<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000200274</article-id>
<article-id pub-id-type="doi">http://doi.org/10.59659/revistatribunal.v5i11.156</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento creativo en los estudiantes de educación secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Creative thinking in secondary school students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pensamento criativo em alunos do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe Salazar]]></surname>
<given-names><![CDATA[Marcelino Abundio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palacios Garay]]></surname>
<given-names><![CDATA[Jessica Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo Medrano]]></surname>
<given-names><![CDATA[Betty]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nuñez Vara]]></surname>
<given-names><![CDATA[Fernando Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad San Martin de Porres  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>11</numero>
<fpage>274</fpage>
<lpage>284</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000200274&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000200274&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000200274&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El pensamiento creativo se ha identificado como una habilidad esencial en el contexto educativo actual, fundamental para el desarrollo integral de los estudiantes y su preparación para los desafíos del siglo XXI. El objetivo fue identificar los niveles de pensamiento creativo de los estudiantes de educación secundaria. Se empleó un enfoque cuantitativo, tipo descriptivo y diseño no experimental. La muestra fue de 218 estudiantes, seleccionada mediante muestreo no probabilístico. La confiabilidad del instrumento obtuvo un valor del alfa de Cronbach de 0.970 para la variable pensamiento creativo; considerando una alta fiabilidad de la variable. Los resultados señalan que los niveles del pensamiento creativo de los estudiantes presentaron un 35.8% con nivel deficiente, un 62.8% con nivel regular y 1.4% de buen nivel. Se concluye que la mayoría de estudiantes se encuentra en nivel regular de pensamiento creativo, nivel regular en las dimensiones de preparación creativa, incubación creativa, iluminación creativa y verificación creativa de los estudiantes de educación secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Creative thinking has been identified as an essential skill in today's educational context, fundamental to the comprehensive development of students and their preparation for the challenges of the 21st century. The objective was to identify the levels of creative thinking among secondary school students. A quantitative, descriptive approach and non-experimental design were used. The sample consisted of 218 students, selected through non-probability sampling. The instrument's reliability obtained a Cronbach's alpha value of 0.970 for the creative thinking variable, considering the variable's high reliability. The results indicate that 35.8% of students' creative thinking levels were poor, 62.8% were average, and 1.4% were good. It is concluded that the majority of students are at an average level of creative thinking, average in the dimensions of creative preparation, creative incubation, creative illumination, and creative verification among secondary school students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O pensamento criativo foi identificado como uma habilidade essencial no contexto educacional atual, fundamental para o desenvolvimento integral dos alunos e sua preparação para os desafios do século XXI. O objetivo foi identificar os níveis de pensamento criativo de alunos do ensino médio. Foi utilizada uma abordagem quantitativa, do tipo descritiva e delineamento não experimental. A amostra foi composta por 218 estudantes, selecionados por amostragem não probabilística. A confiabilidade do instrumento obteve um valor de alfa de Cronbach de 0,970 para a variável pensamento criativo; considerando uma alta confiabilidade da variável. Os resultados indicam que 35,8% dos níveis de pensamento criativo dos alunos eram ruins, 62,8% eram médios e 1,4% eram bons. Conclui-se que a maioria dos alunos encontra-se em nível regular de pensamento criativo, nível regular nas dimensões de preparação criativa, incubação criativa, iluminação criativa e verificação criativa dos alunos do ensino secundário.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Creativo]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[Dimensiones]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento]]></kwd>
<kwd lng="en"><![CDATA[Creative]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Strategies]]></kwd>
<kwd lng="en"><![CDATA[Dimensions]]></kwd>
<kwd lng="en"><![CDATA[Thinking]]></kwd>
<kwd lng="pt"><![CDATA[Criativo]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias]]></kwd>
<kwd lng="pt"><![CDATA[Dimensões]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento]]></kwd>
</kwd-group>
</article-meta>
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