Abstract
Students’ ability to practice several thinking skills is one of the problems common in today’s learning. Therefore, this research aims to describe the improvement of students’ critical-creative thinking skills through a multivariate analysis of the experiment model and gender. The experiment models used in this research are the Multiple Skill Laboratory Activity Model (MSLAM) and Higher Order Thinking Laboratory (HOT Lab), with gender, considered as a factor influencing a successful learning process. Research method was a quasi-experiment with data obtained from 328 respondents from five different universities in Indonesia and analyzed using the multivariate tests. The results showed that the experiment model affected the learning outcomes more than genders. Furthermore, the Multiple Skill Laboratory Activity Module proved to improve students’ critical and creative thinking skills better than the Higher Order Thinking Laboratory. This study expected to provide a comparison in determining the types of suitable experiments for learning at colleges and schools.
Highlights
The critical thinking skills (CrTS) and creative thinking skills (CvTS) are important abilities associated with education in this 21st century
Analysis of the experiment learning model The first analysis is used to determine how the experiment model influences students’ CrTS and CvTS, which are simultaneously trained through different experimental activities, such as HOT-Lab for the control class and Multiple Skill Laboratory Activity Model (MSLAM) for the experiment
This result is expressed by a p-value smaller than 0.05 in each test, which gives the overall conclusion that experimental model has a significant effect on CrTS and CvTS
Summary
The critical thinking skills (CrTS) and creative thinking skills (CvTS) are important abilities associated with education in this 21st century. According to these studies, these skills are practiced using a specific related model of teaching (Bustami and Corebima, 2017; Fuad et al, 2017; Hadi et al, 2018; Malik et al, 2020; Malik et al, 2019; Martaida et al, 2017; Muhlisin et al, 2016; Nasir, 2018; Nugraha et al, 2016; Saputri et al, 2019; Sari et al, 2018; Seranica et al, 2018; Suardana et al, 2018; Wang et al, 2015; Zaini et al, 2018). Another research showed that student achievement of CrTS and CvTS can be optimized using the laboratory activity or an experiment learning (Lisdiani et al, 2019; Malik et al, 2018; Setiawan et al, 2018)
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