Paper—CC Thinker: Mobile-based Assessment to Train Creative and Critical Thinking in Students CC Thinker: Mobile-based Assessment to Train Creative and Critical Thinking in Students https://doi.org/10.3991/ijim.v16i15.29991 Wahyu Ridhoni 1,2 , Punaji Setyosari 1() , Dedi Kuswandi 1 , Saida Ulfa 1 , Dahlia Janan 3 1 Universitas Negeri Malang, Malang, Indonesia 2 Politeknik Hasnur, Barito Kuala, Indonesia 3 Sultan Idris University of Education, Perak, Malaysia punaji.setyosari.fip@um.ac.id Abstract—This research aims to combine assessment of creative and crit- ical thinking in a mobile device context, to see its effect on the creative and critical thinking of students. Design-based research as the method was used to develop the assessment as learning. It is begun with the assessment model and android application development, also experiments in the end. Three assessment sessions are participated by 46 students. The analysis using Kruskal Wallis gains the result that there are signifcant differences in the creative thinking (Chi- square 18.245, Asymp. Sig 0.000) and the critical thinking (Chi-square 7.620. Asymp. Sig 0.022). A signifcant difference in creative thinking is seen since the second session, while the difference in critical thinking needs the time up to the third session. Keywords—creative thinking, critical thinking, mobile-based assessment, assessment as learning 1 Introduction The challenge of the students in the 21st century, which is also a skill deemed to be very important by many researchers and teachers is how the students can think cre- atively and critically [1]. Both skills are also important in preparing the students to enter the professional world as well as for the future [2]. Creative thinking is a skill of using the imagination to explore new ways to generate innovation [3], while critical thinking is a skill of proving a point using a strong analysis to solve a problem [4]. Although it seems to be the opposite of each other, the two skills are intersecting and complete one another [3]. If one only thinks critically, then the alternative they create may not be varied. Also, if one only thinks creatively, then the solution created may not answer the problem. The assessment is necessary to fnd out whether a student has been on a certain level in terms of creative and critical thinking. Previously, if one wants to measure creative and critical thinking, then two partial instruments are needed. For example, measuring creative thinking, it needs the Instrument Torrance Test of Creative Thinking (TTCT) [5][6], and for critical thinking, it uses the California Critical Thinking Disposition 16 http://www.i-jim.org