Thinking Skills and Learning Achievement in Biology with Reference to Educational Level and Gender

Nasution, Nanda Eska Anugrah; AlMuhdhar, Mimien Henie Irawati AlMuhdhar; Sari, Murni Sapta; Balqis,

doi:10.36681/tused.2023.005

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…The percentage of this aspect was greater than those of the three previous aspects. Someone with good elaboration skills tends to be able to solve problems systematically and orderly, providing more details and explanations (Nasution et al, 2023;Nurhamidah et al, 2018).…”

Section: Evaluation Phasementioning

confidence: 99%

“…In addition, students who are less open to new experiences, have less mastery of concepts, and limited time can also result in less optimal learning (Yuliani et al, 2017). Another factor that can also affect the limited ability to think creatively is the lack of search for learning resources that encourage critical thinking (Nasution et al, 2023).The ability to think creatively can still be developed, so there are many alternatives to practice this ability. One of them is the use of electronic LKPD which can facilitate the use, practical, and features that make it more attractive (Sari et al, 2022).…”

Section: Evaluation Phasementioning

confidence: 99%

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Development of interactive e-LKPD based on creative thinking skills on the concept of environmental change

Ricky Ardiansah,

Zulfiani

2023

JPBI

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Students' worksheets (Lembar Kerja Peserta Didik/LKPD) are needed as alternative teaching materials in learning. This study aims to produce electronic students' worksheets (e-LKPD) based on creative thinking skills on the concept of environmental change. In addition, this study also aims to determine the level of validity, readability, and practicality of the Interactive e-LKPD developed. The research method used is Developmental Research using the stages of Akker et al which consists of 3 stages, namely: Analysis, Design and Development, and Evaluation Phase. Validity test results obtained an average percentage value of 90.06% with a very valid category. The readability test results obtained an average percentage value of 94.91% with a very positive category. The results of the practical test by biology teachers and students obtained an average percentage of 100% and 81.22%, with both categories being very practical. Based on the test results that have been done, it can be concluded that the Interactive E-LKPD is very feasible to use in learning activities. Therefore, the existence of interactive E-LKPD as a source of alternative teaching materials to develop students creative thinking skills in biology learning is in line with the implementation of Kurikulum Merdeka (Freedom Curriculum).

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Section: Evaluation Phasementioning

confidence: 99%

Section: Evaluation Phasementioning

confidence: 99%

Development of interactive e-LKPD based on creative thinking skills on the concept of environmental change

Ricky Ardiansah,

Zulfiani

2023

JPBI

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“…Critical thinking skills are not widely known and developed by teachers in school learning (Amprasto et al, 2020). Critical thinking skills that have yet to be developed in learning can be seen in the results of the latest research (Nasution et al, 2023). It was known that the critical thinking skills of high school students are still at a basic level.…”

Section: Introductionmentioning

confidence: 99%

Analysis of High School Students’ Critical Thinking Skills Profile According to Ennis Indicators

Septiany,

Puspitawati,

Susantini

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Objective: This study aims to identify the profile of senior high school students' critical thinking skills in ecosystem material on several critical thinking indicators compiled by Ennis. Method: This research uses quantitative descriptive methods. The research used six essay questions prepared to analyze students' thinking skills based on several indicators compiled by Ennis. The population in this study were all high school students at one of the senior high schools in West Nusa Tenggara, with the sample being class X students with a total of 60 students. Results: Based on research findings, it is known that the skills of the students in the sample are divided into three categories, namely very low, low, and moderate. Half of the sample size is in the very low category. At the same time, the rest is divided into the low and moderate categories, where a small number of students belong to the moderate category. Novelty: The novelty of this research is to explore the level of students' critical thinking skills using indicators compiled by Ennis. These results will provide an overall understanding of students' critical thinking skills, which teachers can use as a basis for designing learning designs to train students' critical thinking skills to reach the high and very high categories.

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“…Creative thinking is a recognised 21 st -century skill. Creative thinking is the ability of the thinking process to generate new and unique ideas to solve problems (Zubaidah et al, 2017;Istiyono et al, 2018;Batlolona et al, 2019;Eska et al, 2023;Hidayati et al, 2023;Nahar, 2023). Creative thinking includes originality, flexibility, fluency, and elaboration (Batlolona et al, 2019;Kholilah et al, 2020;Torrance, 2006).…”

Section: Introductionmentioning

confidence: 99%

Do creative thinking skills in problem-based learning benefit from scaffolding?

Wiwik Ernawati,

Yusnidar,

Haryanto

et al. 2023

tused

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Creative thinking skills are recognised 21 century skills. This study aimed to determine whether students' creative thinking skills in biochemistry courses are improved through scaffolding-based problem-based learning. The study employed a mixed methods approach with a sample of 113 chemistry education programme students at Jambi University. An observation sheet instrument was used to gauge students' creative thinking skills during learning, test questions were used to gauge them after the implementation of Problem Based-learning, and an interview instrument was used to see how students responded once PBL learning had been implemented. Descriptive statistical testing techniques were applied to data between classes. It was found that there were significant differences in students' creative thinking skills after scaffolding-based PBL learning had been carried out. The biochemistry learning process was found to be conducive to scaffolding in problem-based learning. Providing scaffolding in problembased learning also has a positive impact on students because this study proves that students become more active learners in education because the problem-solving process requires students to express opinions and exchange ideas.

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Relationship between Critical and Creative Thinking Skills and Learning Achievement in Biology with Reference to Educational Level and Gender

Cited by 6 publications

References 22 publications

Development of interactive e-LKPD based on creative thinking skills on the concept of environmental change

Development of interactive e-LKPD based on creative thinking skills on the concept of environmental change

Analysis of High School Students’ Critical Thinking Skills Profile According to Ennis Indicators

Do creative thinking skills in problem-based learning benefit from scaffolding?

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