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The Industrial Revolution 1.0 to the Industrial Revolution 4.0 has impacted various aspects of human life, including education and learning. One of the impacts in the world of education that is currently increasing is the trend of empowering thinking skills in students, including creative thinking skills. In biology learning, creative thinking is closely related to generating innovative ideas, formulating new solutions, and expressing oneself uniquely. When students are capable of thinking creatively, students have an excellent opportunity to solve various problems, design independent work steps, and evaluate solutions that have been implemented. One of the efforts to empower students' creative thinking is by implementing innovative learning models such as RQA (Reading, Questioning, Answering), which is carried out at a particular time. This study aims to determine how implementing the RQA empowers students' creative thinking skills. This research using a quasi-experimental method involves two research subjects: students in the control class and the experimental category at SMAN 9 Malang, East Java, Indonesia. Students' creative thinking data in the form of pre-test and post-test scores obtained from essay tests using the rubric of Assessing Creativity: A Guide for Educators by Treffinger et al. The pre-test and post-test data were then analysed through prerequisite tests and hypothesis testing. Based on the tests, it was found that the RQA learning model has the potential to significantly empower students' creative thinking skills with a 5.85% increase and a significance value of 0.00 (ηp2= 0.183). According to this potential, it can be stated that RQA is one of the learning models that can be used as an alternative to empower creative thinking skills in students. [ABSTRACT FROM AUTHOR]

This research is descriptive research that aims to determine whether there is a difference in the self-efficacy of early- and final-level students as pre-service physics teachers. The research instrument used a self-efficacy questionnaire consisting of 18 statements, with details of three statements representing the Content Knowledge (CK) domain, nine statements representing the Pedagogical Knowledge (PK) domain, and six statements representing the Pedagogical Content Knowledge (PCK) domain. The research was conducted at a physics education study program in Indonesia. The research participants were 62 students, consisting of 32 early-level and 30 final-level students. Data analysis showed that the average self-efficacy score of early-level students was 6.58, and that of final-level students was 6.66, both in the high category. From the mean scores showed that, in general, the self-efficacy of final-year students was higher than that of early-year students. Still, based on the Mann-Whitney test, there was no significant difference between the self-efficacy of early and final-year students. Further analysis of students with low self-efficacy, they were not sure they could teach well because they did not have much teaching experience. Based on these results, study programs and lecturers need to design lecture activities that can enrich the teaching experience of students as pre-service teachers. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic has altered learning processes and other facets of classroom instruction. The development of students' self-efficacy during the learning process is critical to describe in order to attain future learning goals and achievement. Self-efficacy measures the extent to which pupils can execute and complete specific tasks. This study was conducted on students from Tadris Biology Department at IAIN Ternate in North Maluku, Indonesia. The research sample consisted of 40 students, 25 of whom were female and 15 of whom were male. Prior to their usage, the instrument employed in the investigation had been declared valid and reliable by experts and practitioners. A self-efficacy questionnaire was used to collect data. The results indicated that on average, Biology students in the RQANI classroom had a self-efficacy score of 81.00 (quite confident). Female students scored higher on various facets of self-efficacy, including tenacity, the ability to adapt to difficult tasks, the ability to avoid situations and behaviors that are beyond their skills, as well as cognitive and affective abilities. Several components of self-efficacy, however, must be cultivated in students. The findings of this study are expected to provide insights to secondary and tertiary level teachers on the importance of improving students' competence, abilities, and confidence, particularly amid this COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Building scientific argumentation is one of the students' abilities in expressing ideas based on evidence, data, and theories that support the ideas related to scientific phenomena. This ability is important and interesting to study, especially when viewed from aspect of student's ability to solve problems/difficulties (adversity quotient) and the aspect of student self-efficacy. This study has a purpose to examine students' ability to build scientific argument about the concept of acid-base viewed from two aspects, namely their ability to solve problems (adversity quotient) and self-efficacy. The present study employs a descriptive-quantitative approach, in which the researcher does not treat certain content learning. The respondents consist of 100 students majoring in chemistry at one of the state universities in Northern Indonesia. Furthermore, the instruments used are adversity quotient (AQ), self-efficacy (SE), and ability tests to build scientific arguments about acid-base concept. The results shows that no relationship between students' ability to build scientific argumentation and their ability in AQ and SE. It is also found that students with high AQ ability are only able to explain the concept of acid-base in the manufacture of salt crystals. Further, they tend to be weak in explaining the phenomenon of acid rain, the use of antacids for ulcer disease, the use of dolomite fertilizers, and the acidity of HCl and H2SO4 solutions. In addition, there is no student with high SE, and most of them tend to be weak in explaining the previous five science phenomena of acid-base. Thus, these findings become an important input for the development of learning strategies in the future. [ABSTRACT FROM AUTHOR]

Critical Thinking Skills (CTS) are one of the must-have skills for students in the 21st century. Research related to CTS students in Indonesia discusses how student CTS, including discussing the factors that affect student CTS, one of which is the influence of student self-efficacy. This study will review the literature using systematic literature review related to whether self-efficacy affects students' CTS. The criteria of literature used in this study are journal articles or conference proceedings indexed Scopus, Sinta, or Google Scholar with a maximum year of publication of the last 5 years (year 2017-2021). The purpose of this study is to identify, review, and make conclusions from literature relevant to the influence of self-efficacy on students' CTS on mathematics subjects. Based on the results of the analysis of data from the literature that became the research data, self-efficacy affects students' CTS in mathematics subjects. With this research can provide information related to the influence of self-efficacy on student CTS as well as opportunities to conduct research related to self-efficacy and CTS. [ABSTRACT FROM AUTHOR]

Self-efficacy is an individual's belief in the ability that a student should have. The student's self-efficacy can affect mathematics achievement. This study aims to examine relationship of self-efficacy, parental support, ability grouping, and school status on mathematics achievement in Indonesia using PISA 2018 data. A sample used in this study with completed responses for all variables of interest was 9,239 students and 323 schools. The multilevel analyses results showed that the self-efficacy, parental support, and school status were statistically significant influencing the mathematics achievement. On the other hand, ability grouping was not a significant predictor of mathematics achievement. As the self-efficacy, parental support increased, so did the mathematics achievement. In addition, public schools had higher mathematics achievement than private schools. [ABSTRACT FROM AUTHOR]

Creative thinking skills are one of the skills that are urgently needed in the 21st century. Creative thinking skills do not appear suddenly, but require facilitators to empower them, one of which is the application of learning models that have the potential to enhance creative thinking skills. This study aimed to examine the effect of RICOSRE on the tenth graders’ creative thinking skills, compared to PBL and conventional models. This study involved 86 students from Public Senior High School Number 1 (SMAN 1) Turen, Indonesia, and employed a pretest-posttest non-equivalent control group design. The pretest and post-test consisted of 8 essay questions each. The students’ scores were analyzed using ANACOVA and LSD test. The results indicated a significant effect of RICOSRE on the students’ creative thinking skills. The students’ average score on creative thinking increased considerably (76.59%) on RICOSRE and PBL (12.72%) and decreased in conventional learning by 3.96%. RICOSRE can be implemented to empower students' creative thinking skills. These results indicate that RICOSRE learning has the most significant influence on creative thinking skills. [ABSTRACT FROM AUTHOR]