Skip to main navigation menu Skip to main content Skip to site footer
ejet-logo

Articles

Vol. 3 No. 2 (2025): Edutechnium Journal of Educational Technology

Comparing Models to Assess Creative and Critical Thinking in Vocational College Student

DOI
https://doi.org/10.71365/edujet.v3i2.94
Submitted
October 17, 2025
Published
2025-07-10

Abstract

Creative and critical thinking are the two abilities required to grasp the opportunities and to upper-hand the challenges in the current digital era. Both complement each other. However, the assessments that involved both aspects of ability in one package are relatively limited. Further exploration is needed to develop new assessment model.  The construction of the model begins with literary studies, develop, and try out the model. There are six constructions composed as the procedural framework, and another one for creative thinking: (C1) Parse, (C2) Deviate, and (C3) Modify, while the ones for critical thinking are : (C4) Verify, (C5) Compare, and (C6) Conclude. There are three assessment models that were feasible to be developed which refers to the 6 sub-variables: Self-Assessment, Multitype Objective Test, dan Problem Solving Case Study. The models have been tested on 32 informatics students, Hasnur Polytechnic, Indonesia. It turned out that the problem solving case study was no longer reliable, the best option were only Self-Assessment and Multitype Objective Test.  The findings show that with Kruskal Wallis there are significant differences detected based on the assessment results among the models. So Multitype Objective Test is considered to be the best option.

References

  1. Davies, M. (2015). A Model of Critical Thinking in Higher Education. In M. B. Paulsen (Ed.), Higher Education : Handbook of Theory and Research (Vol. 30, Issue 1, pp. 75–81). Springer International Publishing. https://doi.org/10.1007/978-3-319-12835-1
  2. DiYanni, R. (2016). Critical and Creative Thinking: A Brief Guide for Teachers. Wiley-Blackwell.
  3. Facione, P. A. (1990). The California Critical Thinking Skills Test: College Level Experimental Validation and Content Validity. California Academic Press LLP.
  4. Hawthorne, G., Saggar, M., Quintin, E.-M., Bott, N., Keinitz, E., Liu, N., Chien, Y.-H., Hong, D., Royalty, A., & Reiss, A. L. (2016). Designing a Creativity Assessment Tool for the Twenty-First Century: Preliminary Results and Insights from Developing a Design-Thinking Based Assessment of Creative Capacity. In Design Thinking Research: Making Design Thinking Foundational (pp. 111–123). https://doi.org/10.1007/978-3-319-19641-1_8
  5. Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical Thinking Assessment Across Four Sustainability-Related Experiential Learning Settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890
  6. Herpiana, R., & Rosidin, U. (2018). Development of instrument for assessing students’ critical and creative thinking ability. Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-6596/948/1/012054
  7. Herpiana, R., Rosidin, U., & Abdurrahman, A. (2019). Development of Instruments to Train Critical and Creative Thinking Skills in Physics Assessment for High School Students’ Learning. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012046
  8. Istiyono, E., Dwandaru, W. S. B., Lede, Y. A., Rahayu, F., & Nadapdap, A. (2019). Developing IRT-based physics critical thinking skill test: A CAT to answer 21st century challenge. International Journal of Instruction, 12(4), 267–280. https://doi.org/10.29333/iji.2019.12417a
  9. Khoiriyah, U., Roberts, C., Jorm, C., & Van Der Vleuten, C. P. M. (2015). Enhancing students’ learning in problem based learning: Validation of a self-assessment scale for active learning and critical thinking. BMC Medical Education, 15(1), 1–8. https://doi.org/10.1186/s12909-015-0422-2
  10. Krumm, G., Arán Filipppetti, V., Lemos, V., Koval, J., & Balabanian, C. (2016). Construct validity and factorial invariance across sex of the Torrance Test of Creative Thinking – Figural Form A in Spanish-speaking children. Thinking Skills and Creativity, 22, 180–189. https://doi.org/10.1016/j.tsc.2016.10.003
  11. Krumm, G., Aranguren, M., Arán Filippetti, V., & Lemos, V. (2016). Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish-speaking Population. Journal of Creative Behavior, 50(2), 150–164. https://doi.org/10.1002/jocb.76
  12. Lipman, M. (2003). Thinking in Education. Cambridge University Press.
  13. Lucas, B. (2016). A Five-Dimensional Model of Creativity and its Assessment in Schools. Applied Measurement in Education, 29(4), 278–290. https://doi.org/10.1080/08957347.2016.1209206
  14. Mahmoud, A. S., & Mohamed, H. A. (2017). Critical Thinking Disposition among Nurses Working in Puplic Hospitals at Port-Said Governorate. International Journal of Nursing Sciences, 4(2), 128–134. https://doi.org/10.1016/j.ijnss.2017.02.006
  15. Odom, S. F., Shehane, M., Moore, L. L., & McKim, B. (2014). An Analysis of a High-Impact Field Experience in Agriculture: Documenting Critical Thinking Skills through Reflection. NACTA Journal, 58(3), 214–220. http://search.proquest.com/docview/1613182443?accountid=8555%5Cnhttp://vp9py7xf3h.search.serialssolutions.com/?ctx_ver=Z39.88- 2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeducation&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.j
  16. Osterwalder, A., & Pigneur, Y. (2010). Business Model Generation. A Handbook for Visionaries, Game Changers, and Challengers. John Wiley & Sons, Inc.
  17. Pantiwati, Y., & Husamah. (2017). Self and peer assessments in active learning model to increase metacognitive awareness and cognitive abilities. International Journal of Instruction, 10(4), 185–202. https://doi.org/10.12973/iji.2017.10411a
  18. Peeters, M. J., & Boddu, S. H. S. (2016). Assessing development in critical thinking: One institution’s experience. Currents in Pharmacy Teaching and Learning, 8(3), 271–278. https://doi.org/10.1016/j.cptl.2016.02.007
  19. Piaw, C. Y. (2010). Building a test to assess creative and critical thinking simultaneously. Procedia - Social and Behavioral Sciences, 2(2), 551–559. https://doi.org/10.1016/j.sbspro.2010.03.062
  20. Pizzingrilli, P., Valenti, C., Cerioli, L., & Antonietti, A. (2015). Creative Thinking Skills from 6 to 17 Years as Assessed Through the WCR Test. Procedia - Social and Behavioral Sciences, 191, 584–590. https://doi.org/10.1016/j.sbspro.2015.04.498
  21. Priyatni, E. T., & Martutik. (2020). The Development of a Critical–Creative Reading Assessment Based on Problem Solving. SAGE Open, 10(2). https://doi.org/10.1177/2158244020923350
  22. Priyatni, E. T., & Martutik, M. (2018). Developing Assessment As Learning Based on Problem-Solving To Promote University Students’ Skills in Critical-Creative Thinking. ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture, 2(2), 56–69. https://doi.org/10.17977/um006v2i22018p056
  23. Rad, I. S., Karimi, L., Ramezani, V., Ahmadi, M., Heshmati, R., & Jafar, E. (2010). Psychometric properties of Torrance test (Persian version) of creative thinking (A form). Procedia - Social and Behavioral Sciences, 5(2), 1429–1433. https://doi.org/10.1016/j.sbspro.2010.07.301
  24. Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00208-5
  25. Rickles, M. L., Schneider, R. Z., Slusser, S. R., Williams, D. M., & Zipp, J. F. (2013). Assessing Change in Student Critical Thinking for Introduction to Sociology Classes. Teaching Sociology, 41(3), 271–281. https://doi.org/10.1177/0092055X13479128
  26. Shively, K., Stith, K. M., & Rubenstein, L. D. V. (2018). Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process. Gifted Child Today, 41(3), 149–158. https://doi.org/10.1177/1076217518768361
  27. Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007
  28. Suyana, I., Nadaipah, S., Sinaga, P., & Feranie, S. (2019). Constructing Essay Questions to Assess Scientific Creative and Critical Thinking Simultaneously Related to Collision Problem Based On Students Responses. Journal of Physics: Conference Series, 1204(1). https://doi.org/10.1088/1742-6596/1204/1/012048
  29. Tiruneh, D. T., De Cock, M., Weldeslassie, A. G., Elen, J., & Janssen, R. (2017). Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism. International Journal of Science and Mathematics Education, 15(4), 663–682. https://doi.org/10.1007/s10763-016-9723-0
  30. Tsai, K. C. (2019). Investigating the empirical links between creative and critical thinking. Psychology, Society and Education, 11(3), 267–280. https://doi.org/10.25115/psye.v11i3.1064
  31. UNESCO. (2014). Education Strategy 2014-2021 (Issue April).
  32. Watson, G., & Glaser, E. M. (2010). Watson–Glaser II Critical Thinking Appraisal: Technical manual and user’s guide. NCS Pearson.
  33. Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components? Thinking Skills and Creativity, 27(January 2017), 114–122. https://doi.org/10.1016/j.tsc.2017.12.003
  34. Yurniwati, & Soleh, D. A. (2020). The effectiveness of computer-based problem solving to improve higher order thinking skills on prospective teachers. International Journal of Instruction, 13(2), 393–406. https://doi.org/10.29333/iji.2020.13227a
  35. Zuriguel-Pérez, E., Falcó-Pegueroles, A., Roldán-Merino, J., Agustino-Rodriguez, S., Gómez-Martín, M. del C., & Lluch-Canut, M. T. (2017). Development and Psychometric Properties of the Nursing Critical Thinking in Clinical Practice Questionnaire. Worldviews on Evidence-Based Nursing, 14(4), 257–264. https://doi.org/10.1111/wvn.12220.