Profile Perception of Student’s Collaboration and Creative Thinking Skills in Physics

Abstract

The purpose of this study is to describe the results of identifying perceptions of 21st century skills on aspects of student’s collaboration and creative thinking skills in physics subjects according to the perceptions of students of SMP N 1 Bungaraya. This type of research is descriptive research. The respondents in this study were 20 students. The data collection instrument used in this study was a questionnaire of student’s perceptions of collaboration and creative thinking skills. Based on data analysis, perception aspect collaborations skills that have conducted are in category low. Aspects of student’s creative thinking skills in physics subjects are in the very low category according to student’s perceptions. The results obtained can be used as a reference for subsequent researchers to conduct Classroom Action Research, development research such as the development of learning media, learning modules and learning models

Ethnoscience Knowledge of Science Teacher Candidates at UIN Mataram

“…Qualitative descriptive analysis is used to describe students' answers to each question, while quantitative descriptive analysis is used to describe students' knowledge data about science. Average student knowledge data is interpreted in the form of categories using assessment criteria developed by Nugroho et al (2023) as presented in Table 1.…”

Perception of Science Teacher Candidates Toward Creative Thinking Ability

“…Quantitative descriptive analysis is used to describe student perception data regarding creative thinking abilities. Average student perception data is interpreted in the form of categories using assessment criteria developed by Nugroho et al (2023) The inferential statistical analysis used is (1) Anova test (Analysis of Variance) at a significance level of 5% to determine differences in student perceptions in creative thinking indicators, namely fluency, flexibility, originality and elaboration with the formulation of a statistical hypothesis, namely H0 : µ1 = µ2 (there are no significant differences in student perceptions on the fluency, flexibility, originality and elaboration indicators) and H1 : µ1 ≠ µ2 (there are significant differences in student perceptions on the fluency, flexibility, originality and elaboration indicators). If the results of the Anova test and t-test produce p-value smaller than 0.05, then H0 is rejected and H1 is accepted or vice versa.…”