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• W4315709548 abstract "Students’ scientific literacy skills assist them in analyzing and evaluating each scientific subject. It is predicted that scientific literacy skills will also help students improve their communication abilities. Finally, it is envisaged that scientific literacy and communication skills will help to increase creative thinking concurrently. This study evaluated the correlation between scientific literacy and communication skills in developing creative thinking skills using the Remap-STAD learning model. The study was quasi-experimental since it employed a non-equivalent pretest-post-test control group design and included 79 eleventh grade students from the Natural Sciences department at SMAN 4 Malang during the 2019/2020 academic year. The participants were divided into three groups. An essay test assessed scientific literacy and creative thinking skills, while communication skills were assessed using an assessment rubric. Multiple regression analysis was used to analyze the data. The findings indicated that (1) there was a significant correlation between scientific literacy skills and creative thinking skills; (2) there was a significant correlation between communication skills and creative thinking skills; and (3) there was a significant correlation between scientific literacy skills and communication skills, which had a dynamic effect on creative thinking abilities. The regression equation that shows the correlation between scientific literacy skills, communication skills, and creative thinking skills is Y = 0,224*X1 + 0.998*X2 + 21,740. Based on the findings, it can be concluded that Remap-STAD can be utilized to improve students’ scientific literacy, communication, and creative thinking skills, all of which are demonstrated to be connected." @default.
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• W4315709548 date "2023-01-01" @default.
• W4315709548 modified "2023-09-28" @default.
• W4315709548 title "Scientific literacy and communication skills a-re significant for enhancing students’ creative thinking skills" @default.
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• W4315709548 doi "https://doi.org/10.1063/5.0112412" @default.
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