Authentic-Inquiry-Project about Nyale on Science Teachers Critical and Creative Thinking Skills
DOI:
https://doi.org/10.15294/s6am9n05Keywords:
Authentic- inquiry- project, , Nyale , critical thinking skills, Creative thinking skillsAbstract
The aim of this study was to determine the effect of authentic inquiry project practicum on Nyale in improving critical and creative thinking skills of prospective science teacher students. The method used was experimental research method with one group pretest postest. The research subjects involved science education students of one of the universities in Sumba in the 2023/2024 academic year who contracted animal anatomy and physiology courses. The instrument used in this research was a critical and creative thinking skills test. The results of the Wilcoxon test showed that in experimental classes 1 and 2 there was an effect of practicum on the critical and creative thinking skills of prospective science teacher students as evidenced by the Asymp. Sig. (2-tailed) 0.000 < than 0.05. In addition, the N-gain test results showed an increase in critical thinking skills before and after practicum in experimental classes 1 and 2 with moderate categories. While the N-gain test of creative thinking skills showed an increase in the creative thinking skills of prospective science teachers in the moderate category for experimental class 1 and in the low category for experimental class 2. From the results obtained, it can be concluded that the authentic inquiry project practicum on Nyale is effective in improving the critical and creative thinking skills of prospective science teachers.
References
Akben, N. (2020). Effects of the problem-posing approach on students’ problem solving skills and metacognitive awareness in science education. Research in Science Education, 50(3), 1143-1165.
Al-Ghadouni, A. B. M. (2021). Critical Thinking: Components, Skills, and Strategies. Revista Argentina de Clinica Psicologica, XXX(2), 1–6.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 2158244020938702.
Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brünken, R. (2020). The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results. British Journal of Educational Technology, 51(3), 611-628.
Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: a systematic literature review. Education Research International, 2021(1), 7061623.
Aytaç, T., & Kula, S. S. (2020). The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study. International Journal of Contemporary Educational Research, 7(2), 62-80.
Brandt, W. C. (2020). Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning. 21st Century Success Skills. National Center for the Improvement of Educational Assessment.
Brookes, D. T., Ektina, E., & Planinsic, G. (2020). Implementing an epistemologically authentic approach to student-centered inquiry learning. Physical Review Physics Education Research, 16(2), 020148.
Budiman, A., Samani, M., & Setyawan, W. H. (2021). The Development of Direct-Contextual Learning: A New Model on Higher Education. International Journal of Higher Education, 10(2), 15-26.
Burns, R. (2020). Adult Learner at Work: The challenges of lifelong education in the new millenium. Routledge.
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking skills and creativity, 39, 100761.
Chen, S. Y., Lai, C. F., Lai, Y. H., & Su, Y. S. (2022). Effect of project-based learning on development of students’ creative thinking. The International Journal of Electrical Engineering & Education, 59(3), 232-250.
Chen, X. M. (2021). Integration of creative thinking and critical thinking to improve geosciences education. The Geography Teacher, 18(1), 19-23.
Chua, K. J., & Islam, M. R. (2021). The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 49(4), 289-315.
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12 (14). Http://Www. Curriculum. Edu. Au/Leader/Teaching_Higher_Order_Thinking, 374(14), 31.
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(9), 3827.
Corazza, G. E., & Glăveanu, V. P. (2020). Potential in creativity: Individual, social, material perspectives, and a dynamic integrative framework. In Creative learning in digital and virtual environments (pp. 144-161). Routledge.
Demircioglu, T., Karakus, M., & Ucar, S. (2023). Developing students’ critical thinking skills and argumentation abilities through augmented reality–based argumentation activities in science classes. Science & Education, 32(4), 1165-1195.
Eroldoğan, O. T., Glencross, B., Novoveska, L., Gaudêncio, S. P., Rinkevich, B., Varese, G. C., ... & Rotter, A. (2023). From the sea to aquafeed: A perspective overview. Reviews in aquaculture, 15(3), 1028-1057.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). PBLPOE: A Learning Model to Enhance Students' Critical Thinking Skills and Scientific Attitudes. International Journal of Instruction, 13(2), 89-106.
Fougt, S. S., Misfeldt, M., & Williamson Shaffer, D. (2019). Realistic Authenticity. Jl. of Interactive Learning Research, 30(4), 477–504.
Gunawan, G., Harjono, A., Nisyah, M. A., Kusdiastuti, M., & Herayanti, L. (2020). Improving Students' Problem-Solving Skills Using Inquiry Learning Model Combined with Advance Organizer. International Journal of Instruction, 13(4), 427-442.
Gunn, T. M., Grigg, L. M., & Pomahac, G. A. (2008). Critical thinking in science education: Can bioethical issues and questioning strategies increase scientific understandings? Journal of Educational Thought, 42(2), 165–183.
Hagenkötter, R., Nachtigall, V., Rolka, K., & Rummel, N. (2024). Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models. European Journal of Psychology of Education, 0123456789.
Haryani, E., Coben, W. W., Pleasants, B. A., & Fetters, M. K. (2021). Analysis of teachers' resources for integrating the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication in science classrooms. Jurnal Pendidikan IPA Indonesia, 10(1), 92-102.
Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric mapping of the research literature (1975–2019). Thinking Skills and Creativity, 35(September 2019), 100625.
Herrington, J., Bozalek, V., Ng’ambi, D., Wood, D., Hardman, J., & Amory, A. (2015). Activity theory , authentic learning.
Hetherington, L., Chappell, K., Ruck Keene, H., Wren, H., Cukurova, M., Hathaway, C., ... & Bogner, F. (2020). International educators’ perspectives on the purpose of science education and the relationship between school science and creativity. Research in Science & Technological Education, 38(1), 19-41.
Huang, Y. M., Silitonga, L. M., & Wu, T. T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers and Education, 183, 104494.
Jansen, T. J. M. (2022). Teacher judgments in school exams: Influences of students’ lower-order-thinking skills on the assessment of students’ higher-order-thinking skills. Teaching and Teacher Education, 111, 103616.
Kapici, H. O., Akcay, H., & de Jong, T. (2020). How do different laboratory environments influence students’ attitudes toward science courses and laboratories? Journal of Research on Technology in Education, 52(4), 534-549.
Karan, E., & Brown, L. (2022). Enhancing Student's Problem-Solving Skills through Project-Based Learning. Journal of Problem Based Learning in Higher Education, 10(1), 74-87.
Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. Science education in theory and practice: An introductory guide to learning theory, 479-496.
Kerans, G., Sanjaya, Y., Liliasari. (2024). Authentic Inquiry in Science Education Between 2003 and 2023 : A Bibliometric Analysis Use RStudio. 2024, 91–101.
Kerans, G., Yayan S., Liliasari, Joko, P., Yustinus, G.A. (2024). Effect of Substrate and Water on Cultivation of Sumba Seaworm (Nyale) and Experimental Practicum Design for Improving Critical and Creative Thinking Skills of Prospective Science Teacher in Biology and Supporting Sustainable Development Goals (SDGs). ASEAN Journal of Science and Engineering, 4(3), 383-404.
Kowalski, J. R., Hoops, G. C., & Johnson, R. J. (2016). Implementation of a collaborative series of classroom-based undergraduate research experiences spanning chemical biology, biochemistry, and neurobiology. CBE Life Sciences Education, 15(4), 1–17.
Krishnan, P. (2024). A review of the non-equivalent control group post-test-only design. Nurse researcher, 32(1).
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6).
Larraz-Rábanos, N. (2021). Development of creative thinking skills in the teaching-learning process. Teacher education-New perspectives, 307-322.
Levin-Goldberg, J. (2012). Teaching Generation TechXwith the 4Cs: Using Technomogy to Integrate 21st Century Skills. 1, 59–66.
Li, B., Jia, X., Chi, Y., Liu, X., & Jia, B. (2020). Project-based learning in a collaborative group can enhance student skill and ability in the biochemical laboratory: a case study. Journal of Biological Education, 54(4), 404–418.
Lin, L., Shadiev, R., Hwang, W. Y., & Shen, S. (2020). From knowledge and skills to digital works: An application of design thinking in the information technology course. Thinking Skills and Creativity, 36, 100646.
Lopera, H. A. C., Gutiérrez-Velásquez, E., & Ballesteros, N. (2022). Bridging the gap between theory and active learning: a case study of project-based learning in introduction to materials science and engineering. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17(2), 160-169.
Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18(1), 1–13.
Macdiarmid, R., Merrick, E., & Winnington, R. (2024). Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study. BMC Nursing, 23(1), 1–10.
Madrazo, A. L., & Dio, R. V. (2020). Contextualized Learning Modules in Bridging Students' Learning Gaps in Calculus with Analytic Geometry through Independent Learning. Journal on Mathematics Education, 11(3), 457-476.
Mian, S. H., Salah, B., Ameen, W., Moiduddin, K., & Alkhalefah, H. (2020). Adapting universities for sustainability education in industry 4.0: Channel of challenges and opportunities. Sustainability, 12(15), 6100.
Mierwald, M., Lehmann, T., & Brauch, N. (2022). Writing about the past: the impact of different authentic instructional material on students’ argument writing in history. European Journal of Psychology of Education, 37(1), 163–184.
Nachtigall, V., & Rummel, N. (2021). Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study. In Instructional Science (Vol. 49, Issue 6).Herna
Nascimento Corte, G., & Amaral, A. C. Z. (2023). Benthic Invertebrate Macrofauna. In Brazilian Sandy Beaches (pp. 91-126). Cham: Springer International Publishing.
Nunes, J. C., Ordanini, A., & Giambastiani, G. (2021). The concept of authenticity: What it means to consumers. Journal of Marketing, 85(4), 1-20.
Nurkhin, A., & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students' Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141-1150.
Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Ajayi, O. A., Oladejo, A. I., Awaah, F., ... & Ige, A. M. (2024). Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution?. Research in Science & Technological Education, 42(2), 395-411.
Peña-Ayala, A. (2021). A learning design cooperative framework to instill 21st century education. Telematics and Informatics, 62, 101632.
Pombo, A., Baptista, T., Granada, L., Ferreira, S. M., Gonçalves, S. C., Anjos, C., ... & Costa, J. L. (2020). Insight into aquaculture's potential of marine annelid worms and ecological concerns: a review. Reviews in Aquaculture, 12(1), 107-121.
Rábanos, N. L., Laborda, J. L. A., & Salvador, J. C. (2020). Creative Skills In Undergraduate Primary Education Students. 96–101.
Rahayu, M., & Rustiami, H. (2017). Etnobotani Masyarakat Samawa Pulau Sumbawa. Scripta Biologica, 4(4), 235.
Roach, K., Tilley, E., & Mitchell, J. (2018). How authentic does authentic learning have to be? Higher Education Pedagogies, 3(1), 495–509.
Rosen, Y., Stoeffler, K., & Simmering, V. (2020). Imagine: Design for creative thinking, learning, and assessment in schools. Journal of Intelligence, 8(2), 16.
Sanchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2022). A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning. Journal of Biological Education, 56(5), 540–551.
Siedlecki, S. L. (2020). Quasi-experimental research designs. Clinical Nurse Specialist, 34(5), 198-202.
Simon, C. A., Muthumbi, A. W., Kihia, C. M., Smith, K. M., Cedras, R. B., Mahatante, P. T., ... & Katikiro, R. (2021). A review of marine invertebrates used as fishing baits and the implications for national and regional management in the Western Indian Ocean. African Zoology, 56(4), 237-263.
Southworth, J. (2022). Bridging critical thinking and transformative learning: The role of perspective-taking. Theory and Research in Education, 20(1), 44-63.
Stephenson, N. S., & Sadler-Mcknight, N. P. (2016). Developing critical thinking skills using the Science Writing Heuristic in the chemistry laboratory. Chemistry Education Research and Practice, 17(1), 72–79.
Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117-138.
Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113.
Tang, T., Vezzani, V., & Eriksson, V. (2020). Developing critical thinking, collective creativity skills and problem solving through playful design jams. Thinking Skills and Creativity, 37, 100696.
Tholibon, D. A., Nujid, M. M., Mokhtar, H., Rahim, J. A., Rashid, S. S., Saadon, A., ... & Salam, R. (2022). The factors of students’ involvement on student-centered learning method. International Journal of Evaluation and Research in Education, 11(4), 1637-1646.
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., ... & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54.
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., ... & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54.
Tiralongo, F., Marino, S., Ignoto, S., Martellucci, R., Lombardo, B. M., Mancini, E., & Scacco, U. (2023). Impact of Hermodice carunculata (Pallas, 1766)(Polychaeta: Amphinomidae) on artisanal fishery: A case study from the Mediterranean sea. Marine Environmental Research, 192, 106227.
Tous, M. D., & Haghighi, S. (2016). Developing critical thinking with debate: Evidence from Iranian male and female students. Informal Logic, 36(1), 64–82.
UNESCO. (2017). Education for Sustainable Development Goals: learning objectives. In Education for Sustainable Development Goals: learning objectives.
Villarroel, V., Benavente, M., Chuecas, M. J., & Bruna, D. (2020). Experiential learning in higher education. A student-centered teaching method that improves perceived learning. Journal of University Teaching & Learning Practice, 17(5), 8.
Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: independent or overlapping components? Thinking Skills and Creativity, 27(January 2017), 114–122.
Willer, D. F., & Aldridge, D. C. (2020). From pest to profit—the potential of shipworms for sustainable aquaculture. Frontiers in Sustainable Food Systems, 4, 575416.
Winarso, W., & Haqq, A. A. (2020). Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning. European Journal of Educational Research, 9(2), 877-887.
Young, S. A., Newton, A. R., Fowler, S. R., & Park, J. (2023). Critical thinking activities in Florida undergraduate biology classes improves comprehension of climate change. Journal of Biological Education, 57(1), 184–195.
Yuan, R., Yang, M., & Stapleton, P. (2020). Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. Thinking Skills and Creativity, 38(September), 100737.
Zachrich, L., Wagner, W., Bertram, C., & Trautwein, U. (2024). Really? It depends! How authentic learning material affects involvement with personal stories of the past. Learning and Instruction, 92(July 2023), 101921.
