scholarly journals Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 11-21
Author(s):  
W. Sumarni ◽  
S. Kadarwati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Educational Process ◽  
Local Culture ◽  
Gain Score ◽  
High Category ◽  
Critical And Creative Thinking

Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

scholarly journals Application of Integrated Project-based and STEM-based E-learning Tools to Improve Students’ Creative Thinking and Self-Regulation Skills

2022 ◽  
Vol 8 (1) ◽  
pp. 51-56
Author(s):  
Molani Paulina Hasibuan ◽  
Ratih Permana Sari ◽  
Ricky Andy Syahputra ◽  
Nahadi Nahadi
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Self Regulation ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
School Students ◽  
E Learning

In today's digital environment, using technology in learning is a requirement for staying relevant to the needs of the twenty-first century. The goal of this study is to develop learning tools that combine Project-based learning (PjBL) with STEM-based e-learning to assist students enhance their creative thinking skills and self-regulation. This study is a quantitative descriptive study using a one-shot case study research design and a research sample of 25 high school students in class for the academic year 2020/2021. The N-Gain score is used to collect data using test and non-test instruments before and after treatment to assess if there is an improvement in learning outcomes. All indicators of critical thinking skills and self-regulation increased as a result of the study. On the fluency indicator, the creative thinking skills indicator received the highest score of 0.86, while self-regulation received the biggest rise on the organizing and transforming indicator with a score of 0.83. The average increase in critical thinking skills is 73.66 percent, and the average rise in self-regulation is 79.42 percent, both of which are high

scholarly journals Analysis of Ethno-STEM Integrated Project Based Learning on Students' Critical and Creative Thinking Skills

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ariyatun Ariyatun
Keyword(s):  
Creative Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Integrated Project ◽  
Critical And Creative Thinking

Critical and creative thinking is one of the 21st century skills that meet the needs in the educational process. In addition, learning local wisdom which is closely related to scientific concepts also really needs to be emphasized. This study aims to analyze students' critical and creative thinking skills through the application of Ethno-STEM Integrated Project Based Learning. This research is a case study research with a One-Shot Case Study design. The research subjects were 36 students of class XI IPA at SMA Negeri 1 Weleri. Data collection used a test instrument that has been validated by experts and shows a Cronbach Alpha score of 0.72. From the results of data analysis, it shows that students' critical thinking skills achieve good criteria, with the highest achievement in the aspect of providing simple explanations and the ability to think creatively of students achieving good criteria with the highest achievement on the flexibility aspect, which is to provide various interpretations of a picture, story, or problem.  In conclusion, the integrated Ethno-STEM Project Based Learning can train students' critical and creative thinking skills.

Model Pembelajaran Project Based Learning Dalam Meningkatkan Keterampilan Berpikir Kreatif dan Komunikasi Matematis Siswa

2020 ◽  
Vol 3 (2) ◽  
pp. 201-214
Author(s):  
Joko Krismanto Harianja
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Project Based Learning ◽  
School Students ◽  
Mathematical Communication ◽  
Board Games ◽  
Using Data

Abstrak: Tujuan penelitian ini adalah untuk meningkatkan keterampilan berpikir kreatif dan komunikasi matematis siswa SMP kelas VII dengan menerapkan model pembelajaran Project Based Learning (PjBL) serta untuk mengetahui apakah keterampilan berpikir kreatif siswa memiliki hubungan positif terhadap komunikasi matematis siswa. Penelitian ini dilakukan di SMP XYZ kota Bogor. Adapun kegiatan pada proses pembelajaran ini adalah merancang mathematics board games. Mix method merupakan jenis metode penelitian yang dilakukan dengan teknik pengambilan data dengan wawancara terhadap 5 orang responden, kuesioner dan observasi. Analisa kualitatif dilakukan secara triangulasi. Sedangkan untuk analisa kualitatif dengan menggunakan data yang diperoleh dari instrumen rubrik indikator keterampilan berpikir kreatif dan komunikasi matematis. Hasil penelitian menunjukkan bahwa implementasi PjBL dapat meningkatkan keterampilan berpikir kreatif dan komunikasi matematis siswa. Secara kuantitatif dengan menggunakan uji statistik korelasi Pearson, diketahui keterampilan berpikir kreatif memiliki hubungan positif dengan keterampilan berpikir kreatif. Abstract: The purpose of this study is to improve the creative thinking skills and mathematical communication of VII grade junior high school students by applying the Project Based Learning (PjBL) learning model and to find out whether students 'creative thinking skills have a positive correlation with students' mathematical communication skill. This research was conducted at SMP XYZ in Bogor. The activities in this learning process are designing mathematics board games. Mix method as the research methodology that is used with data collection techniques by interviewing 5 respondents, questionnaires and observations. Qualitative analysis is done by triangulation. Whereas for quanitative analysis using data obtained from the rubric instrument of creative thinking skills and mathematical communication indicators. The implementation of PjBL could improve students' creative thinking skills and mathematical communication. Quantitatively using the Pearson correlation statistical test, it is known that creative thinking skills have a positive relationship with creative thinking skills.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals Development of Project-Based Learning Science Module to Improve Critical Thinking Skills of Junior High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 71-76 ◽  
Author(s):  
Widodo Setiyo Wibowo ◽  
Ekosari Roektiningroem ◽  
Norma Bastian ◽  
Karina Syahrul Hudda
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Junior High School Students ◽  
School Students

The study was conducted to develop science module based on project-based learning that is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. The study was Research and Development (RD), modified from Borg Gall steps covering only research and information collecting, planning, preliminary form of product development, expert judgment, product revision, and final product. The subjects were 2 expert lecturers (content expert and media expert) and 2 science teachers of SMP N 1 Wonosari. The types of data were quantitative and qualitative. Data were collected by means of SSP validation sheets and disaster preparedness identification sheets. The techniques of data analysis were descriptive analysis of qualitative and quantitative to 5 grading scale. The result of the study shows that science module is feasible to be implemented in science learning and has potency to build critical thinking skills of junior high school students. 

scholarly journals Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 233-243
Author(s):  
Isnaini Nur Azizah ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Seventh Grade ◽  
Learning Achievement ◽  
Ability Test ◽  
Self Confidence

Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidenceAbstractThe purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: (1) determining the project; (2) designing project completion steps; (3) preparing the project implementation schedule; (4) completion of the project with facilitation and monitoring from the teacher; (5) preparation of reports and presentation/ publication of project results; and (6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.

scholarly journals Assessment Of Efficacy of Lab-Based Learning In Enhancing Critical Thinking And Creative Thinking Among Learners

2020 ◽  
Vol 4 (1) ◽  
pp. 14-29
Author(s):  
Dipesh Karki ◽  
Roshee Lamichhane
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Difference In Differences ◽  
Standard Difference ◽  
Teaching Learning ◽  
Critical And Creative Thinking

Abstract With technological innovations happening at workplaces, 21st century organizations demand competencies in thinking creatively and critically. These two skills will potentially help prospective employees become confident individuals, concerned citizens, self-directed learners, and active professionals. In this context, it becomes imperative to overhaul the lecture-based and banking model of the traditional pedagogical approach in order to impart such skills among undergraduate and graduate students. To address this issue, a lab-based teaching-learning method focused on problem-solving and design thinking was introduced at OAMK Labs in Finland. This study assesses the efficacy of lab-based learning in enhancing creativity and critical thinking among students from engineering, management, and science backgrounds of Kathmandu University, Nepal. The study was conducted in a workshop setting using a randomized control trial (RCT) where participants were divided into control and treatment groups. Participants in treatment group took part in a design thinking workshop that applied lab-based learning pedagogy, while those in the control group were given some reading material on improving creativity and critical thinking. Standard tests on both critical and creative thinking in a pre- and post-stages were administered to both groups. Data was analyzed using standard Difference-in-Differences technique. The results showed that while the level of critical thinking improved significantly, among the learners in treatment group alone, the creativity level in the post-stage increased significantly among learners in both groups. Results validated the efficacy of lab-based teaching-learning in addressing the need for critical and creative thinking skills among learners. Keywords: critical thinking, creativity, lab based learning, innovation, higher education, Difference-in-Differences

scholarly journals Mengembangkan keterampilan berpikir kritis dengan game ritual tumpe

2019 ◽  
Vol 5 (2) ◽  
pp. 139-146
Author(s):  
Muliati Supandi ◽  
Senam Senam
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Eligibility Criteria ◽  
Gain Score ◽  
Post Test ◽  
Quasi Experimental

Tujuan penelitian ini mengembangkan produk berupa Game ritual tumpe untuk peserta didik SMP Kelas VII. Penelitian menggunakan metode research and developement (R & D) yang dikembangkan oleh Thiagarajan. Penelitian mengacu pada model 4D: define (mendefinisikan), design (mendesain), develop (mengembangkan) dan disseminate (menyebarluaskan). Hasil penelitian menunjukkan bahwa media pembelajaran yang dikembangkan valid atau memenuhi kriteria kelayakan. Kategori kelayakan yang diperoleh dari ahli media dan juga guru adalah sangat valid. Implementasi media pembelajaran di dalam kelas dapat meningkatkan partisipasi aktif peserta didik sehingga berdampak pada peningkatan kemampuan berpikir kritis. Jenis penelitian menggunakan quasi eksperimen, menggunakan kelas kontrol dan kelas eksperimen. Gain score yang diperoleh pada saat pretest dan posttes pada kelas eksperimen menunjukkan perbedaan yang signifikan. Nilai gain score kelas eksperimen diperoleh 0,67 dan kelas kontrol 0,54 dengan kategori sedang. Efektivitas pembelajaran dilakukan dengan uji Manova dengan perolehan nilai sig. sebesar 0.000 (<0.05). Kondisi tersebut menunjukkan bahwa media yang dikembangkan valid, praktis dan efektif digunakan dalam proses pembelajaran sains di kelas VII SMP. Develop critical thinking skills with tumpe ritual games AbstractThe aim of this study was to develop product in the form of a Tumpe Ritual Game for Class VII junior high school students. The research used the research and developement (R & D) method developed by Thiagarajan. The research refers to the 4D model: define, design, develop and disseminate. The result of the study indicates that learning media developed is valid or meet the eligibility criteria. The feasibility category obtained from media experts and also the teacher is highly valid. The implementation of learning media in the classroom can increase students' active participation so that it has an impact on improving critical thinking skill. This type of research uses quasi-experimental, using the control class and the experimental class. Gain scores obtained at the pre-test and post-test in the experimental class showed significant differences. The  gain score of experimental class was 0.67 and the control class was 0.54 with the medium category. The effectiveness of learning was done by Manova test with the acquisition of sig values. amounting to 0,000 (<0.05). These condition indicated that the media developed was valid, practical and effective to be used in the process of learning science in class VII SMP.

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.

Sign in / Sign up

Export Citation Format

Share Document