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Thinking Skills and Creativity Journal
Published by Universitas Pendidikan Ganesha
ISSN : 26154692     EISSN : 26156105     DOI : -
Core Subject : Education,
Education
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Chemistry Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Thingking Skill and Creativity.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2022): October" : 5 Documents clear
The Relationship of Critical Thinking Skills and Misconceptions on Science Learning Yolviansyah, Fauziah; Siregar, Juita; Maison
Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v5i2.45465

Abstract

One of the abilities needed in learning is critical thinking skills. Critical thinking skills are skills that can analyze and evaluate information. Critical thinking skills can relate to the occurrence of misconceptions. This relationship can be positive or negative for students. The research objective is to analyze the relationship between critical thinking skills and misconceptions using a five-tier instrument. The method used in this research is correlational. The sampling technique used simple random sampling, taking 25% of the population of 80 students. The data collection instrument used a questionnaire on critical thinking skills and a misconception test sheet. The descriptive results of misconceptions are 6.00, meaning that misconceptions are categorized as moderate. The descriptive results of critical thinking skills show that the mean of critical thinking skills is 68.50, meaning that critical thinking skills are considered good. Then from the correlation results, there is a significant relationship between the two variables. It means that there is a relationship between critical thinking skills and misconceptions. When misconceptions are high, students' critical thinking skills will be low. Conversely, if the misconceptions experienced by students are low, the critical thinking skills possessed by students are high.  
Critical & Creative Thinking Ability given the Inquiry Component in Elementary School Science Lessons Sukma, Ely Sarantika; Raharjo, Tri Joko; Cahyono, Adi Nur
Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v5i2.52121

Abstract

The 21st-century skills are critical thinking skills and creative thinking skills. These skills are needed by someone to be successful in facing challenges, an increasingly complex and uncertain life, and to be successful in life and career in the world of work. This study aims to analyze critical and creative thinking skills in terms of the inquiry component in science learning in elementary schools. The research sample is elementary school students, with a total of 31 students. Data collection techniques used in this study were observation, tests, interviews, and documentation. The experimental research method used in this research is quasi-experimental. Quasi-experimental is used so that researchers can analyze the differences between the two treatments in the control class and the experimental class. The research design used was a non-equivalent control group design. The results of the analysis of critical and creative thinking skills for the control class inquiry model were 45.3% and 54.7%. In comparison, the experimental class obtained 65.5%, so the influence of the inquiry model on experimental class students is greater than the control class. The inquiry model has a positive effect on critical and creative thinking skills. With this research, the inquiry model can improve the critical thinking skills and creative thinking of fifth-grade elementary school students in science learning.
Improving Mathematical Problem Solving Ability Through Think Pair Share for Junior High School Students Nanang; Rahmawati, Willy Aisyah Taufik
Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v5i2.52248

Abstract

In learning mathematics, problem-solving skills are very important. Problem-solving skills will help the person succeed in everyday life. This study aims to analyze the increase in mathematical problem-solving abilities (KPMM) of students whose learning uses the Think-Pair-Share (TPS) cooperative strategy. This research is a class action research that consists of three cycles. The subjects in this study were students of class VIII-A, consisting of 34 students. The instrument used is a mathematical problem-solving ability test (KPMM). Data analysis was carried out with an increased test (normalized gain), learning completeness, and the average level of mastery. Based on the KPMM test results, information was obtained that there were differences in classical learning mastery in aspects of mathematical problem-solving ability in cycles I, II, and III. These findings are supported by the number of students who complete each cycle. For KKM 65, in cycle I, the number of students who completed was 13 students (38.24% of 34 students). In cycle II the number of students who completed was 23 students (67.65% of 34 students), and in cycle III, the number of students who completed there was 28 students (82.35% of 34 students). It can be concluded that TPS learning using students working on worksheets in groups and being guided by the teacher on changing word problems into a mathematical model can increase the KPMM of students with high criteria. The number of students who complete cycle III is more than those who complete cycles I and II.
The Effectiveness of the Problem Based Learning Approach on Critical Thinking Ability in Thematic Learning Lestari, Indah Cahyani; Wardani, Naniek Sulistya
Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v5i2.54295

Abstract

Critical thinking is one of the competencies that must be possessed by students. Therefore, the process of implementing learning must be able to improve students' critical thinking skills. This study aims to analyze the difference in effectiveness between the problem-based learning approach and conventional learning on the critical thinking skills of thematic learning of fifth grade elementary school students. This type of research is a quasi-experimental study with a nonequivalent control group design model. The research subjects were 60 grade V elementary school students. Data collection techniques using tests and observations. The assessment instruments used are test items and observation sheets equipped with an assessment rubric. The data analysis technique used was the T test. The results showed that the significance value (2-tailed) was 0.000 (less than 0.05), meaning that Ha was accepted and H0 was rejected. The average problem based learning and conventional learning on the critical thinking skills of thematic learning from the results of the T test is 74,333. So, it can be concluded that there is a difference in effectiveness between the problem-based learning approach and conventional learning on the critical thinking skills of thematic learning of fifth grade elementary school students.
Illustrated Electronic Module to Improve Elementary School Students' Creative Thinking Skills Suantini, I Gusti Ayu Ketut Ari; Antara, Putu Aditya; Trisna, Gusti Ayu Putu Sukma
Thinking Skills and Creativity Journal Vol. 5 No. 2 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v5i2.57064

Abstract

Low learning outcomes are caused because students need to have the ability to think creatively. The findings state that students need help to express ideas or ideas in learning activities so that learning activities do not run optimally. This study aims to develop an electronic pictorial module to improve the creative thinking skills of fourth-grade elementary school students. This type of research is developed with the ADDIE model. The research subjects were two material expert lecturers, two media expert lecturers, and one practitioner. The test subjects totaled 26 students—data collection using the questionnaire method. The instrument used is the rating scale instrument. Data analysis techniques are qualitative descriptive statistical analysis, quantitative descriptive, and inferential statistics. The results of the research are media experts' assessment of 4.8 (very good), material experts’ 4.9 (very good), and practitioner results of 5 (very good). The results of the 2-way (2-tailed) significance value were 0.000 <0.05 so that there were differences in the results of the creative thinking abilities of fourth-grade elementary school students after learning to use pictorial electronic modules (e-modules). It was concluded that the pictorial E-Module effectively increases the results of creative thinking skills.

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