The Effect Size of Different Learning on Critical and Creative Thinking Skills of Biology Students

Autor/inn/en	Supratman; Zubaidah, Siti; Corebima, Aloysius Duran; Ibrohim
Titel	The Effect Size of Different Learning on Critical and Creative Thinking Skills of Biology Students
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.187-206 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Critical Thinking; Creative Thinking; Scores; Comparative Analysis; Student Projects; Active Learning; Problem Based Learning; Academic Achievement; Teamwork; Scoring Rubrics; Effect Size; Learning Processes; Cooperative Learning; High School Students; Measures (Individuals); Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Kritisches Denken; Kreatives Denken; Schulprojekt; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Schulleistung; Scoring formulas; Auswertungsbogen; Learning process; Lernprozess; Kooperatives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Ausland; Indonesien
Abstract	This quasi-experimental research aimed at investigating the effect of ProblemOriented Project-Based Learning (POPBL), Student Team Achievement Division (STAD), POPBLSTAD integration, and conventional learning on students' critical and creative thinking skills. Essay tests conducted to 129 students. The results of the test assessed using a relevant rubric. Posthoc analyses, namely LSD and effect size analyses, were used to analyze the data. The results of the ANCOVA analysis show that the learning model had a significant effect on students' critical thinking skills as well as on their creative thinking skills. The LSD analysis result showed that POPBLSTAD integration achieved a higher score of critical thinking compared to STAD, POPBL, and conventional learning (21.22%, 16.11%, and 39.38%, respectively). Likewise, related to creative thinking, the POPBLSTAD integration score was 25.91%, 18.57%, and 53.29% higher than those of STAD, POPBL, and conventional learning, respectively. Besides, all effect size analyses showed that POPBLSTAD obtained a higher effect-size score in critical thinking (high criteria) compared to STAD, POPBL, and conventional learning (0.68, 0.65, and 0.82, respectively). Similarly, the POPBLSTAD integration achieved a higher effect-size score of creative thinking (high criteria) compared to STAD, POPBL, and conventional learning (0.66, 0.55, and 0.83, respectively). Both analyses have demonstrated similar interpretations; thus, the two types of analyses should simultaneously be used to obtain complete research information. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01