The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

Kaçan, Sibel Demir; Şahin, Fatma

doi:10.1051/shsconf/20184801060

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…The validation process of the Scientific Creativity Test incorporates a multidimensional approach to evaluating scientific creativity, considering factors such as the creative process, person, product, and environment. By including diverse indicators in the validation framework, the test aims to capture the complexity of scientific creativity and provide a comprehensive assessment of students' creative abilities within the social sciences discipline (Kaçan & Şahin, 2018). This multifaceted approach enhances the robustness and validity of the test instrument, ensuring that it effectively measures various dimensions of scientific creativity.…”

Section: Validity Of the Scientific Creativity Test (Sct)mentioning

confidence: 99%

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

Dwikoranto,

Surasmi,

Suparti

et al. 2024

J. Prisma. Sains

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This research aims to create valid and effective Student Activity Sheets (SAS) and Scientific Creativity Tests (SCT) in order to enhance the creativity of open university students. The validity of SAS and SCT is determined by achieving a minimum score of 2.50 in both content validity and construct validity categories. Similarly, their effectiveness is measured by: (1) observing a statistically significant increase in students' scientific creativity at a 5% significance level; and (2) achieving a minimum average n-gain in the medium category. This research follows an Educational Design Research approach and utilizes a pre-experimental design with a one-group pre-test and post-test design. The research subjects consist of undergraduate students at Open University Surabaya during the 2023/2024 academic year. The data collection instruments used in this research include: (1) a Validity Assessment Sheet for SAS and SCT; and (2) the SCT test. The research data, which includes pre-test and post-test scores, are collected after conducting prerequisite tests such as normality and homogeneity tests. These scores are then analyzed using a paired t-test to identify any differences in students' scientific creativity between the pre-test and post-test stages. The average level of improvement in scores is calculated using the normalized gain (N-gain) method. The research data, in the form of scores obtained from the assessments of the validity of learning tools by three Learning Experts, are analyzed using the average method to determine validity, as well as by using Cronbach's alpha (α) to assess reliability. The same analysis is conducted for the Research Instrument scores. The research findings demonstrate that both SAS and SCT tools are valid and effective in enhancing student creativity.

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Section: Validity Of the Scientific Creativity Test (Sct)mentioning

confidence: 99%

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

Dwikoranto,

Surasmi,

Suparti

et al. 2024

J. Prisma. Sains

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“…Furthermore, competence in science process skills helps describe phenomena that occur in students' daily lives (Khamhaengpol et al, 2021). As a result, science process skills make students become scientific actors and people used to solving problems in everyday environments (Demir & Sahin, 2018). Thus cultivating essential science process skills to be developed in geography learning can accommodate students in finding facts, describing objects, building concepts, and overcoming problems of geosphere phenomena in students' daily lives.…”

Section: Introductionmentioning

confidence: 99%

Creative Thinking and Process Science Skill: Self-Organized Learning Environment on Watershed Conservation Material

Rizal

Putra

Suharto

et al. 2022

JPII

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Learning geography plays a role in developing creative thinking and science process skills in students. Creative thinking and process science skills can be used in developing new methods and solutions to solve problems in geosphere phenomena using innovative perspectives. This study uses a quasi-experimental type with a Posttest Only Design. In this study, a purposive sample method was applied with two groups: the experimental group from science class 1 using SOLE and the control group from science class 3 using conventional methods. The instrument uses an essay test to measure the level of creative thinking ability and an observation sheet to measure the level of science process skills. The data analysis used was the Independent-Sample T Test and the Mann-Whitney U test with a significance level of 0.05. The SOLE model significantly affects watershed conservation materials' creative thinking and science process skills. The significance value of the Independent-Sample T-Test of creative thinking skills was 0.001 0.05, and the significance value of the Mann-Whitney U Test of science process skills was 0.000 0.05. The internet's investigative process provides information and mindset in scientific concepts in predicting damage/problems and watershed conservation efforts. In addition, the internet investigation process helps students obtain various literacy and information.

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“…Research results by Safitri et al ( 2014) show that students' creative thinking skills have a correlation with students' learning results. Kacan and Sahin (2018) added that creativity in science learning is quite important and also integrated with the curriculum, teacher and the approach that being used by teachers along with the learning process because creativity is human development aspect.…”

Section: Introductionmentioning

confidence: 99%

The Improvement of Learning Motivation and Creative Thinking Skills of Senior High School Students Through Modified Problem Based Learning Model

Audrey¹,

Tuaputty

Rumahlatu

et al. 2019

Journal for the Education of Gifted Young Scientists

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This research aims at determining the effect of learning models on motivation, creative thinking skills, and cognitive learning results of students of Senior High School 6 of Ambon, Indonesia. This research is quasi-experimental research using a non-equivalent pretest-post-test control group design. The subjects of this research were class XI Science students with a total number of 40 students. One group was taught by using the Modified Problem Based Learning (M-PBL) and the other group was taught by using the discovery learning model. Research data were collected using test and non-test instruments. The data were analyzed by using ANCOVA with a significance level of 5%. The results of the analysis show that the significance value of the learning model towards students' learning motivation and cognitive learning results was 0.000<0.05. The significance value of the learning model towards students' academic skill was 0.000<0.05. The significance value of the learning model towards students' creative thinking skills was 0.030<0.05. The results of this research indicate that the implementation of the M-PBL learning model has an effect on students' learning motivation, creative thinking skills, and learning results better than that of the discovery learning model.

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The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

Cited by 4 publications

References 12 publications

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

Creative Thinking and Process Science Skill: Self-Organized Learning Environment on Watershed Conservation Material

The Improvement of Learning Motivation and Creative Thinking Skills of Senior High School Students Through Modified Problem Based Learning Model

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