Critical Creative Thinking Skills Research Articles

Analysis of critical-creative thinking styles and their implications on self efficacy teacher pree service

Critical-creative thinking styles and self-efficacy are important things in facing the 4.0 industrial revolution. This study conducted to analyze the critical-creative thinking style and its implications for prospective teachers’ self-efficacy. The method used is a survey method. The instrument for creative-critical thinking using Yanpiaw Creative-critical Styles (YCCS) test. The YCCS instrument has standardized with critical-creative thinking skills tests such as WGCTA (The Watson-Glaser Critical Thinking Appraisal) and TTCT (Torrance Test Creative Thinking). The results of the analysis show that (1) student-teacher prospective teachers do not have a supercritical or super creative thinking style, (2) prospective pre-service teacher are more dominant in having an intermediate thinking style, (3) pre-service teacher with a higher critical-creative thinking style have more significant implication for self-efficacy, compared intermediate thinking style.

Students Critical-Creative Thinking Skill: A Multivariate Analysis of Experiments and Gender

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.

CRITICAL AND CREATIVE THINKING IN THE WRITING OF THE EXPOSITION TEXT

Critical and creative thinking is a high-level thinking skill that needs to be trained to students as a provision to be a successful learner. Creative-critical thinking skills can be trained through text writing. One of the relevant texts for developing students' critical-creative thinking skills is exposition texts. This is because the exposition texts contain the opinions of a person who needs to be criticized for his supporting arguments and necessary creative ideas in solving the problem.

MODEL PARTICIPATORY MULTIPLE INTELLIGENCES (PARMI) UNTUK PEMBELAJARAN MENULIS KARYA ILMIAH

Writing skills into a final charge of the most important master learners. Writing skills should be practiced and focused on higher education is to write scientific papers. In the meantime, until now there is no learning model appropriate to write scientific papers in order to improve the literacy skills of learners as may be necessary, especially in supporting their studies. Model of learning to write scientific papers should encourage learners to high literacy skills are supported by critical and creative thinking skills, and the ability to solve problems. The purpose of this study is (1) a description keterterapan level model of multiple intelligences oriented substantasi participation of students in the content and structure of the model design flexibility; and (2) description of the effectiveness model of multiple intelligences oriented learners participation resulting in an increase in learners' achievements in writing scientific papers. The criteria used as a basis to determine the validity of the instrument is to consider the value of lambda (λ) the provisions, if the lambda (λ)> 0.3 means the item number to be valid. The test is done in addition to the learning model is also equipped with a qualitative test quantitatively using equetion structural modeling (SEM) with Lisrel program. Effectiveness of the test design used was quasi experimental method (Quasi-Experimental design), the model Nonequivalent Control Group, carried out three times with t-test test. Analysis of the suitability test hypothetical models parmi model evaluation with field data based on the implementation of the test data, the results obtained following a) all seem to have the value of the variable load factor (λ)> 0.3; b) Chi-Square = 0.61, df = 1, ρ-value = 0.43 (> 0.05); c) RMSEA of 0.00 ( 0.90). The results of this analysis indicate the suitability parmi models with field data. In other words, the model is consistent with the data, so it can be used as a model of learning to write scientific papers in college. The average value of the critical-creative thinking skills in experiment 3 for the control group was 68.31, while the experimental group was 74.88. That is, treatment with parmi models affect the learning process. The results of the t test = 15,066> t table = 1.98. The difference in the average value was significant and proven to be effective in improving the ability of writing articles.

Cross-Field Differences in Creative Problem-Solving Skills: A Comparison of Health, Biological, and Social Sciences

In this study, 258 doctoral students working in the health, biological, and social sciences were asked to solve a series of field-relevant problems calling for creative thought. Proposed solutions to these problems were scored with respect to critical creative thinking skills such as problem definition, conceptual combination, and idea generation. Results indicated that health, biological, and social scientists differed with respect to their skill in executing various operations, or processes, involved in creative thought. Interestingly, no differences were observed as a function of the students' level of experience. The implications of these findings for understanding cross-field, and cross-experience level, differences in creative thought are discussed.