CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING

2021 ◽  
pp. 100-114
Author(s):  
MARINA KHARATYAN ◽  
LUSIK VARDANYAN
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
Learning Goals ◽  
The Core ◽  
Core Elements ◽  
The Impact ◽  
Critical And Creative Thinking

MARINA KHARATYAN, LUSIK VARDANYAN - CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING The present research is an attempt to emphasize the current necessity in EFL teaching to reevaluate and reconsider the content of grammar on the discourse level through the core elements of critical and creative thinking. We do not seek to give a resourceful explanation to the concept and theory of critical and creative thinking; our foremost concern is to show how the knowledge of these two types of thinking can be linked to and identified in Grammar instruction. Driven by the pursuit of the 21st century learning goals and requirements and the urgent necessity of developing students’ higher order thinking skills, we seek to explore the impact of these two types of thinking on the quality of students’ academic performance in grammar classes through identifying the reciprocal link between grammar and critical-creative thinking. We also seek to evaluate students’ grammatical competence through determining the extent to which they acquire and master the core elements of grammar through the core elements of critical and creative thinking. We are free of the bias to regard Grammar as a sentence-level phenomenon as this kind of view is incompatible with the notion of competency-based instruction. Through introducing an integrated approach, we propose teaching Grammar in a variety of contexts with the intent of exposing not only morphological and syntactical peculiarities of a certain grammatical phenomenon but also its sociopragmatic aspects. What we should call in mind from the outset is that creative thinking is divergent and critical thinking is convergent. Divergent (creative thinking) focuses on a multitude of choices and solutions since it opens up the mind guiding it through different directions and possibilities; convergent (critical thinking) involves exact information and data, analysis and one possible solution to the problem.

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 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 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 PENGEMBANGAN BERPIKIR KREATIF

2018 ◽  
Vol 3 (1) ◽  
pp. 105
Author(s):  
Syarifan Nurjan
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Thought Process ◽  
Complex Thinking ◽  
The Subject ◽  
Thinking Processes ◽  
Mind Maps

This study aims to develop students' creative thinking through mind map training by organizing information in learning. Students' thinking skills are needed to understand the subject matter, utilize information and creativity. Thinking is a mental activity in solving problems by distinguishing basic thinking skills and complex thinking skills. Two complex thinking processes namely critical thinking and creative thinking. Critical thinking is an organized process that involves mental activities such as problem-solving, decision making, analyzing assumptions, and scientific inquiry. Creative thinking is a thought process for developing original, aesthetic, constructive ideas or results that relate to views, concepts, and emphasize intuitive, rational, and creative aspects of thinking and synonyms of divergent thinking. The development of students' creative thinking is developing creative thinking, developing a link between mind maps and creative thinking skills, and describing the verses of the Qur'an about 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 Seni Kreatif Dengan Penggunaan Medium Sisa Dalam Era Norma Baharu

2021 ◽  
Vol 6 (2) ◽  
pp. 35-42
Author(s):  
Khairi Asyraf Abdul Karim ◽  
Keyword(s):  
Critical Thinking ◽  
Basic Concept ◽  
Creative Thinking ◽  
Movement Control ◽  
Thinking Skills ◽  
Creative Idea ◽  
Current Scenario ◽  
Basic Concepts ◽  
Control Order ◽  
The Impact

Creativity involves thinking skills and thinking that conveys ideas, while critical thinking is thinking that assesses ideas. Creative thinking terminology also carries the meaning of thinking outside the box. The current scenario does not limit us to work, but rather become more creative in thinking of an idea. The creative idea in this artwork arose when a situation asked us to always stay at home, and barred us from going out looking for the material. The uniqueness in its process is the use of materials that replace canvas, acrylic or watercolor, and drawing tools. This is due to the difficulty in obtaining art supply sources due to the Movement Control Order (MCO/PKP) which is still in force. Referring to the scenario, why don't we look around to get an idea? What is the impact if we use existing materials around to be used as a medium? Have we ever considered taking such action when faced with this situation? Isn't that called creativity? Could this be what the New Norm means? This artwork has a back to the basic concept. When the new norm takes place, it is like a baby who needs to learn the norms of life. The abstract paintings created feature basic shapes such as squares and oval that we often see everywhere in our day. It describes the basic concepts as we begin to learn to draw. This is very much related to the new norm that we need to get used to and start from the basics. It’s not just about art, it’s about creativity.

scholarly journals Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

2019 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Anwar Sewang ◽  
Abdul Halik
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Assessment ◽  
Management Approach ◽  
The Impact ◽  
Critical And Creative Thinking

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

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 Redesign of an Undergraduate General Microbiology Lab to Include Authentic Discovery-Driven Research on Cucumber Fermentations

2018 ◽  
Author(s):  
Jennifer Greenstein ◽  
Brian Ford ◽  
Sandra Gove ◽  
Fred Breidt ◽  
Alice Lee ◽  
...  
Keyword(s):  
Creative Thinking ◽  
16S Rrna Gene Sequencing ◽  
Thinking Skills ◽  
Rrna Gene ◽  
Microbiology Laboratory ◽  
Metabolic Potential ◽  
Research Project ◽  
Minimum Concentration ◽  
The Impact ◽  
Critical And Creative Thinking

AbstractMany undergraduate introductory microbiology laboratory courses teach basic principles of bacteriology using classical protocol-based experiments, with limited critical thinking and inquiry-based learning practices. We initiated a comprehensive redesign in our General Microbiology Laboratory course to promote scientific critical and creative thinking, while strengthening core microbiology concepts and skills. As part of the redesign, a series of authentic discovery-driven labs, based on cucumber fermentations, were developed as an independent research module within the course curriculum. Integrating discovery-driven labs allowed students to be engaged problem solvers, applying the scientific process to develop hypotheses, design experiments, utilize quantitative reasoning, and effectively communicate results. The inquiry-guided research project was developed to evaluate the minimum concentration of salt (NaCl) required in fermentation brine to safely, and effectively, ferment cucumbers. Over 5 weeks, students assess different aspects of the fermentation process, including quantifying bacterial populations with differential and selective media, measuring pH and glucose concentration of brine solutions, and characterizing the microbial metabolic potential. Additionally, students isolate an unknown bacterium from their fermentations, identifying and characterizing the isolate using 16S rRNA gene sequencing and metabolic tests. Throughout the research project, students collect, graph, and analyze their observations, culminating in students creating and presenting a scientific research poster. With this lab redesign, students generate new knowledge contributing to our understanding of microbial ecology within food fermentations, learn core microbiology skills and techniques, and develop critical and creative thinking skills. The impact of their research is valuable to science educators, researchers, and industry partners.

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.

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