Content analysis of critical-rand creative-thinking skills in middle-school science books on environmental pollution material

Abstract

Critical- and creative-thinking skills are important competencies students must have to encounter the challenges of the 21st century. The development of teaching materials that emphasize critical- and creative-thinking skills is very necessary for students to improve these skills. This research aims to analyze three middle school science books based on critical- and creative-thinking skills on environmental pollution material. The research procedure consisted of developing an instrument for assessing critical-0and creative-thinking skills, validating the indicators of the instruments using expert judgment, and conducting an assessment of middle school science book. The development of critical-thinking skill indicators refers to Facione while the indicators-of creatives thinking skills refer to Torrance. The results of the analyses show-that the average critical-thinking skill indicator achievement for the environmental pollution material on interpretation is 2.83%, analysis 2.75%, conclusion 3.16%, evaluation 2.83%, explanation 2.91%, and self-regulation 2.33%. The achievement of creative-thinking skill indicators on average is 2.66% for fluency, 2.66% for flexibility, 2.41% for originality, and 2.75% for elaboration. Students have low critical- and creative-thinking skills on the air pollution and pollution sub-materials.