Thinking Skills and Creativity Journal
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Chemistry Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Thingking Skill and Creativity.
Articles
110 Documents
<![CDATA[Mathematics Practicum-Based Learning to Improve Critical Thinking Skills for Fourth Grade Students at Madrasah Ibtidaiyah ]]>
<![CDATA[Muhamad Anugrah]]>;
<![CDATA[Mu'alim Mu'alim]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 1 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i1.35968
<![CDATA[The reality of education today is still limited to the transfer of knowledge, not to the transfer of value, which creates the concept of critical education, that education is a process in which a nation prepares its young generation to live and fulfill life goals effectively and efficiently. This study aims to analyze the effect of the Mathematics practicum-based learning method on critical thinking skills at Madrasah Ibtidaiyah. This type of research is causality research. The causality method is a study to determine whether there is a consequence of something that is imposed on the subject under investigation. The subjects in this study were fourth-grade students, totaling 32 students—data collection techniques using questionnaires and tests. Data analysis used Simple Regression analysis with the help of SPSS version 25. The results showed that the student responded positively to applying the Mathematics practicum-based learning method. It can be seen from 32 students who gave a positive response. The test results of students' critical thinking skills after showing students get a very good scores. It indicates that students' thinking ability is categorized as very high. The model's goodness shows the coefficient of determination (R-Square) of 0.437% or 43.7% of critical thinking variables explained by the variable using mathematics-based learning methods. Another variable explains the remaining 55.3%. It shows that applying practical learning methods is suitable in fourth-grade Madrasah Ibtidaiyah.]]>
<![CDATA[The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning ]]>
<![CDATA[Egatri Winalda]]>;
<![CDATA[Ristiono Ristiono]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 1 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i1.37933
<![CDATA[The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.]]>
<![CDATA[The Needs of High Order Thinking Skills-Oriented Student Worksheets on The Human Circulation System Materials For Grade XI Students ]]>
<![CDATA[Fitri Shafira]]>;
<![CDATA[Ristiono Ristiono]]>;
<![CDATA[Heffi Alberida]]>;
<![CDATA[Relsas Yogica]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 1 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i1.38500
<![CDATA[The 2013 curriculum is designed to produce a generation that is ready and able to face the challenges of the 21st century. The challenges of the 21st-century demand qualified and competent human resources. The 2013 curriculum requires students to be able to think at a high level (High Order Thinking Skills). Based on the results of observations found the fact that there are no learning media that can improve students' higher-order thinking skills. Therefore, a HOTS-oriented Student Worksheet was developed on the material of the circulation system in the human body. This study aims to analyze the need for High Order Thinking Skills-oriented Student Worksheets about the material for the circulation system in the human body for students of class XI SMA. The study was conducted using a survey method using a questionnaire distributed to students and biology teachers. The study was conducted using a survey method using a questionnaire distributed to students and biology teachers. The questionnaire was filled out by 63 students of class XI MIPA and one biology teacher. The questionnaire results show that students have difficulty studying the material for the circulatory system in the human body because this material contains many confusing terms, and the material is rote. Students agree that the use of student worksheets when learning can help students in learning. The development of HOTS-oriented worksheets can be a solution to the problems faced by students in the material of the circulatory system in the human body.]]>
<![CDATA[Preliminary Phase: High Order Thinking Skills-Oriented Student Worksheets in Biology Subjects for Tenth-Grade Students ]]>
<![CDATA[Indah Maharani]]>;
<![CDATA[Rahmadhani Fitri]]>;
<![CDATA[Muhyiatul Fadhilla]]>;
<![CDATA[Ganda Hijrah Selaras]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 1 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i1.38501
<![CDATA[The 21st-century learning paradigm confronts students with various challenges. Students are required to be able to think at a higher level to face the challenges of the 21st century. Higher order thinking skills are divided into critical, problem-solving, and creative thinking. One learning media that can hone students' higher-order thinking skills is student worksheets. This study aims to produce student worksheets oriented to higher-order thinking skills to improve higher-order thinking skills for first semester X grade students. This type of research is development research using a 4D model. The subjects of this study were 62 students of class X in the first semester and one biology teacher. This research is limited to analyzing the school's needs for developing LKPD, which is oriented towards higher order thinking skills in the first semester of biology class X. This study uses a survey technique. The results showed that LKPD oriented to higher order thinking skills needs to be developed to train critical thinking skills, problem-solving and creative thinking.]]>
<![CDATA[Profile of Students' Creative Thinking Skills in High School ]]>
<![CDATA[Selvira Purwati]]>;
<![CDATA[Heffi alberida]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 1 (2022): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i1.45432
<![CDATA[Creative thinking is one of the 21st-century skills that every individual must master. Each individual has a different level of creative thinking skills. Measurement of creative thinking skills needs to be done to find out the description of students' creative thinking skills so that teachers can design methods, strategies, and learning models that can improve creative thinking skills. The purpose of this study was to analyze and describe the creative thinking skills of students. This type of research is descriptive research. The population in the study were all students of class XI. The research sample was 58 students determined using a simple random sampling technique. The instrument used is a validated questionnaire. The data collection technique is distributing questionnaires to students—data analysis in the form of descriptive analysis. The results showed that the acquisition of creative thinking skills percentage of T1 (very low) was 44.8%, T2 (low) was 35.4%, T3 (moderate) was 10.7%, T4 (high) was 5.6 %, and T5 (very high) which is 3.4%. Based on these results, it can be concluded that students' creative thinking skills are still relatively low.]]>
<![CDATA[The Relationship of Critical Thinking Skills and Misconceptions on Science Learning ]]>
<![CDATA[Fauziah Yolviansyah]]>;
<![CDATA[Juita Siregar]]>;
<![CDATA[Maison]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i2.45465
<![CDATA[One of the abilities needed in learning is critical thinking skills. Critical thinking skills are skills that can analyze and evaluate information. Critical thinking skills can relate to the occurrence of misconceptions. This relationship can be positive or negative for students. The research objective is to analyze the relationship between critical thinking skills and misconceptions using a five-tier instrument. The method used in this research is correlational. The sampling technique used simple random sampling, taking 25% of the population of 80 students. The data collection instrument used a questionnaire on critical thinking skills and a misconception test sheet. The descriptive results of misconceptions are 6.00, meaning that misconceptions are categorized as moderate. The descriptive results of critical thinking skills show that the mean of critical thinking skills is 68.50, meaning that critical thinking skills are considered good. Then from the correlation results, there is a significant relationship between the two variables. It means that there is a relationship between critical thinking skills and misconceptions. When misconceptions are high, students' critical thinking skills will be low. Conversely, if the misconceptions experienced by students are low, the critical thinking skills possessed by students are high. ]]>
<![CDATA[Critical & Creative Thinking Ability given the Inquiry Component in Elementary School Science Lessons ]]>
<![CDATA[Ely Sarantika Sukma]]>;
<![CDATA[Tri Joko Raharjo]]>;
<![CDATA[Adi Nur Cahyono]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i2.52121
<![CDATA[The 21st-century skills are critical thinking skills and creative thinking skills. These skills are needed by someone to be successful in facing challenges, an increasingly complex and uncertain life, and to be successful in life and career in the world of work. This study aims to analyze critical and creative thinking skills in terms of the inquiry component in science learning in elementary schools. The research sample is elementary school students, with a total of 31 students. Data collection techniques used in this study were observation, tests, interviews, and documentation. The experimental research method used in this research is quasi-experimental. Quasi-experimental is used so that researchers can analyze the differences between the two treatments in the control class and the experimental class. The research design used was a non-equivalent control group design. The results of the analysis of critical and creative thinking skills for the control class inquiry model were 45.3% and 54.7%. In comparison, the experimental class obtained 65.5%, so the influence of the inquiry model on experimental class students is greater than the control class. The inquiry model has a positive effect on critical and creative thinking skills. With this research, the inquiry model can improve the critical thinking skills and creative thinking of fifth-grade elementary school students in science learning.]]>
<![CDATA[Improving Mathematical Problem Solving Ability Through Think Pair Share for Junior High School Students ]]>
<![CDATA[Nanang]]>;
<![CDATA[Willy Aisyah Taufik Rahmawati]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i2.52248
<![CDATA[In learning mathematics, problem-solving skills are very important. Problem-solving skills will help the person succeed in everyday life. This study aims to analyze the increase in mathematical problem-solving abilities (KPMM) of students whose learning uses the Think-Pair-Share (TPS) cooperative strategy. This research is a class action research that consists of three cycles. The subjects in this study were students of class VIII-A, consisting of 34 students. The instrument used is a mathematical problem-solving ability test (KPMM). Data analysis was carried out with an increased test (normalized gain), learning completeness, and the average level of mastery. Based on the KPMM test results, information was obtained that there were differences in classical learning mastery in aspects of mathematical problem-solving ability in cycles I, II, and III. These findings are supported by the number of students who complete each cycle. For KKM 65, in cycle I, the number of students who completed was 13 students (38.24% of 34 students). In cycle II the number of students who completed was 23 students (67.65% of 34 students), and in cycle III, the number of students who completed there was 28 students (82.35% of 34 students). It can be concluded that TPS learning using students working on worksheets in groups and being guided by the teacher on changing word problems into a mathematical model can increase the KPMM of students with high criteria. The number of students who complete cycle III is more than those who complete cycles I and II.]]>
<![CDATA[The Effectiveness of the Problem Based Learning Approach on Critical Thinking Ability in Thematic Learning ]]>
<![CDATA[Indah Cahyani Lestari]]>;
<![CDATA[Naniek Sulistya Wardani]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i2.54295
<![CDATA[Critical thinking is one of the competencies that must be possessed by students. Therefore, the process of implementing learning must be able to improve students' critical thinking skills. This study aims to analyze the difference in effectiveness between the problem-based learning approach and conventional learning on the critical thinking skills of thematic learning of fifth grade elementary school students. This type of research is a quasi-experimental study with a nonequivalent control group design model. The research subjects were 60 grade V elementary school students. Data collection techniques using tests and observations. The assessment instruments used are test items and observation sheets equipped with an assessment rubric. The data analysis technique used was the T test. The results showed that the significance value (2-tailed) was 0.000 (less than 0.05), meaning that Ha was accepted and H0 was rejected. The average problem based learning and conventional learning on the critical thinking skills of thematic learning from the results of the T test is 74,333. So, it can be concluded that there is a difference in effectiveness between the problem-based learning approach and conventional learning on the critical thinking skills of thematic learning of fifth grade elementary school students.]]>
<![CDATA[Illustrated Electronic Module to Improve Elementary School Students' Creative Thinking Skills ]]>
<![CDATA[I Gusti Ayu Ketut Ari Suantini]]>;
<![CDATA[Putu Aditya Antara]]>;
<![CDATA[Gusti Ayu Putu Sukma Trisna]]>
<![CDATA[ Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/tscj.v5i2.57064
<![CDATA[Low learning outcomes are caused because students need to have the ability to think creatively. The findings state that students need help to express ideas or ideas in learning activities so that learning activities do not run optimally. This study aims to develop an electronic pictorial module to improve the creative thinking skills of fourth-grade elementary school students. This type of research is developed with the ADDIE model. The research subjects were two material expert lecturers, two media expert lecturers, and one practitioner. The test subjects totaled 26 students—data collection using the questionnaire method. The instrument used is the rating scale instrument. Data analysis techniques are qualitative descriptive statistical analysis, quantitative descriptive, and inferential statistics. The results of the research are media experts' assessment of 4.8 (very good), material experts’ 4.9 (very good), and practitioner results of 5 (very good). The results of the 2-way (2-tailed) significance value were 0.000 <0.05 so that there were differences in the results of the creative thinking abilities of fourth-grade elementary school students after learning to use pictorial electronic modules (e-modules). It was concluded that the pictorial E-Module effectively increases the results of creative thinking skills.]]>
