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This study aims to assess the students critical thinking skills and creative thinking skills progress by using the ASSURE learning model to implement problem-based learning for second-grade college students. The method of this study is an action research model that identifies the learning process activities start from planning, acting, observing, and reflecting process. This study supports the previous research that ASSURE Models can increase critical and creative thinking skills. Results showed that 53% of critical thinking skills students in the category had satisfactory and outstanding results. For creative thinking, 46% of students in the category had satisfactory and outstanding results.
Keywords: critical thinking skills, creative thinking skills, action research method, ASSURE learning model
INTRODUCTION
A report from the World Economy Forum in October 2019 showed that The Global Competitiveness Index of Indonesia took place at 50th rank from 140 countries, and this new position dropped fifth place compared to the last year (Schwab, 2019). The aspect that showed a minimum score are skills and innovation capability. This result must be considered a serious concern for not just the government but also every stakeholder. A report from the Ministry of National Development Planning of Indonesia in 2017 also showed a gap between skills and industries requirements. The industries view that job seekers do not have or lack the skills and competencies required by industries (Iryanti, 2017).
The emergence of the global knowledge-based economy demands that higher education graduates have both hard and soft skills. Students are encouraged to have excellent academic performance and perform other skills such as creative thinking skills, problem-solving skills, critical thinking, teamwork, and communication skills that fit the industrial requirement (Egan, 2016). In addition, higher education needs to develop both hard skills and soft skills for students such as developing the curriculum, teaching method, and learning process that appropriate and relevant with the industry 4.0 needed such as technical competencies, personal competencies, social competencies, and methodological competencies (Hecklau et al., 2016).
The teaching and learning process compulsory presents the supportive interaction between students and lecturers. A teacher also must perform several teaching and learning strategies to interact and develop the students skills to meet the learning objective of the courses. The learning objective should represent the essential methodological competencies students need,...