Abstract:
21st
-century skills demand that learners have
critical thinking and creative thinking skills, which can be
used in solving problems in everyday life in chemistry
learning activities. The Scientific Critical Creative Thinking
(SCCrT) model is one of the constructivist learning models
that can train students' critical thinking and creative thinking
skills. The purpose of this study was to determine the
difference between the critical thinking skills and creative
thinking skills of students with the SCCrT model
(experimental class) and the Direct Instruction (DI) model
(control class) in learning salt hydrolysis material. Quasiexperimental research method with nonequivalent control
group design, research sample class XI MIPA SMAN 10
Banjarmasin. The research data were obtained from the test
results of learners' critical and creative thinking skills, then
analyzed descriptively, qualitatively, and inferentially (with
the SPSS program version 25). The results showed that the
average critical thinking skills with the SCCrT model were
higher than those of the DI model (significance value 0.001 <
0.05). The average creative thinking skills with the SCCrT
model are also higher than those of the DI model (significance
value 0.002 < 0.05). Thus, the SCCrT model is better than the
DI model in training learners' critical thinking and creative
thinking skills in learning salt hydrolysis material.
Keywords: creative thinking skills, critical thinking skills,
SCCrT model
