scholarly journals The development of being a professional teacher in the 21st -century model based on the ethics of profession with Buddhism integration

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Chananporn Areekul
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Creative Thinking ◽  
Goodness Of Fit ◽  
Thinking Skills ◽  
Learning Activity ◽  
Century Model ◽  
Thinking Skill ◽  
Model Based ◽  
Professional Teacher

The purpose is to develop being a professional teacher in the 21st century model based on the ethics of profession with Buddhism integration. The data were collected from 265 teachers and 20 experts. The instruments were questionnaires and data were analysed by confirmatory factor analysis. The model consisted of (1) the instruction: the 21st century educational philosophy, the curriculum design skill, the educational innovation skill in the classroom, the learning activity management skill, the learning evaluation skill and the classroom action research skill; (2) the ethics of profession for: a person, profession, clients, co-professionals and society; (3) the thinking skills: analytical thinking skill, synthesis thinking skill, critical thinking skill, comparative thinking skill, problem-solving thinking skill and creative thinking skill; and (4) the Buddhist principles: Desana 2, Patisambhida 4, Pamana 4, Desanavidhi 4, Dhammadesaka-dhamma 5, Bahussutanga 5, Anupubbikatha 5 and Kalyanamitta-dhamma 7. The model’s goodness-of-fit indexes were satisfactory, right and coherent. Keywords: Buddhism, ethics, profession, teacher, the 21st century.

scholarly journals Pembelajaran Berbasis Proyek Menggunakan Senam Transformasi dan Tetris Geogebra untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 657-666
Author(s):  
Muhammad Abror
Keyword(s):  
Data Analysis ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Significant Difference

The ability to think creatively is an important ability in mathematics to deal with the demands of the 21st century. One learning model that can improve students' mathematical creative thinking skills is Project Based Learning. This study aims to determine the improvement of students' mathematical creative thinking abilities through Project Based Learning using Transformation Gymnastics and Tetris GeoGebra. Research instruments used in this study is a test in the form of description, consisting of pretest and posttest that measures the ability of mathematical creative thinking including fluency, flexibility, originality, and elaboration. Data analysis includes tests of normality, homogeneity, and t-test using SPSS application assistance. The results showed that there was a significant increase in the value of students' creative thinking abilities, both in classrooms with Project Based Learning using Transformation Gymnastics and in classrooms with Project Based Learning using Tetris GeoGebra. There was no significant difference between the average posttest in the two classes. Thus, the two project tasks used in this Project Based Learning can be used in learning Transformation material.

scholarly journals The Development of Learning Devices Based on Guided Inquiry and Affectivities for Students' Critical Thinking Skills

2019 ◽  
Vol 5 (2) ◽  
pp. 194
Author(s):  
Lita Sumiyarti ◽  
Dadi Setiadi ◽  
Jamaluddin Jamaluddin
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Score Range ◽  
Effectiveness Data

Abstract: The purpose of this research is to make the learning device based on guided inquiry in science learning and affectivities to improve students’ critical thinking skills and to examine its validity, effectiveness, and practicability. This research adapts Borg & Gall Research and Development and modification. The instruments of the research were instrument validation results, practicality, and effectiveness. Data were collected by employing a validation sheet that was validated by the assessor to gain validation and practicality scores, the student's positive response questionnaire and learning result test sheet were full filled-in by the students, and the observation sheet was full filled-in by the observer. The average score of total validity is in the score range of 2.6<SV≤3.5 and is an invalid category. The result of practicality research of learning devices based on practicality questionnaire the range of 3.5-4.0 and is in a very practice category. The result of effectiveness based on learning result test showed that 75 % of the students are completely based on the results of the research, it can be concluded that the learning device based on guided inquiry is valid, practical, and effective that is feasible to be used in a learning activity in the classroom.Keywords: Development Research; Guided Inquiry; Critical Thinking Skill

scholarly journals Profile of conceptual photosynthesis and creative thinking: Study of 7th-grade students

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 250-265
Author(s):  
Elis Sumarni ◽  
Anandita Eka Setiandi ◽  
Ari Sunandar
Keyword(s):  
High School ◽  
Conceptual Understanding ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Concept Understanding ◽  
West Kalimantan ◽  
Creative Thinking Skill

Profile of students’ creative thinking and conceptual understanding is essential to create an initial description of students’ competencies in overcoming their learning difficulties. The research aims to describe profile of concept understanding and creative thinking skills of 7thgrade students of all SMP Negeri (public junior high school) in Rasau Jaya sub-district, Kubu Raya Regency, West Kalimantan, Indonesia in photosynthesis content. The research uses qualitative descriptive method. The sampling technique employs disproportionate stratified random sampling. Samples consist of 143 students of 7th grade from three SMP Negeri in Rasau Jaya Sub-district, Kuburaya Regency, West Kalimantan, Indonesia. The data collection technique utilizes creative thinking skill test in the form of an essay with fluency, flexibility, originality, and elaboration aspects. Students’ concept understanding test is in the form of four-tier diagnostic test. Data analysis employs descriptive statistics with percentage of creative thinking and conceptual understanding in categories of understanding, partial understanding, misconception, and not understanding. The creative thinking skill percentage of SMPN students in Rasau Jaya, Indonesia in the originality and flexibility aspect is in a fairly creative category, whereas in the elaboration and fluency aspect the category is still less creative. The highest percentage of students’ conceptual understanding is misconception of 45.25% and followed by an understanding of 30.64%, not understand of 13.2%, and partial understanding of 10.97%. The obtained data give evidence that natural sciences (IPA) learning knowledge among junior high school students, especially concept understanding and creative thinking, is still low. Therefore, teachers could develop students’ creative thinking skills so their concept understanding could be improved.

scholarly journals Usability of M-PA21 Module to Improve Teachers’ Metacognitive Regulation in Teaching and Application of 21st Century Basic Skills

2019 ◽  
Vol 14 (20) ◽  
pp. 87 ◽  
Author(s):  
Rashidah Karnain ◽  
Saemah Rahman ◽  
Shahlan Surat ◽  
M.T. Ali
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Basic Skills ◽  
Skills Training ◽  
Document Analysis ◽  
Thinking Skills ◽  
Mean Value ◽  
Observation Data ◽  
Training Module ◽  
Metacognitive Regulation

Teachers face the challenges in producing students with 21st-century basic skills encompassing communication, collaborative, critical and creative thinking, as well as values and ethical. The reasons are the teachers do not have enough knowledge and skills to implement student-centered teaching, applying 21st-century basic skills, and teachers’ thinking skills which are metacognition is at a low level. To overcome this problem, the Metacogni-tive Skills Training Module in the Teaching and Application of 21st Centu-ry Basic Skills (M-PA21) was developed. The training module needs to be evaluated for usability to see if it can solve the teachers’ existing problems. Therefore, the study aims to evaluate the usability of the M-PA21 module to improve the teachers’ metacognitive regulation in teaching. Evaluation of module usability was conducted through field test involving 16 respond-ents consisting of secondary school teachers. The data collection was done through module usability questionnaire, micro-teaching observation, and document analysis. The questionnaires of module usability were analyzed using SPSS version 24.0 by determining mean value, while observation data was analyzed thematic. Document analysis supports the evaluation of ques-tionnaires and observation findings. Overall, the findings show that the M-PA21 module can enhance teachers’ metacognitive regulation in the teach-ing and application of basic skills of the 21st century

scholarly journals A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong

2007 ◽  
Vol 31 (2) ◽  
pp. 138-146 ◽  
Author(s):  
Man Sang Wong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Assessment Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Positive Tendency ◽  
Thinking Disposition

Critical thinking skill is considered to be one of the important attributes to nurture students to cope with the challenges coming from this ever-changing world. The training of critical thinking skill could be quite different from the conventional education. Thus, special arrangements should be considered in the curriculum design and effective assessment method should be employed to test the subsequent learning outcome. This study was to evaluate prospectively the development of critical thinking disposition of the student prosthetists and orthotists in Hong Kong and a validated instrument, the California Critical Thinking Disposition Inventory (CCTDI) was used. The results showed that there was significant improvement in 5 out of the 7 domains, namely Truthseeking, Open-mindedness, Systematicity, Analyticity, Critical thinking self-confidence, Inquisitiveness and Maturity of judgment in 3 years' time. Further curriculum enhancements were suggested as the sum of all the domains was just slightly above the threshold of positive tendency.

CQ: Creativity quotient for climates, attitudes, and thinking skills with eye-tracking

2018 ◽  
Vol 233 (2) ◽  
pp. 465-475
Author(s):  
Kyung H Kim ◽  
Ji S Lee
Keyword(s):  
Pattern Recognition ◽  
Eye Tracking ◽  
Creative Thinking ◽  
Score Test ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Eye Blink ◽  
Fixation Durations ◽  
Tracking Technology ◽  
Blink Frequency

This article examined a new creativity test designed for engineers, CQ: Creativity Quotient for Climates, Attitudes, and Thinking skills with Eye-Tracking. The creativity quotient expanded and enhanced both the figural and verbal Torrance Tests of Creative Thinking skills. Creativity quotient added new, more comprehensive measures of creative climates, attitudes, and thinking skills that comprise Kim’s creative climates, attitudes, and thinking skills model of creativity. Additionally, its patented online eye-tracking technology assesses test-takers’ creative-attitude and thinking-skill tendencies by tracking the changes in test-takers’ pupil diameters, eye-blink frequency, micro-saccade rates, fixation durations or curves, and smooth-pursuit movements. Finally, the creativity quotient assesses creative thinking skills using pattern-recognition technology to instantly and objectively analyze and score test-takers’ drawings, which previously required trained human scorers. Upon completion of the creativity quotient, test-takers receive a detailed, comprehensive, itemized report about the strengths and weaknesses of their climates, attitudes, and thinking skills along with individualized advice on how to enhance their creativity to achieve an innovation.

scholarly journals Development of Creative Thinking Skill Instruments for Chemistry Student Teachers in Indonesia

2019 ◽  
Vol 15 (14) ◽  
pp. 21 ◽  
Author(s):  
M. Dwi Wiwik Ernawati ◽  
Damris Muhammad ◽  
Asrial Asrial ◽  
Muhaimin Muhaimin
Keyword(s):  
Student Teachers ◽  
Creative Thinking ◽  
Empirical Test ◽  
Thinking Skills ◽  
Measurement Development ◽  
Chemistry Student ◽  
Thinking Skill ◽  
Self Confidence ◽  
New Instrument ◽  
High Level

<p>Abstract-Creative thinking is a mental activity to build idea/ideas in dealing with problems. It improves self-confidence, academic achievements, and career success. The creative thinking is complex in nature and its measurement involving many aspects of flexibility, originality, fluency, elaboration, sensitivity and imagination. These aspects are parameters of creative thinking measurement. Development of the creative thinking instrument involves those aspects and should be adjusted to the purpose, method and time of use. Measurement of students' creative thinking skills in learning requires a new instrument that covers all the above mentioned aspects. The instrument was developed following Borg and Gall model. The instrument was then used in learning processes that applied problem based-learning-scaffolding models. Development results instrument, consisting of 16 items with each of them has four multilevel score scores. Based on the results of the validity of the items at the stage of limited empirical test and extensive trial, all items were also declared valid, with a score above the rxy table value (0.34). The instrument also shows a high level of reliability with a r11 value of 0.75, from the extensive testing phase. Means that the instrument developed has fulfilled standard instrument standards.</p><p> </p>

scholarly journals PENGEMBANGAN TES KETERAMPILAN BERPIKIR KREATIF

2015 ◽  
Vol 48 (1-3) ◽  
Author(s):  
I Wayan Redhana
Keyword(s):  
Research And Development ◽  
Field Study ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Thinking Skill ◽  
Preliminary Testing ◽  
Skill Test ◽  
R Value ◽  
Very High ◽  
Creative Thinking Skill

Abstract: The development of creative thinking skill test. The study was aimed to develop free-content-creative thinking skill test used to measure students’ creative thinking skills. To develop that test, research and development utilizing Borg and Gall model was conducted. Steps of the develop-ment in the study were conducted until preliminary testing. Findings of library study indicated that indicators or scales of creative thinking skills being used to design the creative thinking skills inclu-ded fluency, originality, and flexibility. Findings of field study found that some teachers did not know if there were tests to measure students’ creative thinking skills and they did not create the creative thinking skill test. The test being developed in the study consisted of 18 items. The prelimi-nary testing produced one item needed to be revised and the remainings could be used. Reliability of test was very high with r value of 0.880. Keywords: creative thinking, flexibility, fluency, originality, test Abstrak: Pengembangan Tes Keterampilan Berpikir Kreatif. Penelitian ini bertujuan mengem-bangkan tes keterampilan berpikir bebas konten yang dapat digunakan untuk mengukur keteram-pilan berpikir siswa. Untuk mengembangkan tes tersebut, penelitian dan pengembangan model Borg dan Gall dilakukan. Tahap pengembangan pada penelitian ini sampai pada tahap uji coba terbatas. Hasil-hasil studi pustaka menunjukkan bahwa  indikator atau skala keterampilan berpikir kreatif yang digunakan untuk menyusun tes keterampilan berpikir kreatif meliputi kelancaran, keaslian, dan keluwesan. Hasil-hasil studi lapangan menemukan bahwa beberapa guru tidak mengetahui jika terdapat tes yang dapat mengukur kemampuan berpikir kreatif seseorang dan guru belum pernah membuat tes keterampilan berpikir kreatif. Tes keterampilan berpikir kreatif yang dikembangkan pada penelitian ini terdiri atas 18 butir soal. Uji coba terbatas tes menghasilkan satu butir soal direvisi, butir soal sisanya dapat dipakai. Reliabilitas tes sangat tinggi, yaitu dengan nilai r sebesar 0,880. Kata-kata Kunci: berpikir kreatif, keaslian, kelancaran, keluwesan, tes

scholarly journals Keterampilan Berpikir Kreatif Peserta Didik yang Diajar Melalui Model Pembelajaran Pjbl dan Model Konvensional Materi Pencemaran Lingkungan

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Sitti Ashriah ◽  
Abd. Muis ◽  
A. Faridah Arsal
Keyword(s):  
Environmental Pollution ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Average Value ◽  
Creative Thinking Skill

Abstract. This research aims to find out the difference of students’ creative thinking skill using the PjBL learning model and conventional learning model for environmental pollution material. This research is a quasi-experiment with pretest-posttest control group design. The population were all the students of class VII and the sample were 34 students of class VII A and VII C. Data collection techniques used an essay. Data analysis in this study was conducted by t-test. The results showed that (1) creative thinking skill of students taught using PjBL learning model of environmental pollution material are in the moderate category with an average value of 58.23; (2) creative thinking skill of students taught using conventional learning model of environmental pollution are in the low category with an average value of 46.70; (3) there is difference of students’ creative thinking skill using PjBL learning model and conventional learning model of environmental pollution materials where students taught through PjBL learning model have higher creative thinking skills than taught by conventional learning model.Keywords: creative thinking skill, project-based learning, coventional learning.   

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.

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