Image, imagery & illustration: a critical investigation using action research into how multimodality complements the teaching of the poetry anthology at GCSE

This study aims to (1) determine the differences in students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the effect of implementing project based learning (PjBL) models with conventional learning, (2) determine the improvement of students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the application of the project based learning (PjBL) model. The type of research used in this research is quasi-experimental. The population in this study were all students of class XI MIA MAN Tapanuli Selatan T.P 2020/2021. The sampling was done by cluster random sampling by taking 2 sample classes. The instruments used in this research are test instruments in the form of descriptions for critical thinking skills and creative thinking and non-test instruments in the form of observations for validated communication and collaboration skills. The data analysis used was the Manova test for critical thinking skills and creative thinking skills, whereas the N-gain analysis was used for communication and collaboration skills. Based on the results of data analysis, it was found that the 4C skills of students taught by the PjBL model were better than the 4C skills of students taught by conventional learning. The N-gain percentage in students^ critical thinking skills are increased by 75.40% (high category), students^ creative thinking skills are increased by 90.78% (high category), students^ collaboration skills are increased by 15.37% (low category), and students^ communication skills are increased by 80% (high category).

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

Monotonous learning activities and a lack of development of critical thinking skills in students cause low critical and creative thinking skills. Based on this, the purpose of this study is to analyze the effect of STEAM Based Learning with Loose Part Media on the Critical Thinking and Creative Thinking Skills of Group B Children. The research method employed in this study is a quasi-experimental design. The design of this study employs a post-test-only control group design. The population in this study consisted of 5-to 6-year-old kindergarten students, with a sample size of 30 students. In this study, the sampling technique employed was purposive sampling, with a total sample of 30 students. The method used in collecting data was a test. The instrument used for data collection was a checklist sheet with a rating scale. The data analysis technique used the t-test. The results of the study showed a significant difference between the experimental group and the control group in terms of critical thinking skills. The average difference value (indicates that the average score of children's critical thinking skills in the experimental group given treatment is higher than that of the control group. Second, there is a significant difference between the experimental group and the control group in terms of creative thinking skills. The average difference value indicates that the average score of the children's creative thinking skills in the experimental group, given the treatment, is higher than that of the control group. It is concluded that the STEAM approach, assisted by Loose Parts media, has a positive effect on improving critical and creative thinking skills in children in Group B.

This paper examines the correlation of mathematical critical thinking and creative thinking skills towards students' mathematical achievements. A total of 115 eighth grade students from three schools in Sleman Regency were involved as the subject of this research. Data were obtained from the results of critical thinking skills test, the results of creative thinking skills test, and the results of mathematical achievement test on the learning material that students had studied in the previous semester. The instrument for testing critical thinking skills was the essay questions which measure the aspects of critical thinking skills, namely inference, analysis, evaluation, and interpretation, while the instrument for creative thinking skills test was also the essay questions which measure the aspects of creative thinking skills, namely originality, flexibility, and fluency. Besides, the data for the students' mathematical achievements were obtained from the report of mathematics achievement test prepared by the Mathematics Teachers' Working Group. The correlation of these variables was analyzed through multiple regression test. The analysis resulted a positive relationship between the mathematical critical thinking and creative thinking skills towards the mathematical achievement indicated by the regression coefficient R = 0.721 and R2 = 0.52. These values showed that the influence of mathematical critical thinking and creative thinking skills on the students' mathematical achievements was 52%, whereas 48% was influenced by other factors. Then, the coefficient value of creative thinking variable was β1 = 0.363 and the coefficient value of critical thinking variable was β2 = 0.477. These values indicated that if the creative thinking skill increases by one unit, the mathematical achievement increases by 0.363, on the other hand, if the critical thinking skill increases by one unit, the mathematical achievement increases by 0.477.

This research aims to analyze the increase critical thinking and creative thinking skills furthermore to describe collaborative skills and communication skills with PjBL method. This research quantitative type. Pretest-Postest given for critical thinking skills and creative thinking skills, while observation sheet for communication skills and collaboration skills. The populations students of grade X MNS, research samples 34 students of grade X MNS 2 even semester academic year of 2021/2022, with convenience sampling technique. Research instruments are assessment sheets of critical thinking, creative thinking, communication, and collaboration skills. To determine the increase critical thinking and creative thinking skills are analyzed by One sample T test and N-gain, while for communication skills and collaboration skills are analyzed by quantitative descriptive. T-test results showed a significant difference between pre test and post test results. N-gain analysis results showed that an increase creative thinking skills of 0,72 “moderate” category, critical thinking skills of 0,77 “high” category. While the average score of students’ collaboration skills and communication skills are 64,85 and 65,07 respectively with good category. Conclusion of this research is given, students experienced an increase in creative thinking and critical thinking skills, furthermore for the communication and collaboration skills are categorized as good.

Introduction: Hybrid-PjBL is an innovative learning model aligned with 21st-century demands but remains limited and rarely studied by Indonesian researchers. This study intends to test the effectiveness of implementing Hybrid-PjBL on students' critical and creative thinking skills.Methods: The pre-experimental method was used by combining a one-group pretest-posttest design in this study. The population consisted of fourth-semester Elementary Education students at Universitas Samudera. A single class was randomly selected from four classes, involving students enrolled in the Development of Language and Literature Learning in Elementary Schools course. A critical and creative thinking skills questionnaire was employed to collect data. The data were averaged to observe improvements before and after treatment and analyzed inferentially using a paired sample t-test.Results: This study presents the finding of a probability value (sig) of 0.00 < 0.05, meaning that there is a significant difference before and after the Hybrid-PjBL model is applied, as seen from the pretest and posttest scores. Descriptive analysis also revealed an increase in the average pretest and posttest scores for critical and creative thinking skills in the Development of Language and Literature Learning course. The average critical thinking skill score increased from 13.74 to 18.15, while the average creative thinking skill score increased from 32.22 to 39.19. This demonstrates an improvement in both skills after applying the Hybrid-PjBL model. Conclusions: This study concludes that there is a significant impact after implementing the hybrid-PjBL model on critical and creative thinking skills in the Language and Literature Learning Development course in Elementary Schools. This model encourages students to actively construct their own knowledge and solve problems, leading to improved critical and creative thinking skills

The 21st-century competencies have become a primary focus for enhancing human resource capacity in Indonesia. The 21st-century competencies refer to a set of skills necessary for development in the modern era. These competencies include creative thinking, critical thinking and problem solving, communication, and collaboration, collectively known as the 4C skills. The 4C skills of students in Indonesia tend to be low. Based on the observations and interviews conducted by the author with teachers and students in several schools in Padang City, it was found that the majority of students did not achieve mastery in mathematics learning. They struggled to solve the mathematical problems presented to them. This research aims to analyze the relationship between critical and creative thinking skills toward problem-solving abilities of elementary school students in Padang City. This is correlational descriptive research. The study was conducted on fifth-grade students at SD 22 Kampung Dalam Padang. A random sample of 127 students was taken. The instruments used included a questionnaire for critical thinking skills, a questionnaire for creative thinking skills, and an essay test on problem-solving abilities. Data were analyzed descriptively, quantitatively, and inferentially. The results of the data analysis indicated that there was a significant relationship between critical and creative thinking skills toward students' problem-solving abilities. Keywords: critical, creative and problem-solving skill, mathematics. DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp784-791

Critical and creative thinking skills are the core of 21st century skills that learners must have to face global challenges. The ability to interpret, analyze, evaluate, inference, explanation, self regulation, think fluency, flexibility, originality and elaboration can shows the level of their critical and creative thinking ability. The research aims to develop e-portofolio for enchancing the critical and creative thinking ability of 8th level students at Junior High School by soil pollution and waste management education. The research used a one-group pretest-posttest experimental design. The validity of e-portfolios consists of construct and content validity. The practicality of e-portfolios was assessed based on student response questionnaires. The effectiveness of the e-portfolio was assessed through a test designed to measure their critical and creative thinking skills. After the e-portfolio trial, a test was conducted to enable the improvement of critical and creative thinking skills. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which is limited to three stages namely analysis, product design and development. The validity assessment used expert judgement. The design of e-portfolio learning media involves elements that are in accordance with the indicators of critical and creative thinking by providing feedback, self-assessment, peer assessment, self-reflection. The data generated in this study is the validity of e-portfolios to measure critical and creative thinking skills. Based on the profile analysis of critical and creative thinking skills of SMP Negeri 8 Purwosari students, it was found that there was an increase in the percentage of critical thinking skills of grade VIII students from 73.08% in the very low category (19 students) to 88.46% in the very high category (21 students). It was also found that the percentage of creative thinking ability of the largest VIII grade students was 69.23% in the very low category (18 students) to 46.15% in the very high category (12 students) after using e-portfolios. This research developed e-portfolios as an innovative instrument that not only measures critical or creative thinking ability separately, but also learns both critical and creative thinking ability . In its implementation, the e-portfolio is designed to integrate various learning components, such as problem-based assignments, case studies, experiments and self-reflection that are relevant to practising critical and creative thinking skills. Keywords: critical thinking ability, creative thinking ability, e-portfolio, pancasila student profile.

The purpose of this study was to analyze the effectiveness of STEM-PjBL learning on students' critical thinking, creative thinking, communication, and collaboration (4C) skills. This research is quantitative with a one-group pretest-posttest design. The research samples were 106 class XI State Senior High School 16 Semarang students. Quantitative data on critical thinking skills were analyzed using the N-gain test, while other data were analyzed descriptively. The results showed increased students' critical thinking skills based on the N-gain test. The paired sample t-test results in the SPSS 28 program obtained a significance value/Sig. (2-tailed) of 0.001, there were differences in critical thinking skills before and after STEM-PjBL learning. STEM-PjBL learning effectively trained students' creative, collaborative, and communicative thinking skills with high categories. This learning effectively trained students' critical thinking, creative thinking, communication, and collaboration skills

Purpose : A correlational research was conducted to reveal the correlation between critical thinking and creative thinking skills on students' cognitive learning results in inquiry learning strategy and to reveal the contribution of critical thinking skills and creative thinking skills to students’ cognitive learning results. Method: The population of this research was students of Biology Education Study Program in the Education and Teacher Training Faculty of Jambi University, Indonesia in the semester of 2017/2018 academic year. The instrument used was an essay test to measure students’ critical and creative thinking skills, and their cognitive learning results. The data were analyzed using multiple regression analysis with the assistance of SPSS version 16 for Windows program at 5% level. Findings: The results showed that: (1) there was a significant correlation between critical thinking skills and creative thinking skills on cognitive learning results, (2) the contribution of critical thinking skills and creative thinking skills simultaneously to cognitive learning results was 72.80%, (3) the effective contribution of creative and critical thinking skills to cognitive learning results was 64.91% and 7.89% respectively. Implications for Research and Practice : Lecturers can consider inquiry strategies as an alternative learning, especially for new students in universities to empower critical thinking skills and creative thinking skills, based on research results, that may have a big contribution to cognitive learning results.

The purpose of this study is to develop IPAS teaching materials using the RADEC model based on metacognitive strategies to enhance critical and creative thinking skills among elementary school students. The research follows the Research & Development approach with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The study involves 84 elementary school students in Surakarta. Data were collected through literature review, expert validation, pretests and posttests, observations, interviews, and documentation. Validation results confirmed that the developed book is valid and suitable for use in terms of content, language, and presentation. A paired sample T-test was conducted on the pretest and posttest results of critical and creative thinking skills for 84 student respondents. The t-test results indicated a significance value of 0.00<0.05 for both pretest and posttest scores of critical thinking skills and creative thinking skills. This suggests a significant difference in the average scores between the pretest and posttest, indicating the influence of the developed book on critical and creative thinking skills. The NGain test results for pretest and posttest scores of critical thinking skills were 70.9252, and for creative thinking skills, it was 70.9284. With these values, it can be concluded that the developed book falls into the category of being sufficiently effective in influencing the critical and creative thinking skills of students

21st-century skills demand that learners have critical thinking and creative thinking skills, which can be used in solving problems in everyday life in chemistry learning activities. The Scientific Critical Creative Thinking (SCCrT) model is one of the constructivist learning models that can train students' critical thinking and creative thinking skills. The purpose of this study was to determine the difference between the critical thinking skills and creative thinking skills of students with the SCCrT model (experimental class) and the Direct Instruction (DI) model (control class) in learning salt hydrolysis material. Quasi-experimental research method with nonequivalent control group design, research sample class XI MIPA SMAN 10 Banjarmasin. The research data were obtained from the test results of learners' critical and creative thinking skills, then analyzed descriptively, qualitatively, and inferentially (with the SPSS program version 25). The results showed that the average critical thinking skills with the SCCrT model were higher than those of the DI model (significance value 0.001 < 0.05). The average creative thinking skills with the SCCrT model are also higher than those of the DI model (significance value 0.002 < 0.05). Thus, the SCCrT model is better than the DI model in training learners' critical thinking and creative thinking skills in learning salt hydrolysis material.

This study aimed to analyze the profile of senior high school students’ critical and creative thinking skills in Biology learning as part of developing 6C competencies. The method employed was descriptive quantitative research involving 33 students of class XI.10 at SMAN 1 Karanganyar, Kebumen Regency, selected through purposive sampling. Data were collected using essay tests of critical thinking skills based on Ennis’ indicators, creative thinking skills based on Torrance’s indicators, student perception questionnaires, and classroom observations. The data were analyzed descriptively using the mean score of each indicator. The results showed that the average score of students’ critical thinking skills based on the five Ennis indicators was 67.8%, categorized as moderate, while creative thinking skills based on Torrance’s indicators reached 55.56%, categorized as low. Students’ perception questionnaires indicated that both critical and creative thinking skills were in the high category with an average score of 73%. Classroom observation results supported the findings of the essay tests. In conclusion, students’ critical thinking skills in Biology learning are categorized as moderate, while their creative thinking skills are categorized as low. Keywords: Biology, Creative Thinking, Critical Thinking, Profile, Senior High School Students.

This study aimed to investigate the correlation between (1) critical and creative thinking skills; (2) critical thinking skills and learning achievement; (3) creative thinking skills and learning achievement; and (4) critical thinking, creative thinking, and learning achievement. The current study was conducted in April 2019 and employed a correlational research design. The participants of this study consisted of 30 fourth-semester students from the Department of Biology Education of IKIP Mataram, Indonesia, who were currently studying Plant Physiology. Data were collected using a test that contained 19 essay questions on photosynthesis. The critical thinking instrument was composed of five aspects, whereas the creative thinking instrument comprised of eight aspects. Besides, the instrument used to determine learning achievement incorporated six aspects. Each of the elements was represented by one test item. The results of the data analysis indicated correlations between (1) critical and creative thinking skills; (2) critical thinking skills and learning achievement; (3) creative thinking skills and learning achievement; (4) creative thinking, critical thinking, and learning achievement. Since critical and creative thinking skills affect learning achievement, the empowerment of these skills may lead to the enhancement of learning achievement.

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.