Creativity, Critical Thinking, and Academic Performance in Students University During Virtual Learning

Prakoso, Bagus Hary; Ramdani, Zulmi; Tae, Lidwina Felisima; Riandika, M Lucky Nindi

doi:10.2991/assehr.k.210423.081

Cited by 4 publications

(4 citation statements)

References 34 publications

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“…Hence the instructors do not need to provide customized feedback to each student. (Prakoso et al, 2021) found a positive relationship between creativity and critical thinking disposition. These two factors also positively influenced the academic performance of the students.…”

Section: School Administration: Violence Among Elementary School Stud...mentioning

confidence: 90%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: School Administration: Violence Among Elementary School Stud...mentioning

confidence: 90%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…Hal ini tampak dari berbagai penelitian yang menunjukkan hubungan yang signifikan antara kemampuan berpikir kritis serta prestasi akademik. Sebuah penelitian yang dilakukan oleh Prakoso, dkk , mengungkapkan bahwa siswa yang berpartisipasi dalam kegiatan berpikir kritis menunjukkan peningkatan tingkat pemahaman, analisis, dan sintesis, sehingga menghasilkan peningkatan hasil belajar (Prakosa, Ramdani, Felisima. T, & Riandika, M, 2021).…”

Section: Hubungan Berpikir Kritis Dengan Kompetensiunclassified

Peningkatan Kemampuan Berpikir Kritis Dan Kompetensi Mahasiswa PGSD Menggunakan Fitur F-Learn Assigment Dan Forum

Astuti

2024

Scholaria

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Pembelajaran menggunakan LMS Flearn di Program Studi PGSD-Universitas Kristen Satya Wacana sudah menjadi kebiasaan perkuliahan sejak tahun 2011. Namun untuk memastikan efektivitas Flearn, perlu selaku dilakukan riset. Oleh karena itu penelitian ini bertujuan untuk: 1) menemukan seberapa tinggi tingkat kemampuan berpikir kritis mahasiswa dalam pembelajaran menggunakan Flearn dapat ditumbuhkan, 2) menemukan tingkat hasil belajar mahasiswa dalam pembelajaran menggunakan Flearn dapat ditingkatkan dan 3) mengetahui hunungan kemampuan berpikir kritis dan hasil belajar mahasiswa. Jenis penelitian yang digunakan untuk menentukan pencapaian tujuan ini adalah jenis penelitian Tindakan kolaboratif. Tindakan pembelajaran yang dilakukan berupa penerapan pembelajaran e-learning Flearn dengan fitur assignment dan forum. Peserta dalam penelitian ini melibatkan 60 orang mahasiswa. Instrumen penelitian menggunakan pertanyaan tes untuk mengukur variabel hasil belajar mahasiswa dan rubrik kemampuan berpikir kritis untuk untuk mengukur tingkat Tingkat kemampuan berpikir mahasiswa. Teknik analisis data menggunakan Teknik deskriptif persentase dan uji korelasi. Hasil penelitian menunjukkan temuan penggunaan Flearn melalui fitur assignment dan forum dapat menumbuhkan kemampuan berpikir kritis mahasiswa pada kategori kritis. Sedangkan hasil belajar mahasiswa berada pada kategori tinggi. Meskipun demikian tidak ditemukan hubungan positif signifikan antara kemampuan berpikir kritis mahasiswa dan hasil belajarnya. Mengacu simpulan yang telah dipaparkan di atas, peneliti memberikan saran berikut: a) kepada pengelola program studi PGSD untuk memvasilitasi para dosen untuk berlatih mengimplementasikan Flearn dalam perkuliahan; b) bagi para dosen agar menggunakan fitur assignment dan forum di dalam LMS Flearn untuk perkuliahannya.

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“…This translates to the employment of avant-garde methods to impart religious concepts to students. Creativity can also foster critical thinking and deepen students' comprehension of religion (Prakoso et al, 2020). By applying creativity in teaching Islamic education, educators can employ innovative techniques such as interactive games, religion-centric projects, and other imaginative activities to fully engage students in the learning process.…”

Section: The Role Of Creativity In Teaching Islamic Educationmentioning

confidence: 99%

Enhancing the Creativity of Islamic Education Teaching through the TPACK Approach: A Conceptual Review

Saili,

Taat

2023

IJARPED

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This conceptual paper highlights the importance of enhancing creativity in Islamic education through the integration of the TPACK (Technology, Pedagogy, and Content Knowledge) approach. Creative instruction can invigorate students and enrich the learning process within the context of Islamic education. Challenges such as resource scarcity, outdated curricula, and less interactive teaching methods have been identified in Islamic education. The changing digital landscape and technological advancements have impacted Islamic education, necessitating adaptations in teaching and learning. As such, the incorporation of the TPACK approach into Islamic education is essential to enriching the learning experience and providing a competitive edge in an increasingly complex educational environment. TPACK is a conceptual framework that combines technology, pedagogy, and content knowledge in teaching and learning. The integration of TPACK into Islamic education enables educators to leverage technology alongside pedagogical and content knowledge to create a more interactive, creative, and effective learning experience. The use of TPACK in Islamic education enhances the learning experience, facilitates access to quality resources, and increases student engagement. Creativity also plays a vital role in Islamic education by boosting student interest and motivation. The combination of TPACK with creative teaching allows for the innovative use of technology in Islamic education, resulting in a meaningful and engaging learning experience for students. This approach makes a significant theoretical contribution to improving the quality of religious teaching and learning.

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Creativity, Critical Thinking, and Academic Performance in Students University During Virtual Learning

Cited by 4 publications

References 34 publications

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

Peningkatan Kemampuan Berpikir Kritis Dan Kompetensi Mahasiswa PGSD Menggunakan Fitur F-Learn Assigment Dan Forum

Enhancing the Creativity of Islamic Education Teaching through the TPACK Approach: A Conceptual Review

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