Profile of students’ critical thinking, creativity, and collaboration skills on environmental pollution material

Aufa, Mohamad Nor; Hadi, Stefanus Happy Yanuar; Syahmani,; Hasbie, Muhammad; Fitri, Mega Orina; Saputra, None Muhamad Andika; Isnawati,

doi:10.1088/1742-6596/1760/1/012027

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…In the Strategy and tactics indicator in the experimental class students are more critical in determining actions, the process of investigation and concluding final actions, while in the control class students are less critical in the investigation process and concluding final actions, this is in line with Aufa (2021) which states that the last indicator of critical thinking, namely Strategy and tactics, the subject concludes the results of suitable alternative answers as the final conclusion in the investigation process.…”

Section: Critical Thinking On Ecosystem Conceptssupporting

confidence: 64%

The effect of project-based learning model on students’ critical and creative thinking skills in the ecosystem concept

Khafah,

Suprapto,

Nuryadin

2023

JPBI

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Critical and creative thinking abilities are part of 21st century skills that have not been well utilized. One effort to improve these abilities can be through project-based learning (PjBL). This quantitative study aims to determine the effect of the PjBL model on students' critical thinking and creative thinking abilities on the ecosystem concept. This research used a quasi-experimental design with the matching posttest-only control group design and a population of all class The sample was determined using a purposive sampling technique with various considerations, selecting class X-1 as the experimental class and class X-2 as the control class. The research instrument used 15 questions for critical thinking skills and 12 questions for creative thinking. The collected data was then analyzed using the one-way ANOVA test. The results of the analysis show that the PjBL model has a significant effect on students' critical and creative thinking abilities on the ecosystem concept (P 0.000 < 0.05). Thus, the PjBL model can be used as an alternative learning to empower 21st century skills.

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Section: Critical Thinking On Ecosystem Conceptssupporting

confidence: 64%

The effect of project-based learning model on students’ critical and creative thinking skills in the ecosystem concept

Khafah,

Suprapto,

Nuryadin

2023

JPBI

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“…Similar to the product design activity, the process of crafting the project work schedule also requires students' collaboration skills, particularly in the aspect of cooperation during discussions to determine the project's timetable. This trains students to appreciate the opinions/ideas of their group members, take responsibility for organizing the project work schedule through effective communication, and demonstrate self-awareness in adhering to the schedule they have developed (Aufa et al, 2021;Cravens et al, 2022). Through interactive activities during the project preparation process, collaboration skills can be enhanced (Irwan et al, 2023;Hasan, 2023).…”

Section: Discussionmentioning

confidence: 99%

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Pangestu,

Firdaus

2024

j. ilm. sekol. dasar

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Collaboration skills are important. Therefore, group learning needs to be held for hands-on experience that results in understanding and effective learning methods. This study aims to analyze the effect of project model differentiated learning on students' collaboration skills in grade V elementary school in science subjects. This type of research is a quasi-experiment with a one-group pretest-posttest design. The sampling technique used was the saturated sampling technique with 26 students. The research instruments used in the form of learning style questionnaires, observation sheets of the learning process in the classroom, and observation sheets to measure student collaboration skills consist of initial and final observation sheets. Data analysis used in this research is descriptive analysis technique and inferential analysis technique with Paired Sample t Test. Before the hypothesis test, the prerequisite test includes the normality test and homogeneity test. The average collaboration skills of grade V students before being given treatment using the differentiated learning project model were none in the Very High category, 9.99% in the High category, 70.76% in the Medium category, and 19.76% in the Low category. After being given treatment using a differentiated learning project model, there were 9.23% in the Very High category, 59.23% in the High category, 31.54% in the Moderate category, and none in the Low category. Furthermore, data processing is carried out with t-value ≥ critical t-value (39.034 > 2.05954), which indicates that there is a positive effect of the differentiated learning project model on student collaboration skills in grade V elementary school.

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“…The findings of preliminary research on critical thinking abilities of SMPN 6 Banjarmasin students show that: (1) 48% of students have difficulty in giving simple explanations; (2) 37.33% of students experience difficulties in building basic skills; (3) 39.93% It is difficult for students to provide further explanations; (4) 45.17% of students have difficulty managing strategies and tactics (Aufa et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Validity of Science Module with the Collaborative Based Science Learning Model to Improve Critical Thinking Skills and Decision Making Skills

Saputra

Hadi²,

Sholahuddin³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Students in schools use techniques to keep up with the increasingly rapid development of the times. A module is the learning media. Lessons will be easier for students to understand if teaching materials are simple, practical, and relevant. However, activity in living things is still regarded as unsuitable learning material. This is because presenting the characteristics of objects to students in real terms can also be challenging. As a consequence, research and development of teaching materials for class VIII SMP/MTs based on critical thinking and decision-making skills are carried out in motion modules on living things. The goal of this research and development is to validate SMP/MTs class modules in order to improve critical thinking and decision-making skills. The Tessmer Formative evaluation development model is used in this type of research. Aspects of validity include content, presentation, and language. The research data were analyzed descriptively into categories. The results show that the CBSL module developed is in a very valid category with a value of 3.51, implying that this module appears to follow the objectives of learning science and is technically very feasible to be used as a science learning resource.

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Profile of students’ critical thinking, creativity, and collaboration skills on environmental pollution material

Cited by 6 publications

References 16 publications

The effect of project-based learning model on students’ critical and creative thinking skills in the ecosystem concept

The effect of project-based learning model on students’ critical and creative thinking skills in the ecosystem concept

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Validity of Science Module with the Collaborative Based Science Learning Model to Improve Critical Thinking Skills and Decision Making Skills

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