scholarly journals 2199 Critical and creative thinking course: Fundamental for a junior researcher

2018 ◽  
Vol 2 (S1) ◽  
pp. 52-52
Author(s):  
Lourdes E. Soto de Laurido ◽  
Marie K. Norman ◽  
Doris Rubio
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Information Source ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior Research ◽  
Creative Solutions ◽  
Innovative Thinking ◽  
The Difference ◽  
Critical And Creative Thinking

OBJECTIVES/SPECIFIC AIMS: Explain the difference between creative and critical thinking. Practice and enhance the critical thinking skills. Display innovative thinking through creative solutions and insights. Critically evaluate evidence in research. Think imaginatively, actively seeking out new points of view. METHODS/STUDY POPULATION: Offer an online course in Critical and Creative Thinking to junior researchers to improve their capacity to think and transforms their ideas in research questions and aims that bring new option to the field of clinical and translational research. Evaluate their improvement through evaluation forms and exercises that show their process to think imaginatively. RESULTS/ANTICIPATED RESULTS: The Scholars will understood the importance of critical and creative thinking in their careers, believed they could apply the insights and knowledge from the course in their grant and paper writing, recognized that they don’t always consider if they are being critical or creative in their thinking and actions. DISCUSSION/SIGNIFICANCE OF IMPACT: The course helped the participants to improve their capacity to think and saw a need to develop a more systematic thought processes in their life and work. The junior research will understand the difference between opinion, reasoned, judgment and fact and they will be able to judge the credibility of an information source using criteria such as authorship, currency and potential bias that can improve their grant submission and scientific writing skills.

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS DAN KREATIF CALON GURU KIMIA PADA PERKULIAHAN BIOKIMIA

2020 ◽  
Vol 4 (2) ◽  
pp. 99-110
Author(s):  
Andi Wahyudi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Test Items ◽  
Critical And Creative Thinking

Critical thinking and creative thinking are important dimension in teaching of 21st century to facing the challenges of the industrial revolution 4.0. The aim of this research was to analyze undergraduate preservice teachers’ critical and creative thinking skills on a biochemistry course. It was conducted using case study to analyse real circumstance that happened in biochemistry course.  The instruments was observation sheet, test items of critical thinking skills, test items of creative thinking skills and questionnaires were used to determine the responses students towards learning activity. Participant was 30 undergraduate preservice chemistry teachers in 2015. The finding of this research showed that biochemistry course only emphasizes on critical thinking skills and not provided briefing creative thinking skills. This means that the biochemistry course has not showed students’ balance skills on critical and creative thinking skills. This study suggest that need further research to develop a biochemistry program who can improve students’ critical thinking and creative thinking.

EFFECTS OF ACTIVE STRATEGIC TEACHING MODEL (ASTM) IN CREATIVE AND CRITICAL THINKING SKILLS OF ARCHITECTURE STUDENTS

2018 ◽  
Vol 12 (2) ◽  
pp. 209 ◽  
Author(s):  
Maziar Asefi ◽  
Elnaz Imani
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Architectural Education ◽  
Control Group ◽  
Teaching Model ◽  
Strategic Teaching ◽  
Critical And Creative Thinking

Improving creative and critical thinking is one of the most important objectives in architectural education. The present research has been performed to investigate the effects of active strategic teaching model (ASTM), on creative and critical thinking skills of architecture students. This quasi-experimental study is of a causal-comparative type and was done as two-group experimental research (control and intervention) using pre-test, post-test method during 2014-2016. The statistical society of the research consists of students of Architecture Design Studio 4 at Tabriz Islamic Art University. The students of control group were carried out with conventional method while the intervention group received active strategic model. The creative and critical thinking skills were compared in both groups in specific dimensions based on reviewing the design process. The statistical analysis was conducted by SPSS software and descriptive statistics, independent t-test, chi-square and ANOVA were used. However, interpretation of the results weren’t causal. In this review, the majority of students could obtain proper results dependent on the amount of their efforts which indicate the relative success of both methods. But, comparing the mean differences of the results in two groups shows a significant difference in enrichment of critical and creative thinking skills of the intervention group in comparison with the control group. In fact, using ASTM led to develop the critical and creative thinking skills as one of the main missions of architectural education and finally led to more and also sustainable achievements in creative procedure of architectural design.

scholarly journals Pengaruh model PBT terhadap kemampuan berpikir kritis dan kemampuan berpikir kreatif siswa SMAN 2 Magelang

2016 ◽  
Vol 2 (1) ◽  
pp. 58 ◽  
Author(s):  
Marike Muskitta ◽  
Djukri Djukri
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Alternative Hypothesis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Teaching Model ◽  
Significance Level ◽  
Quasi Experimental ◽  
Critical And Creative Thinking

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan pengaruh model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kreatif siswa pada materi pencemaran lingkungan. Penelitian ini dilaksanakan di SMA Negeri 2 Magelang. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonrandomized control group pretest-posttest. Analisis data menggunakan uji t. Hasil perhitungan perbedaan rata-rata posttest pada kedua kelompok untuk kemampuan berpikir kritis menunjukkan nilai hitung sebesar 2,45 dan ttabel dengan signifikasi 0,05% dengan dk 62 = 2,00 sedangkan untuk kemampuan berpikir kreatif menunjukkan nilai hitung sebesar 3,43 dan ttabel dengan signifikansi 0,05% dengan dk 62 = 2,00. Hasil perhitungan tersebut menunjukkan bahwa thitung > ttabel. Hal ini berarti hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Dengan demikian, terdapat pengaruh penggunaan model pembelajaran berdasarkan masalah terhadap kemampuan berpikir kritis dan terdapat pengaruh model Pembelajaran Berdasarkan Masalah terhadap kemampuan berpikir kreatif siswa pada konsep pencemaran lingkungan.Kata Kunci: penggunaan model pembelajaran berdasarkan masalah, kemampuan berpikir kritis dan kemampuan berpikir kreatif. The Effect of the Problem-Based Teaching Model on the Critical Thinking Skills and Creative Thinking Skills of the Students of SMA AbstractThis study aimed to determine the effect of the use of problem-based teaching model on the critical thinking skills and effect of the use of problem-based teaching model on the creative thinking skills of students on environmental pollution materials. The research was conducted at SMAN 2 Magelang. The research method used was a quasi-experimental design with nonrandomized control group pretest-posttest. The data analysis used the t test. The result of the calculation of the posttest average of the difference between the two groups for critical thinking skills shows the calculated value of 2.45 and ttable with the significance level of 0.05% with 62 df = 2.00, while for the ability to think creatively the calculated value of 3.43 shows the ttable with the significance level of 0.05% with 62 df = 2.00. This shows that t > ttable. This means that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Thus, there is an effect of the use of problem-based teaching model on the critical and creative thinking skills of the students on the concept of environmental pollution.Keywords: use of problem-based teaching model, critical and creative thinking skills.

The Effect of Hots-Oriented Worksheets with Barcode Assistance in Online Learning on Critical Thinking and Creatives of Students of Class XI SMAN 1 HARAU

2021 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Trio Junira Fernando ◽  
Yenni Darvina ◽  
Silvi Yulia Sari ◽  
Letmi Dwiridal ◽  
Fanny Rahmatina Rahim
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Kinetic Theory ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning System ◽  
Kinetic Theory Of Gases ◽  
Significant Difference ◽  
Critical And Creative Thinking

This study aims to see the effect of hots oriented job sheets with barcode assistance in online learning to the students' critical and creative thinking on heat and the kinetic theory of gases learning topic in grade xi of 1st harau district senior high school. This type of research is a quasi-experiment with a randomized only control group design. This study involved two classes, the first class as the experimental class using hots-oriented job sheets with barcode assistance and the second class as the control class. Data collection techniques in the form of a written test with a graded essay question model. The assessment is based on observable indicators of critical and creative thinking skills. data analysis using qualitative descriptive analysis techniques. The results showed that there was an increase in the ability to think critically and creatively. the experimental class was 57% and the control class was 12%. Based on the research results it can be concluded that: First, after implementing HOTS-oriented worksheets assisted by barcodes in online learning, there was an increase in students' critical thinking skills and creative skills in the experimental class. Second, there is a significant difference in the improvement of students' critical and creative thinking skills in the experimental class after implementing HOTS-oriented job sheets assisted with barcodes in online learning compared to the control class that did not apply the job sheets. Third, HOTS-oriented worksheets assisted with barcodes are very suitable to be applied in schools with an online learning system because they can improve students' critical thinking skills and creative thinking skills on heat material and the kinetic theory of gases.

scholarly journals The Influence of STEM-Based 7E Learning Cycle on Students Critical and Creative Thinking Skills in Physics

2019 ◽  
Vol 8 (2S9) ◽  
pp. 761-769
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Other ◽  
Learning Cycle ◽  
Control Group ◽  
Thinking Skill ◽  
Quasi Experimental ◽  
Critical And Creative Thinking

Critical and creative thinking is important skills to students in the era of 21st century. This study aims to identify the effect of teaching approach called STEM-7E learning cycle on critical thinking skills and creative thinking skills. The study was carried out at two different schools in Indonesia. This study employed quantitative study using quasi experimental approach. The participants were divided into two groups which called experimental and control group. Two instrument were used in this study which were Critical Thinking Skills Test and Creative Thinking Skills Test. The Critical Thinking Test consists of three constructs which were interpretation, analysis and inference. The alpha Cronbach of critical thinking instrument is .937. The other instrument for this study is Creative Thinking Skills Test which consists of four construct; creative fluency, flexibility, originality, and elaboration. The alpha Cronbach’s creative thinking skill test is .803. Both study were analysed by using mean, t-test, ANCOVA, N-gain, and effect size. As a conclusion, this study shows that the use of STEM-7E learning cycle show significance differences in increasing student critical thinking skill. On the other hand, there was significance differences between STEM-7E learning cycle and 7E learning cycle in increasing students’ creative thinking.

scholarly journals PERBEDAAN HASIL KEMAMPUAN BERPIKIR KRITIS DAN BERPIKIR KREATIF SISWA MENGGUNAKAN HANDOUT BERBASIS PEMECAHAN MASALAH

2018 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Uswatun Hasanah ◽  
Syifa’ul Gummah ◽  
Lovy Herayanti
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Value ◽  
Thinking Ability ◽  
Class 1 ◽  
The Difference

This study aims to determine the effect of problem solving handouts on students critical thinking skills and the effect of problem-solving handouts on the students creative thinking ability and the difference in learning outcomes of the two measured thinking skills after learning using handout-based physics problem solving on static fluid materials. The study population is all students of class XI MIA SMAN 1 Praya Timur with research sample consist of two classes that class XI MIA 1 as critical thinking experiment group and class XI MIA 2 as experiment group of creative thinking. Both samples are taught using handout-based troubleshooting. The instrument used in this study uses critical thinking test and essay of creative thinking. The result of analysis of class XI MIA 1 data obtained pretest average value of 45.1 and posttest of 75.3 so obtained Sig value. (2-tailed) data (0.00) < alfa test (0.05). This result indicates that there is influence of problem solving handout to critical thinking skill of XI MIA class 1. The result of analysis of class XI MIA 2 data obtained pretest value of equal to 35,9 and posttest of 62,4 so obtained by Sig value. (2-tailed) data (0.00) < alfa test (0.05). These results indicate that there is a problem-based handout effect on problem-solving thinking ability of XI MIA class 2 students. The average difference in learning outcomes from both experimental groups of critical thinking and creative thinking suggests that learning using handouts based on problem solving is more appropriate to be used to train students 'critical thinking skills are compared to train students' creative thinking skills.

scholarly journals CRITICAL THINKING AND INNOVATION: AN ISLAMIC PERSPECTIVE

2020 ◽  
Vol 15 (Number 2) ◽  
pp. 33-41
Author(s):  
İbrahim Özdemir
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Driving Forces ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
International Terrorism ◽  
To Come ◽  
Globalized World ◽  
Critical And Creative Thinking

This paper will discuss the role of critical and creative thinking in preparing new generations to respond to the challenges threatening our societies today and in the future. We have been living in an ever interconnected and changing globalized world. Therefore, climate change, migration, international terrorism, financial meltdowns, poverty, injustices, and inequalities challenge and threaten the global community as a whole. If we want generations to come with new solutions and alternatives to solve these challenges, we must prepare them with critical thinking skills. It will suggest that the Qur'an and Sunnah of the Prophet were sources and driving forces of critical spirit in the classical Muslim legacy and kindled spirit of burning for learning. Therefore, this paper will attempt to define major concepts first and then delineate the significant features of critical and creative thinking in al-Ghazali's exemplary life and teachings.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

scholarly journals Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Guided Inquiry ◽  
Central Java ◽  
Before And After ◽  
The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

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