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.

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.

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.

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.

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.

scholarly journals A Pedagogical Intensive Collaborative Electric Go-Kart Project

2017 ◽  
Vol 7 (4) ◽  
pp. 117
Author(s):  
Sébastien Jacques
Keyword(s):  
Oral Communication ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Teaching Staff ◽  
Collaborative Project ◽  
Knowledge And Skills ◽  
Industrial Partner ◽  
Preparatory Phase

This paper provides an initial feedback from an intensive, multidisciplinary, and collaborative project implemented in France in higher engineering education through a case study on electric go-kart conception. This kind of project was proposed during 2 successive academic years in collaboration with an industrial partner who is currently a relevant expert in the field. The project consisted in designing, developing, and validating the operation of several electric go-karts within 56 hours of teaching only. Several groups of approximately 10 4th-year university students were involved in this new project-based learning (PBL) approach. This article points out knowledge and skills that the learners had to acquire at the end of the project, and the methods of assessment. In particular, an innovative oral communication based on a theatrical oral session was tested. The various steps in the project development, management, and the interactions with the students, the teachers and the industrial partner are highlighted. Qualitative and quantitative data were extracted from the transcript of grades and the satisfaction surveys. All results demonstrate that the students were encouraged to become active throughout the project. They developed particularly co-operative and collaborative competencies, and critical thinking skills. Although this experience is overwhelmingly positive for the teaching staff, the worse part of the project consisted in developing efficient methods and tools both to organize the project, and evaluate the students’ knowledge and skills. As a consequence, a preparatory phase was absolutely necessary to warrant the success of the project.

scholarly journals Implementation of Project-Based Learning Model with Edmodo Application in the Capita Selecta Chemistry Course

2021 ◽  
Vol 2 (2) ◽  
pp. 184-195
Author(s):  
Dewi Handayani ◽  
Endang Widi Winarni ◽  
Agus Sundaryono ◽  
M. Lutfi Firdaus
Keyword(s):  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Average Score ◽  
Research Subjects ◽  
Project Model ◽  
Face To Face Learning

This research is to precieve the learning outcomes and student responses to the applied models and applications. The type of research carried out was experimental research using a one group pretest-posttest design with the research subjects were 29 students of the fifth semester of  2019/2020 academic year who took Capita Selecta Chemistry Course. The data collection technique was carried out by means of test techniques, namely learning outcomes as seen from the pretest and posttest scores, as well as non-test techniques as seen from observation, interview and student response questionnaires to the application used via google form. The t test was carried out with the help of the SPSS 23 program. Based on the research conducted, there was an increase in student learning outcomes from a value of 65.172 (pretest average score) to 84.586 (posttest average score). The N-Gain score of 0.557 is included in the moderate category, indicating that there is a significant increase in student's critical thinking skills using the PjBL model and the Edmodo application. The results of the student response questionnaire stated that only 48.28% of students liked learning using the online/edmodo application. 51.72% of students still like direct/face-to-face learning. As many as 96.55% of students considered the Edmodo application to provide a new atmosphere in capita selecta lectures. The response to the edmodo application and the project model used was very good. Students are enthusiastic about the edmodo application because it has complete, interesting and easy to learn features. Project Based Learning (PjBL) learning model using the Edmodo application can be recommended to be applied by the lecture.

scholarly journals Students’ Creative Thinking With 4'R Applications in Procedure Text Project Based Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Kusmiati Dariman
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Text Learning ◽  
Research Subjects ◽  
Procedure Text

The application of 4 'R (Reading, Reciting, Reasoning, and aRithmetic) is very important to be applied in an integrated way in learning. The purpose of this study was to describe students 'creative thinking with the application of 4' R (Reading, Reciting, Reasoning, and aRithmetic) in project-based text learning. This study uses Classroom Action Research method. The research subjects were students of  grade VIIA Sabilillah Islamic Junior High School Malang. The results showed that students' creative thinking skills were still very low, namely 61.29%. Based on the facts found the learning process has not taken place optimally. Finally, after applying  4’R (Reading, witing, Reasoning, and aRithmetic) in project-based  learning. Students 'creative thinking skills on average experienced an increase after improvements were made with the implementation of the 4' R and project-based learning. This can be shown in the increasing percentage of skills reaching an average of 77, 46% in the first cycle and increasing in the second cycle reaching a percentage of 96.77%.

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

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