In the learning context of 21st century, teachers encounter many challenges in optimizing the process and the outcome of learning. Students who have higher order thinking skills will be able to think of scientific creativity, critical thinking and creative thinking. In this study, identification is done by measuring the ability of scientific creativity, critical thinking and creative thinking skills by HOTS student worksheet. The result showed that student’s scientific creativity with 6 indicators need to be develop esspecialy for physics problem solving and technical production. For critical thinking skills students obtain moderate results but have shown good results in answering physics problem. For creative thinking skills students get good results on the indicator fluency, flexibility and elaboration but for the originality still needs to be developed. Therefore, it is very important to develop a proper physics intructional design that can develop scientific creativity, crtical thinking and creative thinking skills.
Abstract. The synthesis of a cationic cellulose copolymer from cellulose macro-initiator (MCC-BiB) and quaternary compound monomer (METMA) via atom transfer radical polymerization (ATRP) was studied. By using dimethylformamide (DMF), the optimum condition for successful synthesis was at the mole ratio of MCC-BIB: Catalyst:METMA = 1:1:26. The highest copolymer recovery was 93.2 % for 6 h and at 40 o C. The copolymer was insoluble in weak polar solvents such as THF and DMF but soluble in methanol and water. The chemistry of cellulose copolymer was confirmed by the FTIR and TGA in which the METMA monomer was used as a reference. The absence of C=C bond in the CiB-g-METMA spectrum indicated that graft copolymerization occurred.
The GI-GI learning model is a combination of the Group Investigation and the Guided Inquiry model. The research aimed to examine the effect of the GI-GI learning model on collaboration and students’ science process skills. The type of research carried out was Quasi-Experimental and used a post-test only control group design and purposive sampling covering four high schools in the Besuki Residency, two classes as the experimental class and the control class. The research instrument used tests, observations, and documentation. The results showed a significant effect of the GI-GI learning model on collaboration and students’ science process skills. This research implies that the GI-GI learning model can condition students to research in groups to interact actively with friends and educators to exchange opinions, knowledge, or experiences, find and solve problems, and hypothesize through investigation, exploration, and discussion outside or inside in class.
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