Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
4
,
Decem
ber
201
9
, p
p.
581~
589
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
4
.
20257
581
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
Identifyi
n
g creative thi
nk
ing skill
s i
n s
u
bject matt
er
bio
-
chem
istry
M.
Dwi
Wiw
ik Er
na
w
at
i
1
,
Da
m
ri
s Muh
am
mad
2
,
A
sri
al
Asrial
3
, Mu
h
aimin
Muhai
mi
n
4
1
Pos
tgra
duat
e
Program
,
Univer
si
t
as
Jam
bi,
Indon
e
sia
2,3,4
Facul
t
y
of Te
ac
hing
amd E
du
ca
t
ion, Unive
rsit
as
Jam
bi,
Indon
e
sia
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
J
ul
23
, 2
01
9
Re
vised
Sep 3
0
, 2
01
9
Accepte
d
Nov
3
0
, 201
9
Crea
t
ive
thi
nkin
g
is
ne
ede
d
in
2
1st
ce
n
tur
y
l
ea
rn
ing.
T
his
qu
ant
i
t
at
iv
e
stu
d
y
aim
ed
to
de
te
r
m
ine
whethe
r
c
hemistr
y
educ
a
t
ion
student
s
a
t
Univer
sita
s
Jam
bi
have
the
i
nit
ial
abi
l
ity
of
c
rea
t
ive
thi
nking
.
The
t
y
pe
of
r
ese
arc
h
tha
t
is
used
is
a
rese
arc
h
design
surve
y
th
at
is
stren
gthe
ned
b
y
the
result
s
of
int
erv
i
ews t
o
su
pport
the
result
s of
quant
itati
v
e
dat
a
.
W
her
e
the
n
um
ber
of
al
l
sam
ple
s
from
thi
s
stu
d
y
was
188
col
l
ege
student
s
with
d
et
a
il
s
of
140
femal
e
and
48
m
ale
col
l
ege
stud
ent
s
fro
m
4th
sem
este
r
c
hemistr
y
educat
i
on
students
who
were
ta
ken
base
d
on
purposive
sam
pli
ng
te
chn
ique
.
Da
ta
were
the
n
ana
l
y
z
ed
using
SP
S
S
21
appl
ic
a
ti
on
to
find
desc
ript
ive
s
t
at
ist
ic
s
in
the
form
of
m
ea
n,
m
edia
n,
m
in,
m
ax,
an
d
ca
t
egor
y
.
From
the
result
s
of
the
anal
y
si
s
conduc
t
ed,
i
t
wa
s
found
tha
t
the
r
e
were
student
s
'
cre
a
ti
ve
thi
nking
abi
litie
s
in
che
m
istr
y
subj
ec
ts
in
b
io
-
ch
emica
l
m
ateri
al
indi
c
at
ed
b
y
sensiti
vi
t
y
indi
c
at
ors
which
had
a
good
ca
te
gor
y
of
44.
7%
(84
of
1
88),
flu
e
n
c
y
indi
c
at
ors
had
a
good
ca
t
egor
y
o
f
41.
5%
(78
of
1
88),
the
fle
x
ibi
l
ity
ind
icator
has
a
good
ca
tegor
y
of
40.
4%
(76
of
188),
the
origi
nal
i
t
y
indicat
or
has
a
ca
t
egor
y
of
43.
1
%
(81
of
188),
and
th
e
el
abor
a
t
ion
indica
tor
h
a
s
a
c
ategor
y
of
39.
4%
(74
of
188).
Ke
yw
or
d
s
:
Creat
ive
t
hi
nk
i
ng
Ela
borati
on
Flexibil
it
y
Fluen
cy
Or
i
gin
al
it
y
Sens
it
ivit
y
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
M. D
wi
W
i
wik Er
naw
at
i,
Po
stg
ra
du
at
e
P
rogr
am
,
Un
i
ver
sit
as Ja
m
bi,
Jam
bi
-
Muara
Buli
an
Stre
et
, KM
. 15, Jam
bi,
36
361, I
ndon
esi
a
Em
a
il
:
ern
awat
iwiwik
88@
gma
il
.co
m
1.
INTROD
U
CTION
Ed
ucati
on
is
s
om
et
hin
g
ver
y
i
m
po
rtant
to
do.
It
is
intende
d
to
be
pro
du
ct
ive,
creati
ve,
inn
ovat
ive,
and
e
ff
ect
i
ve
ge
ner
at
io
ns
t
hro
ugh
the
i
nteg
r
at
ion
of
at
ti
tude
s,
abili
ti
es,
an
d
kn
ow
le
dg
e
with
li
fe
sk
il
ls
[1
-
4].
Ther
e
f
or
e
e
du
cat
ion
in
sti
tuti
on
s
in
t
he
c
ountry
est
ablis
h
com
petencies
as
goal
s
of
t
he
curricul
um
[5
,
6].
I
n
add
it
io
n,
le
ct
urer
e
ducat
io
n
pr
act
it
ion
e
rs
a
gr
ee
that
te
ach
er
e
du
cat
io
n
ai
m
s
to
edu
cat
e
high
-
qual
it
y
teach
er
s
who
will
be
s
uc
cessf
ully
integrate
d
i
nto
the
edu
cat
io
n
syst
e
m
[7
-
9]
The
f
uture
global
co
m
petencies
of
sch
oo
l
te
achers
a
re
e
xpect
ed
t
o
in
cl
ude
the
kn
ow
le
dg
e
ba
se,
s
kill
s,
an
d
at
ti
tud
es
they
nee
d
t
o
eff
ect
ively
car
ry
out
their
pro
fessi
onal
duti
es
in
s
chools
a
nd
functi
on
pro
fita
bl
y
in
changin
g
a
nd
i
nter
dep
e
nd
e
nt
s
ociet
ie
s
[10]
.
Ther
e
f
or
e,
sinc
e
the
le
ct
ur
e
be
nch,
al
l
stud
e
nts
are
r
eq
uire
d
to
c
oope
rate
with
their
s
ur
rou
nd
i
ng
c
ollea
gu
e
s.
W
it
h
this
, s
tu
de
nts m
us
t hav
e
a go
od att
it
ude in
order t
o w
ork wit
h
t
heir part
ner
s
[
11
]
.
In
le
ar
ning,
at
ti
tud
e
i
s
al
so
an
aspect
that
deser
ve
s
to
be
ta
ken
int
o
acco
unt.
In
the
le
ar
ni
ng
pro
cess,
especial
ly
in
c
hem
ist
ry
le
sso
ns
,
pa
rtic
ipants
'
at
titud
es
a
re
i
m
po
rtant
to
re
je
ct
[12]
. Th
e
at
ti
tud
es o
f
the
proces
s
are
ver
y
im
po
r
ta
nt
[13
,
14]
.
Be
cause,
stu
de
nts
who
ha
ve
t
h
is
view
will
ha
ve
dif
fer
e
nt
at
ti
tud
es,
with
st
ud
e
nts
who
ha
ve
a
po
sit
ive
outl
ook
durin
g
t
he
le
ar
ning
process
[
15
]
.
I
n
le
ar
ning
c
ogniti
ve
a
nd
a
ff
ect
ive
as
pe
ct
s
ar
e
need
e
d
beca
use
stu
den
ts
w
ho
hav
e
high
a
ff
ect
ive
will
m
ake
these
stud
e
nts
fin
d
se
lf
-
co
nce
pt,
c
riti
cal
an
d
creati
ve
from
a
stud
ent.
Atti
tud
es
can
be
de
fine
d
as
a
te
nd
ency
to
pro
vi
de
le
arn
e
d,
co
ns
ist
ent,
posit
ive
or
neg
at
ive
rea
ct
ion
s
to
a
n
ob
j
ect
[1
2
-
1
6
];
def
ine
at
ti
tu
de
as
pa
rt
of
in
di
vid
ual
pe
rs
onal
it
y
influ
ence
d
by
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 5
81
-
589
582
relat
ion
s
hip
be
hav
i
or
with
it
.
A
tt
it
ud
es
ca
n
a
lso
be
def
in
ed
as
a
te
nde
ncy
to
act
a
gainst
pe
op
le
,
thi
ng
s
,
e
ven
ts
,
or
i
deas.
Atti
t
ud
e
s
seem
un
con
s
ci
ous,
s
us
ta
inable
an
d
cl
ose
ly
relat
ed
to
op
i
nion.
Atti
t
ud
e
s
are
form
ed
as
a
resu
lt
of
le
ar
ni
ng
e
xperien
ce
s
that
will
f
ost
er
the
inte
rest
an
d
s
kill
s
of
a
stu
den
t.
U
ndersta
nd
i
ng
stud
e
nt
at
ti
tud
es
are
ve
ry
i
m
po
rtant
in
suppo
rting
the
achievem
ents,
interest
s
,
and
a
bili
ti
es
of
stu
den
ts
in
c
ertai
n
su
bject
s.
Ake
y
,
T.
M.
[
17]
agr
ee
d
that
t
he
at
ti
tud
e
of
se
conda
ry
sch
oo
l
stud
e
nts
can
co
ntribute
to
their
academ
ic
achie
vem
ent. I
t has
been
obser
ve
d t
hat
m
any students to
day lose
interest i
n
sci
e
nce sub
j
ect
s such as
chem
ist
ry.
This
is
w
orryi
ng
because
fu
t
ur
e
ge
ner
at
io
ns
ne
ed
a
go
od
f
ut
ur
e
com
m
un
it
y
in
sci
ence
s
uch
as
chem
ist
ry
[18]
.
S
tud
e
nts
m
us
t
hav
e
good
at
t
itu
de
.
The
st
ud
e
nt
m
us
t
al
so
ha
ve
proces
s
sk
il
ls
within
the
stud
e
nt.
[
19]
,
Determ
ines
process
s
kill
s
as
sk
il
ls
that
facil
it
at
e
le
arn
ing
,
m
eans
of
res
ea
rch
a
nd
act
ive
le
arn
in
g,
dev
el
op
a
sense
of
ind
i
vi
du
al
res
ponsi
bi
li
ty
wh
en
le
ar
ni
ng
,
a
nd
e
nh
a
nc
e
the
per
m
anen
ce
of
knowl
edg
e
.
[
20
]
Usi
ng
the
te
rm
'
pr
ocess
s
kill
s'
to
ref
er
to
the
proces
sing
strat
e
gies
that
a
per
s
on
is
respon
si
ble
for
so
lvi
ng
a
pr
oble
m
.
[21]
T
hey
are
things
that
sci
entist
s
do
w
hen
they
stu
dy
a
nd
in
vestigat
e.
Pr
oc
ess
s
kill
s
are
need
e
d
i
n
so
lvi
n
g
pro
blem
s that
will
m
ake th
e s
tud
e
nt h
a
ve
c
re
at
ive thin
king
sk
il
ls. Bec
ause
teac
her
s
m
us
t hav
e
science
proces
s
sk
il
ls,
it
is
a
sk
il
l
us
ed
by
s
ci
entist
s
wh
e
n
condu
ct
in
g
sc
ie
ntific
inv
est
igati
ons
[22
-
24]
sta
te
s
that
hav
in
g
crit
ic
al
and
c
re
at
ive
abili
ti
es
ar
e
ne
ede
d
in
this
ra
pid
ly
c
ha
ng
i
ng,
c
om
ple
x,
a
nd
f
ull
of
i
nfor
m
at
ion
w
orl
d
s
o
that i
nd
i
vidual
s can
li
ve hap
pi
ly
an
d
s
uccess
fu
ll
y.
Fr
om
that,
th
e
curre
nt
cu
rri
culum
al
so
em
ph
asi
zes
the
abili
ty
of
stu
den
ts
t
o
thi
nk
creati
vely
.
Althou
gh
creat
ive
thin
ki
ng
in
cl
u
des
co
gnit
ive
a
nd
af
fecti
ve
el
em
ents
li
k
e
oth
e
r
ways
of
thi
nk
i
ng,
it
m
ai
nly
involves
t
he
use
of
c
ogniti
ve
processes
[25].
Be
cause
c
hem
ist
ry
le
sso
ns
f
oc
us
on
tr
ai
nin
g
t
hinkin
g
a
nd
reasonin
g,
de
ve
lop
in
g
creati
ve
act
ivit
ie
s,
dev
el
op
i
ng
prob
le
m
so
lving
sk
il
ls
and
c
omm
un
ic
at
ing
ideas.
Creat
ive
thi
nk
i
ng
sk
il
ls
a
re
in
her
e
ntly
norm
at
ive
co
gn
it
ive
functi
onin
g
rat
her
tha
n
in
nate
avail
able
t
o
only
a
few
ta
le
nts
[26
,
27]
.
Im
po
rta
nt
ly
,
var
io
us
be
hav
i
or
al
stu
die
s
ha
ve
bee
n
s
how
n
that
c
reati
ve
thin
king
s
ki
ll
s
can
be
en
ha
n
ced
[
28
-
36
]
.
E
ffor
ts
can
be
se
en
i
n
te
rm
s
of
m
at
e
rial
,
le
arn
i
ng
proces
ses,
im
pr
ov
em
ent
and
s
upport
of
i
nfrastr
uctu
r
e,
increa
sin
g
th
e
abili
ty
of
te
achers
t
o
te
ach
t
hro
ugh
upgr
a
di
ng
or
t
rainin
g,
reducin
g
or
s
ha
rin
g
m
at
erial
into
m
or
e
par
ts.
Si
m
ple
(si
m
plify
i
ng
m
at
erial
con
te
nt
in
t
he
c
urriculum
)
or
im
pro
ving
the
qual
it
y
of
input
(stude
nt
s)
at
sch
ool.
Scie
ntist
s,
Tea
cher
s
,
an
d
e
nginee
rs
ca
nnot
so
le
ly
rely
on
their
te
c
hnol
og
ic
al
knowle
dge
bu
t
will
al
so
have
sk
il
ls
in
a
re
as
su
c
h
as
pro
blem
so
lving,
creati
ve
thi
n
ki
ng,
wr
it
te
n
a
nd
or
al
com
m
un
ic
at
ion
an
d
te
am
work
[37
-
39]
.
T
he
ap
proac
h
t
o
ad
dressi
ng
t
his
pro
blem
,
research
e
rs
put
m
or
e
e
m
ph
asi
s
on
t
he
le
ar
ning
pr
ocess,
be
cause
the
process
is
the
daily
duty
and
prof
es
sion
al
res
pons
i
bi
li
t
y
of
te
achers
a
nd
will
hav
e
an
i
m
pact
on
the
t
asks
i
n
the
ne
xt
cl
ass.
When
ref
e
rr
i
ng
t
o
th
e
identific
at
io
n
of
the
causes
of
t
hes
e
wea
knesses,
the
le
a
rn
i
ng
process
re
quir
es
a
way
that
enc
oura
ges
stud
e
nts
t
o
unde
rstan
d
pro
blem
s,
incr
eases
stud
e
nts'
creati
ve
thinki
ng
sk
il
ls
in
de
velo
ping
set
tl
e
m
ent
plans
and
e
ng
a
ges
st
ud
e
nts
act
ively
in
fin
di
ng
pro
blem
s t
hem
sel
ves,
and
en
c
oura
ges
st
ud
e
nt
-
te
ac
her le
arn
i
ng only
as
a f
aci
li
ta
tor.
The
la
ck
of
m
otivati
on
a
nd
high
sch
ool
th
ink
in
g
a
nd
the
la
ck
of
m
otivati
on
an
d
inter
est
to
le
arn,
especial
ly
in
the
s
ubj
ect
s
of
sci
ence,
is
bec
om
ing
a
m
or
e
com
m
on
reali
ty
nowa
days
[
40]
.
I
n
t
he
c
on
t
ext
of
le
arn
in
g,
pr
e
vi
ou
s
researc
he
r
[37]
sta
te
d
that
creati
ve
think
i
ng
s
kill
s
are
cl
os
el
y
related
to
ho
w
to
te
ach
te
achers
i
n
sch
oo
ls
.
I
n
the
se
ns
e
that
the
te
acher
bec
om
es
the
m
ai
n
act
or
in
the
sch
ool
and
pa
ren
ts
be
com
e
determ
inants
in
the
ho
m
e
and
the
e
nv
ir
on
m
ent
in
fo
ste
ri
ng
c
hild
ren
'
s
creati
vity
.
B
ut
the
reali
ty
in
the
fiel
d
sh
ows
that
le
a
rn
i
ng
car
ried
out
by
te
ache
rs,
especial
ly
che
m
ist
ry
te
acher
s,
sti
ll
ap
plies
the
old
pa
rad
i
gm
of
the
dim
ensions
of
c
ogniti
ve
processes
.
I
n
this
case,
in
le
arn
in
g
the
te
acher
sti
ll
reli
es
on
six
proc
esses,
nam
ely:
m
e
m
o
ry,
unde
rstan
di
ng,
ap
plica
ti
on,
analy
sis,
synt
hesis,
a
nd
e
val
uation.
L
y
nch
et
c
[3
9]
ar
gues
that
the
def
i
niti
on
of
m
at
he
m
at
ical
creati
vity
bu
il
t
in
the
wes
te
rn
w
orl
d
is
as
a
process
t
hat
opens
ne
w
doors,
unusual
an
d
in
-
de
pth
kn
ow
l
edg
e/
unde
rstan
ding
buil
t
thro
ug
h
pro
blem
so
lvin
g,
wh
il
e
in
the
view
of
the
east
ern
w
or
l
d
creati
vity
fo
cu
ses
on
rei
nterpreti
ng
a
pro
ble
m
wh
ic
h
is
viewed
f
r
om
a
diff
e
re
nt
ang
le
.
The
def
i
niti
on
of
c
reati
vity
pro
posed
by
[
25]
is
a
certai
n
dom
a
in
thin
king
pr
ocess
us
e
d
by
chem
ist
s
wh
en
they
so
lve
irre
gula
r c
hem
ic
al
p
ro
bl
e
m
s.
Creat
ive
thi
nk
i
ng
s
kill
s
in
al
l
dom
ai
ns
,
includi
ng
sci
ence
,
te
chnolo
gy,
m
edici
ne,
an
d
a
r
t
arise
f
r
om
the
basic
m
ental
op
erati
on
of
diff
ere
nt
thin
gs
whose
co
nce
pts
are
m
ixed
because
creati
ve
ideas
are
al
ways
a
new
c
om
bin
at
i
on
of
ol
d
idea
s
[
39
]
.
Co
gnit
ive
abili
ti
es
that
include
m
ast
ery
of
c
on
ce
pts
a
nd
sci
entifi
c
fa
ct
s
in
chem
ist
ry
le
ar
ning
al
so
nee
d
to
be
trai
ne
d
as
a
basis
f
or
t
rainin
g
st
udents'
creati
ve
thin
king
s
kill
s
[41].
Thinkin
g
a
bili
ty
is
cat
ego
rized
on
basic
th
ink
in
g
s
kill
s
and
c
om
plex
th
ink
in
g
s
kill
s
[25]
.
Ba
sic
thi
nk
i
ng
abili
ty
include
s
basic
pr
oces
ses
(
basic
pro
cesses)
w
hich
are
a
picture
of
rati
on
al
th
ink
in
g
proce
ss
es
that
con
ta
in
a
set
of
m
ental
pro
cesses
f
ro
m
the
si
m
ple
to
th
e
com
plex.
T
he
pr
ocess
of
basic
thin
king
sk
il
ls
include
s
ca
us
a
ti
on
,
tra
nsfo
r
m
at
ion
,
relat
io
ns
hi
ps
,
cl
assif
ic
at
ion
s,
a
nd
qu
al
ific
at
io
ns
.
The
a
bili
ty
t
o
thi
nk
com
plex
is
the
abili
ty
to
think
base
d
on
ba
sic
think
in
g
pr
ocesses
.
Pr
esei
ssen
in
[
25
]
sta
te
s
that
there
are
at
le
ast
four
c
omplex
t
hought
processes
that
occ
ur
i
n
a
pe
rson,
nam
el
y
pro
blem
so
lving
,
decisi
on
m
aking,
crit
ic
al
think
i
ng,
a
nd
c
reati
ve
think
i
ng.
T
his thin
ki
ng
a
bili
t
y
is
i
m
po
rta
nt f
or
e
ver
y st
ude
nt,
bo
t
h
at
scho
ol
an
d
in
eve
ryday
li
fe.
By
hav
i
ng
good
thi
nk
i
ng
s
kill
s,
stud
e
nts
will
hav
e
the
c
apita
l
to
be
a
ble
to
so
l
ve
pro
bl
e
m
s
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Id
e
ntif
yi
ng
c
re
ative
thinki
ng s
ki
ll
s in
s
u
bject
ma
tt
er
bio
-
che
mistry
(
M.
Dwi Wi
wi
k Ernaw
ati
)
583
that
occ
ur
in
t
heir
li
ves.
Ha
vi
ng
the
abili
ty
to
thin
k,
or
t
he
abili
ty
to
think
sk
il
lfully
a
ccordin
g
to
[
41]
can
bu
il
d
pe
rs
on
al
dem
ocr
at
ic
ind
i
viduals.
T
he
pur
po
se
of
t
his
stu
dy
was
to
determ
ine
the
init
i
al
ab
il
ity
of
creati
ve
thi
nk
i
ng in
t
he
Bi
o
-
Chem
is
try
co
urse.
2.
RESEA
R
CH MET
HO
D
2.1.
Rese
arch
d
esi
gn
The
resea
rch
desig
n
us
e
d
by
research
e
rs
is
qu
a
ntit
at
ive
researc
h
that
us
es
the
resea
rch
de
sig
n
is
su
r
vey
resea
rc
h.
S
urvey
rese
arch
is
a
proce
dure
in
qua
ntit
at
ive
researc
h
wh
e
re
resea
rc
he
rs
adm
inist
er
su
r
veys
to
a
sam
ple
or
to
the
entire
popula
ti
on
us
e
d
to
descr
i
be
po
pu
la
ti
on
at
ti
tud
es,
op
i
nions,
beh
a
viors,
or
s
pecial
char
act
e
risti
cs
[42
,
43]
.
T
he
de
sign
of
t
his
st
ud
y was
ap
plied b
eca
us
e
it
was
in
acc
orda
nc
e
with
the objec
ti
ves
of the st
ud
y,
where
the aim
w
as to
fin
d ou
t t
he Att
it
ud
es
of H
ig
h Sch
ool S
tud
e
nts
to
the
Subj
ect
s
of Ph
ysi
cs.
2.2.
Rese
arch
s
ubjec
t
The
researc
h
s
a
m
ple
was
ob
t
ai
ned
from
188
j
am
bi
un
ive
r
sit
y
che
m
ic
al
e
du
cat
io
n
st
ude
nts
w
ho
had
been
i
n
sem
ester
4th
(fo
ur)
w
ho
us
e
d
a
pur
posive
sam
pling
te
chn
iq
ue
wit
h
detai
ls
of
14
0
fem
al
e
stud
ents
an
d
48
m
al
e
stud
ents.
P
urp
os
iv
e
sam
pling
is
a
sam
pling
te
ch
nique
base
d
on
the
crit
eria
of
the
resea
rch
e
r
[
44]
.
The
c
rite
ria tha
t t
he
resea
rc
her inte
nds is t
hat
the stu
de
nt is i
n
the
4
th
sem
ester
2.3.
Rese
arch
in
s
t
rument
In
this
st
ud
y,
t
he
stu
dy
us
e
d
qu
e
sti
onnaire
i
ns
tr
u
m
ents
and
inter
views
.
The
quest
io
nn
ai
re
creati
ve
think
i
ng
ha
s
16
valid
sta
te
m
ents
wit
h
5
in
dicat
or
that
usi
ng
a
Like
rt
sc
al
e
4
(f
ive
)
for
posit
ive
sta
te
m
ents
Stron
gly
Disag
ree
ha
ving
a
scor
e
of
1,
Dis
agr
ee
hav
i
ng
a
scor
e
of
2,
A
gr
ee
has
a
sco
re
of
3
an
d
St
ron
gly
Agree
4.
F
or
ne
gative
sta
te
m
ents
Str
ongly
Disag
ree
has
a
sco
re
of
4,
Di
sagr
ee
has
a
sc
or
e
of
3,
a
sc
ore
of
2
and
Str
ongly
Agree
has
a
sc
or
e
of
1
an
d
usi
ng
str
uctur
e
d
inter
views
ai
m
e
d
at
stren
gth
e
ni
ng
qua
ntit
at
ive
data
.
The
da
ta
us
e
d
by
the
SP
SS
pr
og
ram
to
loo
k
for
desc
riptive
and
i
nf
e
ren
ti
al
sta
ti
sti
cs.
Descr
ipti
ve
sta
ti
sti
cs
are
pr
ese
nted
i
n
a
su
m
m
ary
fr
eq
uen
cy
,
for
exa
m
ple,
m
od
e,
m
ean,
m
edian,
m
ini
m
u
m
,
m
a
xim
u
m
and
sta
nd
a
r
d
dev
ia
ti
on
[
45
]
.
The
cat
egorie
s
of
creati
ve
t
hinkin
g
quest
ionnaires
i
nclu
de,
ve
ry
good,
good,
not
good,
a
nd
ver
y
not g
ood,
as sho
wn in
T
a
ble 1
.
Table
1.
Cat
e
gories
of
creati
ve
thin
king
Categ
o
ry
Interval
Sen
sitiv
ity
Flu
en
cy
Flex
ib
ility
Origin
ality
Elabo
ration
Ver
y
Not Go
o
d
3
.0
–
5
.25
3
.0
–
5
.25
3
.0
–
5
.25
3
.0
–
5
.25
4
.0
–
7
.0
No
t Goo
d
5
.26
–
7
.5
5
.26
–
7
.5
5
.26
–
7
.5
5
.26
–
7
.5
8
.0
–
1
0
.0
Go
o
d
7
.6
–
9
.75
7
.6
–
9
.75
7
.6
–
9
.75
7
.6
–
9
.75
1
1
.0
–
1
3
.0
Ver
y
Goo
d
9
.76
–
1
2
.0
9
.76
–
1
2
.0
9
.76
–
1
2
.0
9
.76
–
1
2
.0
1
4
.0
–
1
6
.0
2.4.
Analysis
data
All
data
wer
e
ob
ta
ine
d
f
ro
m
creati
ve
thin
kin
g
qu
est
i
onnai
res
colle
ct
ed
and
cal
culat
e
d
and
assist
e
d
with
the
SPS
S
21
a
pp
li
cat
io
n.
In
this
stu
dy,
qu
a
ntit
at
ive
da
ta
wer
e
analy
zed
us
i
ng
Me
an
,
Me
dian,
Mi
n,
Ma
x,
and
Pe
rcen
ta
ge
.
De
scripti
ve
sta
ti
sti
cs
are
gi
ven
t
o
cal
c
ulate
the
f
re
qu
e
nc
y,
pe
rcen
ta
ge,
m
ean,
m
edian,
m
in,
and
m
ax
of
s
a
m
ple
[43]
;
fo
ll
ow
e
d
by
inter
views
that
a
re
us
e
d
to
stre
ng
t
hen
t
he
res
ults
of
qu
a
ntit
at
ive
data
;
fo
ll
owe
d
by
in
te
rv
ie
ws
i
nten
ded
t
o
stren
gt
he
n
the
res
ults
of
qu
a
ntit
at
ive
data.
The
ste
ps
in
the
inter
view
can
be
see
n
as
f
ollow
s:
(
1)
t
he
id
eas,
them
es,
pi
eces
of
data
a
nd
word
s
.
(2)
P
ay
at
te
ntion
to
patte
rn
s
an
d
t
hem
es.
(3)
T
ry
to
m
ake
good
data,
usi
ng
i
ntu
it
ion
t
o
reach
co
nclusi
on.
(
4)
Is
a
gro
up
set
it
e
m
s
into
cat
eg
or
ie
s,
t
ypes,
beh
a
vior,
an
d
cl
assifi
cat
ion
?
(5)
Ma
ke
s
a
m
et
aphor
that
use
s
fig
ur
at
i
ve
la
ngua
ge
a
nd
co
nnotati
ve
rathe
r
tha
n
li
te
ral
and
de
nota
ti
ve
la
ngua
ge,
a
nim
at
es
d
at
a,
reducin
g
data,
m
aking
patte
rn
s
,
al
ig
nin
g
data,
li
nkin
g
dat
a
with
t
heory.
(
6)
Se
par
at
e
va
riables
t
o
de
ci
ph
e
r,
dif
fer
e
ntiat
e
an
d
'
unpack
'
ideas
,
ie
m
ov
e
f
ro
m
dri
ve
t
o
integrati
on
a
nd
obf
us
cat
e
data.
(
7)
Surre
nder
ed
s
pecifica
ll
y
into
the
ge
nera
l,
la
rg
e
num
ber
of
var
ia
bles
unde
r
a
sm
a
ll
nu
m
ber
of
(
fr
e
quentl
y)
unobse
rv
e
d
hypotheti
cal
var
ia
bles.
(
8)
Id
e
ntifie
s
an
d
reco
rds
relat
io
ns
hi
ps
betwee
n
var
ia
bles.
(9)
Fi
nds
an
i
nterv
e
ni
ng
var
ia
ble:
looks
for
a
no
t
her
var
ia
ble
that
seem
s
to
be
a
'
blo
ck'
cal
culat
ion
for
wh
at
is
e
xpe
ct
ed
to
be
a
s
tro
ng
relat
ion
s
hip
betwee
n
va
riables.
(10
)
The
lo
gical
ch
ai
n
of
evide
nce
bu
il
di
ng
:
no
ti
n
g
ca
usa
li
ty
and
m
aking
c
oncl
us
i
ons.
(
11)
C
reati
ng
c
on
ce
ptu
al
/t
heoreti
cal
co
he
ren
ce:
m
ov
ing
from
a
m
e
tho
d t
o co
nst
ru
ct
st
or
ie
s t
o ex
plain
ph
e
no
m
ena
[
45
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 5
81
-
589
584
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
Coll
ege
stu
de
nt
s
can
be
see
n
from
the
char
a
ct
erist
ic
s
they
hav
e
,
feeli
ng
ha
pp
y,
or
j
us
t
norm
al
fr
om
stud
e
nts
in
so
l
ving
prob
le
m
s
wh
e
n
t
hey
stu
dy
.
Be
sides
that
,
it
can
al
s
o
be
seen
from
feelin
g
ha
ppy,
un
ha
pp
y,
li
ke
it
or
no
t,
m
ot
ivate
d
or
not
m
otivate
d,
int
erested
or
not
fr
om
the
coll
ege
stu
de
nt.
A
tt
it
ud
e
is
a
te
r
m
tha
t
ref
le
ct
s
the
ple
asur
e
,
dis
pleasur
e
,
or
ordina
r
y
feeli
ng
s
of
so
m
eon
e
towa
r
ds
so
m
et
hin
g
[
12
]
.
A
nd
the
a
tt
it
ud
e
and
process
ski
ll
s
po
sse
ssed
by
c
ollege
st
udents
are
able
to
f
os
te
r
stu
de
nts'
crea
ti
ve
th
ink
in
g
sk
il
ls.
Coll
ege
stud
e
nts'
creati
ve
thin
king
s
ki
ll
s
are
ver
y
im
portant
to
ha
ve
in
al
l
aspects
of
e
ducat
ion
al
stud
ie
s
[46]
.
Wh
e
re,
in
this
stu
dy,
wh
at
will
be
exam
ined
are
colle
ge
stu
de
nt
sensiti
vity
,
fluen
cy
,
fle
xib
i
li
ty
,
or
iginali
ty
,
an
d
el
ab
orat
ion o
f c
reati
ve
thi
nk
i
ng sk
il
ls.
3.1.
Sensitivi
ty
The
res
ults
of
the
creati
ve
thi
nk
i
ng
quest
io
nnai
re
gi
ve
n
an
d
obta
ine
d
an
d
processe
d
us
i
ng
t
he
SPS
S
21 appli
cat
ion
can
be
see
n
i
n t
he
T
a
ble
2.
Table
2
.
T
he
r
e
su
lt
of in
dicat
or s
e
ns
it
ivit
y i
n creat
ive
thi
nk
i
ng
Clas
sif
icatio
n
Mean
Median
Min
Max
%
Ran
g
e
M
F
Interest
Total
3
.0
–
5
.25
5
22
No
t very
go
o
d
27
7
.8
8
.0
4
.00
1
1
.00
1
4
.4
5
.26
–
7.
5
9
35
No
t go
o
d
44
2
3
.4
7
.
6
–
9.
2
5
24
60
Go
o
d
84
4
4
.7
9
.26
–
12
.0
10
23
Ver
y
go
o
d
33
1
7
.5
TOT
A
L
48
140
188
100
Table
2
sho
w
s
distrib
utio
n
of
the
st
ud
e
nts’
creati
ve
thi
nking
s
kill
of
18
8
res
ponde
nts.
Abo
ut
33
stud
e
nts
have
ver
y
good
c
rea
ti
ve
thin
gkin
g
sk
il
l
but
m
ajo
r
it
y
of
the
stu
de
nts
are
at
good
(44.7%
).
Thi
s
can
al
so
be
see
n from
the
resu
lt
s
of inter
views
that ha
ve bee
n cond
ucted.
"
W
he
n
t
he bio
chem
ist
ry lec
tu
re is
go
i
ng on,
wh
at
do yo
u d
o
?
"
"I
pa
y at
te
ntio
n
to
what i
s e
xpla
ined
in
t
he
l
ect
ur
e"
"
W
he
n
y
ou p
a
y at
te
ntion
a
nd
are
as
ke
d by le
ct
ur
er
s a
bout
wh
at
bio
c
hem
i
stry l
ect
ur
es
do
you do
?"
"I
ans
wer
e
d
the
le
ct
ur
er'
s
quest
io
n
accor
di
ng
to
w
hat
w
as
asked,
as
we
know
the
ben
e
fits
of
protei
n
i
n our
body"
Sens
it
ivit
y
sk
il
ls
are
stud
ent
sk
il
ls
in
dete
ct
ing
,
rec
ogniz
ing
,
underst
an
ding
an
d
respondin
g
to
a
pro
blem
or
ph
eno
m
enon.
St
udents
who
ha
ve
this
abili
ty
c
an
identify
,
re
cognize
an
d
de
te
ct
a
ph
en
om
eno
n,
fin
d
pr
ob
le
m
s
an
d
patte
r
ns
of
pro
blem
s
pr
od
uced.
I
n
a
ddit
ion
,
stu
den
t
s
al
so
e
xp
e
rie
nce
le
ar
ning
t
hat
has
m
eaning
,
by
obser
ving
m
aking
stu
den
ts
fe
el
ver
y
us
ef
ul
for
f
ulfill
ing
their
c
ur
i
os
it
y
[47
,
48]
.
S
o
t
hat
th
e
le
arn
in
g
proce
ss
ha
s
a
hi
gh
m
eaning
.
Wh
e
re
stu
de
nts
a
re
re
qu
i
red
to
be
sensiti
ve
to
a
ph
e
nom
eno
n
a
nd
fi
nd
pro
blem
s
and
ask
quest
io
ns
of
these
pro
blem
s
wh
ic
h
la
te
r
can
re
-
e
xpla
in
the
m
eaning
of
the
sta
tem
ent
[49].
Wh
e
n
stu
de
nts
are
giv
e
n
the
opport
un
it
y
to
ask
quest
io
ns
,
stud
e
nts'
creativ
it
y
will
dev
el
op.
At
the
sta
ge
of
try
ing
stu
de
nts
exp
e
rience
a
diff
e
re
nt
proce
ss
than
us
ual
.
Nam
ely,
stud
e
nts
are
re
quire
d
to
de
sig
n
the
ir
own
exp
e
rim
ents. S
tud
e
nts ar
e
g
i
ve
n
the
op
portu
nity
to
de
vel
op the
ir c
reati
vity
in desig
ning e
xp
e
rim
ents.
3.2.
Fluency
The
resu
lt
s
of
data
creati
ve
t
hinkin
g
a
naly
sis
are
gi
ven
in
Table
3.
Of
188
res
ponde
nts
co
ns
ist
e
d
with
19 m
al
e st
ud
e
nts a
nd
59
wo
m
en
stu
de
nts
are
m
os
t
cat
egorized
as
good
(41.5%
)
.
Table
3
.
T
he
re
su
lt
of
in
dicat
or f
l
uen
cy
i
n
c
re
at
ive thin
king
Clas
sif
icatio
n
Mean
Median
Min
Max
%
Ran
g
e
M
F
Interest
Total
3
.0
–
5
.25
8
17
No
t very
go
o
d
25
8
.3
8
.00
3
.00
1
0
.00
1
3
.3
5
.26
–
7.
5
12
34
No
t go
o
d
46
2
4
.5
7
.
6
–
9.
2
5
19
59
Go
o
d
78
4
1
.5
9
.26
–
12
.0
9
30
Ver
y
go
o
d
39
2
0
.7
TOT
A
L
48
140
188
100
The
res
ults
of
the
qu
est
io
nna
ire
analy
sis
i
n
T
able
3,
the
i
ndic
at
or
of
flue
ncy
in
creati
ve
thin
king
i
n
Jam
bi
Un
iver
s
it
y
che
m
ist
ry
edu
cat
io
n
has
good
flue
ncy
a
bi
li
t
y
of
41.
5%
(78
out
of
188)
in
stu
den
ts
in
bio
-
chem
ic
al
su
bj
e
ct
s.
This
abili
ty
is
sh
ow
n
by
the
way
stud
e
nt
s
giv
e
a
lot
of
ideas
in
a
pr
oble
m
wh
en
le
a
rn
i
ng
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Id
e
ntif
yi
ng
c
re
ative
thinki
ng s
ki
ll
s in
s
u
bject
ma
tt
er
bio
-
che
mistry
(
M.
Dwi Wi
wi
k Ernaw
ati
)
585
ta
kes
place;
thi
s
is
becau
se
t
he
stud
e
nt
has
good
fl
ue
ncy
ab
il
ities.
This
fac
t
can
al
so
be
s
een
f
ro
m
the
r
esults
of inter
views
that ha
ve bee
n cond
ucted.
"
W
he
n
y
ou are
g
ive
n
a
pr
ob
le
m
w
hen
bio
c
he
m
ic
al
lect
ur
es in a g
rou
p,
w
ha
t wil
l y
ou
do
?
"
"I
will
giv
e m
y
input
or ideas
so
t
hat the
pro
blem
s can
be r
esolve
d"
"
W
he
n
y
ou are
g
ive
n
a
task
a
nd g
i
ven a
dea
dline in
b
i
oc
he
m
ic
al
lect
ur
es,
wh
at
will
you
do
?
"
"I
do t
he
ta
s
k f
ast
er and d
o
m
or
e
tha
n other
childre
n"
Fluen
cy
in
dicat
or
s
i
n
t
he
a
bili
ty
to
thi
nk
c
r
eat
ively
are
r
e
la
te
d
to
t
he
nu
m
ber
of
ideas
or
ans
we
rs
pro
du
ce
d
by
stud
e
nts.
Fl
uen
c
y
in
creati
ve
think
in
g
can b
e
s
een
from
the
nu
m
ber
of
pr
ob
l
e
m
s
giv
en
an
d
giv
e
n
answers
to
th
e
prob
le
m
[5
0
-
54]
;
w
hich
wil
l
la
te
r
inv
olv
e
stud
e
nts
act
ive
ly
to
carry
ou
t
a
ct
ivit
ie
s
to
e
xp
l
or
e
pro
blem
s
to d
e
velo
p
va
rio
us
pro
blem
-
so
lvin
g
ideas
. Th
at
m
akes th
is rese
arch
wor
k
with
Fluen
cy
in
dic
at
ed
by
the
abili
ty
to
pro
duce
a
la
r
ge
num
ber
of
id
eas
to
s
olv
e
pr
ob
le
m
s
s
m
oo
thly
an
d
preci
s
el
y
and
fin
d
diff
e
ren
t
and ext
raord
i
na
ry ide
as t
o
s
ol
ve
a
pro
blem
[5
5].
3.3.
Fle
xibil
ity
Table
4
s
hows
the
res
ults
of
da
ta
nalay
sis
of
creati
ve
thi
nk
i
ng
quest
io
nn
ai
re.
Of
188
res
ponde
nts
23
m
al
e
stud
ents
cat
eg
or
iz
ed
good
a
nd
53
w
a
m
en
stu
den
ts
is
go
od.
Fle
xib
il
it
y
of
c
re
at
ive
thin
king
of
76
stud
e
nts
(40.
4%
)
is
good
cat
egorized
.
Table
4
.
T
he
re
su
lt
of in
dicat
or f
le
xib
il
it
y i
n creat
ive thi
nk
i
ng
Clas
sif
icatio
n
Mean
Median
Min
Max
%
Ran
g
e
M
F
Interest
Total
3
.0
–
5
.25
4
24
No
t very
go
o
d
28
8
.7
8
.00
4
.00
1
1
.00
1
4
.9
5
.26
–
7.
5
13
35
No
t go
o
d
48
2
5
.4
7
.
6
–
9.
2
5
23
53
Go
o
d
76
4
0
.4
9
.26
–
12
.0
8
28
Ver
y
go
o
d
36
1
9
.3
TOT
A
L
48
140
188
100
The
resu
lt
s
of
the
quest
io
nn
ai
re
analy
sis
in
T
able
4,
the
i
ndic
at
or
s
of
fle
xib
il
it
y
in
crea
ti
ve
thin
king
at
Ja
m
bi
Un
i
ve
rsity
'
s
che
m
is
try
edu
cat
i
on
ha
ve
good
fle
xib
il
it
y
abili
t
y
of
40.
4%
(
76
out
of
188)
stu
de
nts
in
the
bi
ochem
is
t
ry
co
urse.
T
hi
s
abili
ty
is
show
n
by
the
w
ay
stud
e
nts
prov
i
de
a
nswers
w
hen
le
ar
ning
ta
ke
s
place
beca
us
e
of
hav
i
ng
good
flexi
bili
ty
.
This
can
al
s
o
be
seen
from
the
res
ults
of
intervie
ws
that
hav
e
been co
nducte
d.
"
W
he
n
y
ou are
g
ive
n
a
questi
on in
a
b
i
oche
m
ic
al
lect
ur
e, w
hat
will
you
do
?
"
"I
will
a
ns
we
r
the
quest
io
ns
f
ro
m
the
bi
och
e
m
ist
ry
le
ct
ur
e
us
in
g
m
y
own
m
et
ho
d
or
the
m
et
ho
d
t
hat
has
bee
n
gi
ven,
in
oth
e
r
wor
ds
,
I
wan
t
to
f
ind
an
swe
rs
to
oth
ers
us
in
g
di
ff
ere
nt
m
e
thods,
w
hich
will
pr
ove
that m
y answ
e
r
is co
rr
ect
"
Ba
sed
on
the
r
esults
of
t
he
in
te
rv
ie
ws
c
ondu
ct
ed,
it
was
f
ound
that
stu
de
nts
ha
ve
the
ab
il
ity
to
so
lve
pro
blem
s
in
diff
e
ren
t
ways.
T
hat
ind
ic
at
es
th
at
the
stud
ent
has
go
od
fle
xib
il
it
y.
Stud
ents
who
ha
ve
flex
ibil
it
y
in
so
l
ving
pro
blem
s
if
they
can
s
olv
e
quest
ion
s
in
t
wo
or
m
or
e
diff
e
ren
t
ways
an
d
a
re
r
igh
t
a
nd
easi
ly
m
ov
e
from
certai
n
t
ypes
of
thi
nking
to
oth
e
r
ty
pes
of
thin
king.
I
ndic
at
or
s
of
flexibili
ty
in
the
abili
ty
to
think
creati
vely
are
relat
ed
to
the
nu
m
ber
of
ide
as
or
a
ns
we
rs
pro
du
ce
d,
no
t
on
ly
ha
ve
m
a
ny
ans
wer
s
,
but
the
answers
m
us
t
var
y
[
56
]
.
This
can
be
see
n
from
the
way
st
udents
so
l
ve
pro
blem
s
in
the
in
it
ia
l
stud
y.
Actuall
y,
stud
e
nts h
ave
b
een
able
t
o
produce
m
or
e
t
ha
n
on
e
ans
we
r,
but
the
a
nswer
s
they
put forth
com
e
fr
om
the
sam
e
or
le
ss
va
ried
con
ce
pts.
St
udents
ha
ve
the
fr
ee
do
m
to
dev
el
op
pro
blem
-
so
l
ving
strat
e
gies
so
that
va
rio
us
strat
egies
are
ob
ta
ine
d
[57
,
58
]
.
Durin
g
le
arn
i
ng,
not
al
l
groups
a
re
ab
le
to
prov
i
de
m
or
e
than
one
var
ie
d
strat
egy.
B
ut
t
his
def
ic
ie
ncy
can
be
s
upple
m
ented
by
gr
oup
disc
us
si
on
s
beca
us
e
there
is
an
opportu
nity
f
or
gro
up
s
with
di
f
fe
ren
t
strat
egi
es
to
ex
pr
ess
t
heir
opini
ons
s
o
that
va
rio
us
strat
egies
em
e
rg
e
wh
ic
h
can
la
te
r
pr
ese
nt a c
onc
ept in dif
fer
e
nt
w
ay
s t
hat sho
w
stu
de
nt cr
eat
ivit
y
[5
4
-
5
9
].
3.4.
Originali
t
y
Table
5
re
veal
s
ori
gin
al
it
y
of
creati
ve
thin
king
s
kill
.
A
bout
21
m
al
e
st
ud
e
nts
a
nd
60
wam
en
stud
e
nts
ar
e
m
ajo
rity
go
od
cat
egory
.
Table
5
.
T
he
re
su
lt
of in
dicat
or
or
igi
nalit
y i
n creat
ive
thi
nk
i
ng
Clas
sif
icatio
n
Mean
Median
Min
Max
%
Ran
g
e
M
F
Interest
Total
3
.0
–
5
.25
6
21
No
t very
go
o
d
27
8
.1
8
.00
4
.00
10
.00
1
4
.4
5
.26
–
7.
5
12
36
No
t go
o
d
48
2
5
.5
7
.
6
–
9.
2
5
21
60
Go
o
d
81
4
3
.1
9
.26
–
12
.0
9
23
Ver
y
go
o
d
32
1
7
.0
TOT
A
L
48
140
188
100
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 5
81
-
589
586
The
res
ults
of
the
analy
sis
of
the
quest
io
nn
ai
re
in
T
abl
e
5,
in
dicat
or
s
of
ori
gi
nalit
y
in
creati
ve
think
i
ng
in
the
chem
ist
ry
edu
cat
ion
of
Jam
bi
Un
iver
sit
y
had
a
good
or
igi
nalit
y
ability
o
f
43.1%
(81
out
of
188)
stud
e
nts
in
the
bio
-
che
m
ic
al
ey
e.
This
abili
ty
is
s
how
n
by
thin
king
in
ne
w
ways
or
with
un
i
que
exp
ressi
on
s
,
and
the
a
bili
ty
to
pro
du
ce
unus
ua
l
thoughts
rather
tha
n
th
oughts
that
ar
e
cl
early
kn
own
due
to
ha
ving
good
ori
gin
al
it
y
abili
ti
es.
Thi
s
can
al
s
o
be
seen
from
t
he
re
su
lt
s
of
intervie
ws
tha
t
have
been co
nducte
d.
"
W
he
n
i
n
a
dis
cussion
on
bioc
hem
ic
a
l l
ec
tures,
what i
deas
did
y
ou g
i
ve
in
the
gro
up
?
"
"I
gi
ve
a
r
el
at
ively
n
e
w
idea
i
n
s
olv
i
ng probl
e
m
s o
r
a
nswer
s that are
d
i
ff
e
r
ent from
the
usual
"
Or
i
gin
al
it
y
refe
rs
to
t
he
abi
li
ty
to
pr
oduc
e
unpredict
abl
e
ideas.
Teac
hing
stu
de
nts
to
fin
d
a
nd
think
i
n
a
g
ene
ral
way
and
e
xplo
re
a
pro
blem
will
fo
ste
r
ne
w
ideas
or
wa
ys
of
thin
king
from
that
ind
iv
idu
al
[60
,
61]
.
T
he
re
fore,
ori
gin
al
it
y
is
relat
ed
t
o
t
he
a
uth
e
ntici
ty
or
un
i
qu
e
a
nswers
of
stu
dent
s
with
how
ra
r
el
y
an
idea
is
produc
ed.
Most
stu
de
nts
sti
ll
so
lve
pro
blem
s
in
a
way
that
is
of
te
n
us
e
d,
na
m
el
y
the
way
that
is
ob
ta
ine
d
duri
ng
le
arn
in
g.
Howev
e
r,
s
om
e
st
ud
e
nts
ha
ve
be
en
able
to
fin
d
ways
of
so
lvi
ng
that
are
dif
fer
e
nt
from
the
con
cepts
obta
ined
wh
e
n
le
ar
ning
com
es
fr
om
oth
e
r
co
ncep
ts
or
c
om
es
fr
om
the
exp
eri
e
nce
that
has passe
d.
3.5.
El
ab
or
at
i
on
Table
6
show
s
stud
e
nt
el
ab
orat
ion
i
n
creat
ive
thin
king
s
kill
.
The
ta
ble
exp
la
in
s
that
m
ajo
rity
of
stud
e
nts a
re in
good cate
go
ry.
Table
6
.
T
he
re
su
lt
of in
dicat
or ela
borati
on in
creati
ve
t
hinking
Clas
sif
icatio
n
Mean
Median
Min
Max
%
Ran
g
e
M
F
Interest
Total
4
.0
–
7
.0
6
23
No
t very
go
o
d
29
1
2
.0
13
.00
6
.00
15
.00
1
5
.4
8
.0
–
1
0
.0
13
40
No
t go
o
d
53
2
8
.2
1
1
.0
–
1
3
.0
19
55
Go
o
d
74
3
9
.4
1
4
.0
–
1
6
.0
10
22
Ver
y
go
o
d
32
1
7
.0
TOT
A
L
48
140
188
100
The
res
ults
of
the
qu
e
sti
onnai
re
analy
sis
in
T
able
6
;
ind
ic
a
tors
of
el
ab
or
at
ion
in
creati
ve
think
i
ng
in
Jam
bi
Un
ive
rs
it
y
chem
ist
ry
edu
cat
io
n
ha
ve
good
el
ab
orat
ion
a
bili
ty
of
39.4
%
(
74
out
of
188)
stu
den
ts
in
chem
ist
ry su
bject
s.
This a
bili
ty
is sh
own by exp
la
ini
ng
so
m
et
hin
g
i
n
detai
l
r
at
her
t
han
othe
r
pe
ople
b
eca
us
e it
has g
ood
el
a
borati
on sk
il
ls.
T
his ca
n
al
so be
seen
from
the result
s of i
ntervi
ews
that
ha
ve been
con
du
ct
e
d.
"
W
he
n
y
our fri
end can'
t ex
pla
in a
pro
blem
in
a b
i
och
em
ic
al
lect
ur
e,
w
hat a
ct
ion
do y
ou ta
ke
?
"
"I
will
e
xam
in
e the
pro
blem
i
n
m
or
e
detai
l t
han m
y fr
ie
nd
did
so t
hat I ge
t t
he
an
swe
r I
wan
t"
"
W
he
n
y
our fri
end ex
plains
s
om
et
hin
g
f
ro
m
a pr
ob
le
m
that he
e
nc
ountere
d,
w
hat w
il
l y
ou
do
?
"
"I
will
a
dd, cla
rify or ela
borat
e m
or
e d
ee
ply so
t
hat the
p
r
oble
m
can
be
a
nswere
d"
Detai
ls/
el
abo
ra
ti
on
is
the
ability
to
exp
la
in,
de
velo
p,
en
rich
or
de
scrib
e
in
m
or
e
detai
l
the
answ
e
rs
or
ideas
gi
ven.
B
y
hav
in
g
this
a
bili
ty
stud
ents
can
an
swe
r
the
pro
blem
s
that
hav
e
bee
n
giv
e
n
[62
-
64]
.
Stu
den
ts
who
ha
ve
t
his
abili
ty
will
al
so
have
good
grades
be
cause
they
will
hel
p
their
fr
ie
nds
in
en
richin
g
idea
s
that
are
owne
d by ot
her
s.
Creat
ive an
d
cr
it
ic
al
think
in
g
is ver
y im
po
rta
nt f
or stud
e
nts in
al
l aspect
s o
f
edu
cat
i
on
al
stud
ie
s
[
65]
.
Be
ing
c
reati
ve
is
a
un
i
ver
sal
hum
an
at
tribut
e.
H
ow
e
ve
r,
r
epr
ese
ntati
on
of
creati
ve
abi
li
ti
es
will
have
both
local
an
d
glob
al
cultural
i
nf
l
uen
ce
s
[66
,
67
]
.
Desig
n
t
rain
ing
is
to
help
stud
e
nts
gain
c
reati
ve
ac
hieve
m
ents
thr
ough
dev
el
opin
g
thei
r
inte
grat
ive
a
bili
ti
es in co
m
par
iso
n, analy
sis, a
nd im
aginati
on.
Evaluati
on
of
stud
e
nt
le
ar
ni
ng
behavi
or
and
le
a
rn
i
ng
ou
tc
om
es
helps
to
unde
rst
and
stu
den
t
le
arn
in
g
cha
ra
ct
erist
ic
s,
inter
est
s,
and
le
a
rni
ng
ac
hievem
e
nts
.
It
al
so
determ
ine
s
the
eff
ect
ivenes
s
of
thei
r
l
earn
in
g
a
nd
t
o
propose
a
ddit
ion
al
te
achi
ng
base
d
on
dia
gnos
is,
to
de
velo
p
creati
vity
an
d
enc
oura
ge
le
arn
i
ng
m
ot
ives
[
68
,
69]
.
Creat
ive
pe
rs
onal
it
ie
s
dar
e
t
o
e
ng
a
ge
in
uncertai
n
an
d
a
m
big
uo
us
sit
ua
ti
on
s,
fin
d
ne
w
as
pects
in
so
m
et
hin
g
that
is
fun
an
d
fa
m
ili
ar
and
c
re
at
e
new
e
xp
e
r
ie
nces,
al
ways
eager
to
l
ook
for
ne
w
sty
le
s
and
beh
a
viors
a
nd
con
ti
nue
with
var
i
ou
s
sta
ges
of
t
he
c
reati
ve
proces
s
[65
-
71
]
.
Cha
racteri
s
ti
cs
of
c
reati
vi
ty
are
def
i
ned
as
rec
ognizin
g
one'
s
own
unit
y
and
coh
e
re
nce
an
d
evaluati
ng
co
ndit
i
on
s
to
un
it
e
the
know
le
dge
that
people
us
e
within
t
his
f
ram
e
work
of
a
war
e
ness,
un
der
sta
nd
inf
orm
ation
obta
ined
th
rough
obser
vatio
n
a
nd
exp
e
rim
entat
io
n,
an
d
m
ake
it
read
y
to
us
e
,
unde
rstan
d
pro
blem
s
ver
y
quic
kly
and
m
ake
decisi
ons
qu
ic
kly
li
nk
them
w
it
h his
im
aginati
on
[72
-
7
3
].
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Id
e
ntif
yi
ng
c
re
ative
thinki
ng s
ki
ll
s in
s
u
bject
ma
tt
er
bio
-
che
mistry
(
M.
Dwi Wi
wi
k Ernaw
ati
)
587
4.
CONCL
US
I
O
N
The
c
urren
t
re
search
f
ound
t
hat
there
was
the
a
bili
ty
of
creati
ve
thi
nk
i
ng
of
st
ud
e
nts
i
n
c
hem
is
try
su
bject
s
i
n
bi
o
-
c
hem
ic
al
mate
rial
le
ss
than
50
pe
rcen
t
are
in
good
cat
egory.
F
or
t
his
reas
on
,
it
is
reco
m
m
end
ed
that
stud
ents
ne
ed
to
be
giv
e
n
the
opport
unit
y
to
dev
el
op
direct
ex
per
ie
nc
es
and
th
oughts
in
le
arn
in
g
act
ivit
ie
s.
Teach
ers m
us
t use learn
i
ng strategie
s
to
d
e
velo
p vari
ous a
bili
ti
es in learn
i
ng.
ACKN
OWLE
DGE
MENTS
The
re
sea
rch
e
r
w
ou
l
d
li
ke
to
than
k
t
he
Chai
r
of
t
he
C
hem
i
stry
Ed
ucati
on
Stu
dy
P
rog
ra
m
,
the
head
of
the
PM
IPA
Dep
a
rtm
ent,
a
nd
t
he
Teache
r
and
E
ducat
io
n
Fac
ulty
Dean
w
ho
ga
ve
m
e
the
opport
unit
y
and
tim
e
to
do
m
y
researc
h
on
c
hem
ist
ry
edu
cat
ion
stu
den
ts
an
d
al
l 4th
sem
es
te
r
stud
e
nts w
ho h
a
ve
helpe
d
m
e, as
well
as all
,
have bee
n
in
to
uc
h d
ur
i
ng the m
akin
g of t
his a
rtic
le
, I
wa
nt to
s
ay
thank yo
u.
REFERE
NCE
S
[1]
Andrini,
V
.
S.
,
"
The
eff
e
ct
iv
ene
s
s of
ınqui
r
y
l
ea
r
ning
m
et
hod
to e
nhanc
e
studen
ts’
learni
ng
outc
om
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A
the
or
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i
ca
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cal
r
e
vie
w
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f
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v/
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Kabe
el,
A.
R.
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&
Ei
sa
,
S.
A.
-
M.
,
"
The
cor
relati
on
of
critical
thi
nk
i
ng
dispositi
on
a
nd
appr
oa
che
s
to
learni
ng
among
bac
c
al
au
reate nu
rsing
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,"
J
ournal
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at
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Pract
i
ce
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ghva
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F.
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R
eza
el
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Ta
ghv
a, R.
,
"
Stud
y
ing
the rel
at
ionship
bet
we
e
n
critical
thi
nk
in
g
skill
s
and
student
s’
edu
cati
onal
ac
hi
eve
m
en
t
(Egh
li
d
Univ
er
siti
es
as
c
ase
stu
d
y
)
,"
Int
ernati
on
al
Letters
of
Social
and
Hum
anisti
c
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ience
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l.
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pp.
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https
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1
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ss
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Siburia
n,
J., Cor
ebi
m
a, A.
D.
,
Ibr
ohim,
&
S
apt
asa
ri,
M
.
,
"
The
cor
r
el
a
ti
on
b
et
we
en cri
tica
l and
c
reat
ive
thi
nking
skill
on
cognitiv
e
l
ea
rning
resul
t
s
,"
Eurasian
Jou
rnal
of Educ
at
io
nal
R
ese
arch
,
vo
l.
81
,
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-
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i.
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0.
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81.
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[5]
Panti
c
,
N
&
W
u
bbel
s, T.
, "
Com
pet
en
ce
-
b
ase
d
t
e
ac
her
edu
at
ion
: A
cha
nge
from
Didakt
ik
to
Curr
ic
ulum c
u
lt
ure
,
"
Journal
of
Curr
ic
ulum
Stud
ie
s
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v
ol.
44(1)
,
pp
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-
87,
2012
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ht
tps:/
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620633
[6]
Unlu,
Sahik
a
,
"
C
urric
ulum
dev
elopm
ent
stud
y
fo
r
teac
h
er educ
a
tion supporting cr
it
ical
thi
nk
ing
,"
Eurasia
Journal
Educ
ati
ona
l Re
s
earc
h
,
vo
l.
76,
p
p.
165
-
186
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201
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ht
tps:/
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i.
org
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14689/
ej
er
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2
018.
76.
9
[7]
Ez
er
,
H.
,
Gi
lat,
I
&
Sag
ee,
R
.
,
"
Perc
ep
ti
on
o
f
t
eac
her
edu
cation an
d
profe
ss
iona
l
id
ent
ity
among no
vic
e
teac
h
ers
,"
European
Journ
al
of
Tea
ch
er
Ed
ucat
ion
,
vol
.
33(
4),
pp
.
391
-
404
,
2010.
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i.
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0.
1080/0261976
8.
2010.
504949
[8]
Boonje
am W., T
esa
puta K., & Sri
-
ampai
A
,
"
Program
deve
lopme
nt
for
pr
imar
y
sc
hool
t
ea
ch
ers’ cr
it
ical
thi
nk
ing
,"
Inte
rnational
Ed
ucat
ion
Studies
,
vol.
10(2)
,
pp
.
1
31
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138,
2017
.
ht
tp:
//
dx
.
doi
.
org/1
0.
5539/ies.v10n
2p131
[9]
Dobber,
M.
,
Van
d
y
ck
,
I
.
,
Akkerm
an,
S
,
Gra
aff
,
D,
R,
B
ei
shui
ze
n,
J
.
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