The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation

Alzoubi, Ahmad Mohammad Ali; Qudah, Mohammad Farhan Al.; Albursan, Ismael Salameh; Bakhiet, Salaheldin Farah Attallah; Abduljabbar, Adel S.

doi:10.5539/jedp.v6n1p117

Cited by 30 publications

(21 citation statements)

References 30 publications

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“…This, according to them, supports critical and creative thinking abilities. Furthermore, improvements to students' higherorder thinking skills have been shown to enhance their self-esteem (Pilevarzadeh et al, 2014) and self-confidence (Alzoubi et al, 2016;Lambright, 1995). When the data were analyzed considering the gender variable, it was seen that the male students' average scores for Academic Confidence and Academic Effort were both 38.…”

Section: Discussionmentioning

confidence: 99%

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Deveci

2018

Learning and Teaching in Higher Education: Gulf Perspectives

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Not all first-year university students possess the academic self-concept necessary for an effective transition from high school to university. This may impact their aptitude for learning so negatively that their engagement in lifelong learning (LLL), a prerequisite for success at and beyond university, may be limited. Therefore, the relationship between self-concept and LLL tendency is critical. This paper aims to describe this relationship among Arab first year university students. 149 students (77 males and 72 females) in two consecutive courses were involved in the study. Data were collected using two surveys, one on students' self-concept, and another on their LLL tendency. Comparisons were made to determine whether gender and courses attended played a role in students' academic self-concept and LLL tendency. The relationship between academic self-concept and LLL tendency was also analyzed. Results showed that students possessed a relatively high academic self-concept and that their LLL tendency scores were higher than the scale midpoint. The female students' scores for academic effort (a sub-scale of self-concept), and for curiosity (a sub-scale of LLL), were comparatively higher than those for males. The courses attended did not make a significant difference in students' perception of their academic self-concept; however, students in the second level course scored higher for self-regulation, a sub-scale of LLL, therefore receiving a slightly higher rating for LLL. Results also indicated a positive relationship between self-concept and LLL scores. The association between the academic effort and self-regulation domains of the scales was noteworthy. Recommendations are made to enhance students' academic self-concept and LLL tendency, with an aim to strengthen the relationship between the two concepts.

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Section: Discussionmentioning

confidence: 99%

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Deveci

2018

Learning and Teaching in Higher Education: Gulf Perspectives

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“…Students need to be aware that sustainable change is very important in society. They also need to be taught to deal with change by using different thinking patterns (Alzoubi et al, 2016). Creative problem-solving programs, if applied effectively, can increase the creativity of students (Cetinkaya, 2014).…”

Section: Introductionmentioning

confidence: 99%

Science KIT Teaching Aid for the Earthquake in Improving Students’ Collaboration Skills and Creative Thinking in Junior High School

Atun¹

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This study aims to determine the effectiveness of the IPA KIT teaching aids for earthquakes science KIT in improving students' collaboration skills and creative thinking. The design of this research is a quasi-experimental research with a stratified random sampling technique. This study involved two classes, namely the experimental class (n = 32) and the control class (n = 33) with a pretest-posttest control group design. This research was conducted at SMP Negeri 5 Depok. The statistical analysis used to test the research hypothesis based on the pretest and posttest scores is the normality test, linearity test, homogeneity test, correlation test, effect size, and MANOVA test. The results showed that the use of IPA KIT teaching aids for earthquakes was more effective in improving students' creative thinking skills and collaboration. Therefore, teachers are advised to use the earthquake science KIT teaching aids for earthquakes to improve the creative thinking skills and collaboration of junior high school students.</p>

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“…Science literacy was initially understood only as knowing science , but along with the dynamics of the progress of the world of education and the increasingly sophisticated technological inventions, the meaning of scientific literacy developed in a wider area. DeGraff argues that scientific literacy in board terms and argued that an open-ended approach, free of benchmarks and high stakes testing, allows teachers and students more freedom to choose from a wide variety of science contents and methodologies (Alzoubi, et al, 2016). According to DeGraff, scientific literacy in a broad sense is an approach that is open, free from benchmarks, and has high testing so that it allows teachers and students to have a lot of freedom to choose science content and methodology.…”

Section: Introductionmentioning

confidence: 99%

Effect of Flippeed Classroom Models and Creative Thinking of Science Literation Students

Susanti

Supena

Cahyana

2020

Journal of Nonformal Education

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The flipped classroom model, which is often heard in recent years, is known as a new pedagogical approach in which traditional instruction is reversed. The study aims to determine the effect of the flipped classroom model and creative thinking on the scientific literacy of grade VI students of SDN Guntur 01, South Jakarta. This research uses a 2x2 factorial design. The research sample was divided into two treatment groups, namely the experimental class and the control class. The experimental class was given treatment by carrying out the learning model of the flipped classroom , while the control class was given treatment by carrying out the expository model learning. The results showed: (1) there was a difference in scientific literacy between the experimental class and the control class, with scientific literacy higher than the control class. (2) there is a difference in scientific literacy between groups of students with high levels of creative thinking in the experimental class [A 1 B 1 ] and the control class [A 2 B 1 ]. (3) there is a difference in scientific literacy between groups of students with low creative thinking levels in the experimental class [A 1 B 2 ] and the control class [A 2 B 2 ]. (4) there is an effect of interaction between learning models and creative thinking on scientific literacy. Purpose of the flipped classroom model is to use face to face time more effectively in the learning process. There are many definitions related to flipped classroom is a student-centred learning method consisting of two parts with interactive learning activities during lesson and individual teaching based on computer out of lesson.

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The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation

Cited by 30 publications

References 30 publications

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

The relationship between first-year university students’ academic self-concept and lifelong learning tendency

Science KIT Teaching Aid for the Earthquake in Improving Students’ Collaboration Skills and Creative Thinking in Junior High School

Effect of Flippeed Classroom Models and Creative Thinking of Science Literation Students

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