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.

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 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 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.

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

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

scholarly journals THE ROLE OF METACOGNITION STRATEGY TO ENHANCE READING COMPREHENSION

2021 ◽  
Vol 1 (3) ◽  
pp. 206-213
Author(s):  
Fitrani Dinda Fadilah ◽  
Natashah Mohd Ridwan ◽  
Nurma Dianti Putri ◽  
Suhendri Prayoga ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Metacognitive Strategies ◽  
Critical Thinking Skills ◽  
Metacognitive Strategy ◽  
Thought Processes ◽  
Higher Order Thinking Skills ◽  
The Right

Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes

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