CRITICAL AND CREATIVE THINKING SKILLS TO SOLVING MATH STORY PROBLEMS IN ELEMENTARY SCHOOL STUDENTS

Following the 2013 curriculum, the mathematics learning process requires critical and creative skills that can help students solve a problem on math problems. Students who maximize critical thinking can conclude the information obtained, know how to use the information in math story problems, and find sources of supporting communication in solving a problem. In addition, students must have creative thinking skills that find new ideas or ideas from math story problems. This study discussess the importance of critical and creative thinking skills in elementary school students in solving math story problems. The method used in this research is the library research method with a qualitative approach. Critical thinking skills are an active process that continuously and thoroughly contains the contents of one's thoughts about something in-depth to decide what to believe or do. At the same time, creative thinking skills are the process of bringing up or bringing up a new idea based on a combination of previous experience. New ideas emerge from old ideas combined in new ways. The learning model that supports students in solving story problems is Problem Solving.

The role of world literature in the formation of students' planetary thinking

The article is devoted to the issues of teaching world literature in secondary schools in the context of modern challenges in the world and the main aspects of education brought by these challenges. Here, the importance of world literature in the formation of students' planetary thinking in the teaching process is analyzed. The progressive role of these examples in the formation of students' logical, critical and creative thinking, teaching selected examples from world literature, the formation of cognitive and communication skills is emphasized. The study notes that the formation of national and human ideas, the development of personality in students is one of the main requirements of modern subject programs. The establishment of parallels between national and world literature is of great scientific and methodological importance in order to achieve such goals as the formation of a planetary image of the growing generation, the inculcation of ideas and ideas about the unity of the world.

The Effectiveness of Guided Inquiry-Based LKPD to Improve the Student's Critical and Creative Thinking Skills

The purpose of the study was to determine the effectiveness of the Guided Inquiry-based Student Worksheet (LKPD). The method used was a quasi-experiment with the one group pretest and posttest design. The population in this study was the students of grade XII IPA at SMA Negeri 2 Painan for the academic year 2020/2021. The sample in this study was the students from class XII IPA 1 as the experimental class and XII IPA 4 as the control class chosen by using the purposive sampling technique. The instruments used were observation questionnaires, product validation sheets, teacher and student practice sheets, and evaluation questions based on the critical and creative thinking indicators. The results of the analysis of pretest and post-test evaluation questions obtained that the mean of N-gain was 0.4 for critical thinking and Ngain was 0.5 for creative thinking. These two thinking skills had moderate N-gain scores. The results of the critical thinking t test showed that t arithmetic (0.036) < t (0.05) and creative thinking skills t test showed that t arithmetic (0.000) < t (0.05). Thus, it indicates that guided inquiry-based LKPD are effective for improving the students’ critical and creative thinking skills.

The Effectiveness of PBL-Based LKPD for Empowering the Senior High School Student's Critical and Creative Thinking Skills

This study aims to determine the effectiveness of PBL-based LKPD. The method used was a quasi experimental with a posttest only control design. The population in this study were the students of grade XI MIPA SMAN 6 Merangin for the 2020/2021 academic year. The sample in this study was the students from class XI MIPA 3 as the experimental class and XI MIPA 4 as the control class chosen by using the purposive sampling technique. The research instruments were observation questionnaires, product validation sheets, practicality sheets for teachers and students, and evaluation questions based on critical and creative thinking indicators. Results of the analysis of evaluation questions showed that the mean scores of the critical and creative thinking skills of the experimental class students were higher than the con trol class. The mean scores of critical and creative thinking skills in the experimental class were 73.21 and 73.79. Meanwhile the mean score in the control class were 54.06 and 58.94. The results of the t-test of students' critical thinking were (0.000) < t (0.05) and creative thinking skills were (0.001) < t (0.05). Thus, it indicates that PBL-based LKPD is effective for empowering students' critical and creative thinking skills.

Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables

The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.

PENDEKATAN “IMAGINASI” DALAM THE SYSTEM STANISLAVSKI MEMBINA DAYA KREATIVITI MURID: KES KALANGAN MURID SEKOLAH MENENGAH DI KEDAH

Kajian ini bertujuan untuk mengkaji salah satu sistem teknik The System, iaitu imaginasi yang telah diperkenalkan oleh Stanislavski. Teknik imaginasi yang diaplikasikan adalah bertujuan untuk membina watak perwatakan semasa proses yang dijalankan oleh seseorang pelakon. Proses imaginasi oleh pelakon merupakan satu usaha dalam memberi gambaran secara jujur melalui lakonannya. Sehubungan dengan itu, pendekatan imaginasi ini sekaligus dapat menerapkan daya kreativiti murid di sekolah. Menerusi kajian ini, kaedah temu bual dan penulisan jurnal murid digunakan untuk mengumpul maklumat berkenaan sejauh mana praktis sesi lakonan dengan menggunakan pendekatan The System mampu memupuk daya kreativiti murid yang terlibat. Seramai 20 murid dan seorang guru terlibat sebagai peserta kajian. Kajian ini dilaksanakan di sebuah sekolah menengah harian di daerah Kuala Nerang, Kedah. Hasil kajian menunjukkan pendekatan imaginasi dalam proses latihan telah membentuk tiga tema utama, iaitu 3E iaitu exploration, elobrate dan evaluate. Bermakna, murid menjalani proses dengan melalui proses eksplorasi terhadap watak, menghuraikan watak perwatakan dan menilai tahap watak yang dibawa. Aktiviti improvisasi bukan suatu hal yang dirancang sebaliknya penambahbaikan biasanya muncul akibat daripada suatu kesalahan ataupun kemunculan peristiwa yang tidak terancang. Improvisasi dapat melahirkan daya pemikiran kritis dan kreatif murid serta dapat mewujudkan proses pembelajaran secara aktif dalam kalangan murid sekolah menengah. This study aims to examine one of technical system namely, The System which is imagination that has been introduced by Stanislavski. The imaginative technique applied is intended to build character during the process carried out by an actor. The process of imagination by the actor is an effort in giving an honest picture through his acting. In this regard, the imaginative approach can also apply creativity of students in school. Through this study, the method of interviewing students and student’s writing journal is used to gather information on the extent to which the practice of acting sessions by using the approach The System strives to cultivate the creativity of the students involved. A total of 20 students and 1 teacher were involved as study participants. The study was conducted in a daily secondary school in the district of Kuala Nerang, Kedah. The results show that the imaginary approach in the training process has formed three main themes namely 3E namely exploration, elobrate and evaluate. Meaning, students go through the process of exploring the character, describing the character and characterizing the level of the successful character. Improvisation activities are not something that is planned. Improvements usually arise as a result of an error or the occurrence of an unplanned event. Improvisation can produce students’ critical and creative thinking as well as can create an active learning process among secondary school students