The Prototype Development of Creative Thinking Skills Model’s Book (original) (raw)
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Developing Creative Thinking Skills in Learning at Higher-Educational Institution of Teacher
—The ability to think creatively is necessary for human resource competencies in order to boost global competitiveness. The aims of this study were: (1) developing a textbook on learning strategies to think creatively; (2) developing course materials applying creative thinking skills in the Bachelor Program of Culinary Arts. The study employed a developmental research using the 4-D (Define, Design, Develop, and Disseminate) model of development (Thiagarajan, 1974). This preliminary research was up to the Develop stage. The subjects were the students of the program. The data were collected using observation and questionnaires, and analyzed using descriptive-quantitatively. The results showed that the textbook was excellent as the total score attained was 3.41, a very feasible category. The feasibility was supported by the textbook comprehensibility as assessed by the students and in accordance with the undergraduate level. The results regarding the course materials reached a score of 3.42, i.e. good category.
RESEARCH SUMMARY Development of Creativity-Based Learning Model
The ministry of education of Thailand has launched an education reform through a massive review of the education system since 1999.Until now, most of the teachers still taught with the traditional method. The method [teachercontrolled and subject-based learning] has a limitation for improving students' essential skills for the new workspace.
How to Improve Students' Creative Thinking Skills: A Model for Improving the Students' CTS
The 7th International Congress on Curriculum and Instruction, 2019
The purpose of this study was to determine the effect of creative thinking skills on students who participated in creative journal writing activity. This research was conducted in the fourth grade of a private elementary school in Gaziantep in 2018-2019 academic year as an experimental study. 67 students in three groups (Experimental Group, ControlA Group, ControlB Group) participated in the research. In a two-month study, 23 students in the Experimental Group were given 23 journal writing titles to improve their creative thinking skills. The students wrote their journals for 5-10 minutes at the beginning of the lessons. Before the program and after the program Torrance Creative Thinking Test Figure A was applied as pre-test and post-test. Data were analyzed with SPSS. According to the findings, creative thinking and writing activities positively affected Experimental Group students' development at creative thinking skills.
Jurnal Penelitian Pendidikan IPA
This research was conducted on the existence of problems in the form of low creative thinking skills and students' self-efficacy in learning. One way that can be done to solve this problem is by utilizing teaching materials in the form of modules that students can use for independent learning. Therefore, this research was conducted to develop science learning modules to improve the creative thinking skills and self-efficacy of class VIII students of junior high school. This type of research is Educational Design Research (EDR) using the Tessmer development model. The final result of the validation average is 3.49, which is in the very valid category. Therefore, based on the research results, the science learning module has been declared very valid to improve students' creative thinking skills and self-efficacy in learning science
The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who attended the course of " Fostering of Creativity and Creative Thinking " in spring semester. In the beginning of the lessons, TTCT Figural Form A was completed by all the students. After completion of the sessions, TTCT Figural Form B was asked to be completed as the last test. Also, all the participants were requested to made verbal comments about the effects of the lessons on their creative thoughts. The results of this research indicated that creativity based educational activities have a positive impact on creative thinking of the students, and they mentioned that they gained how to think divergently in their daily life. The results of the TTCT indicated that students' perform better especially in originality and closure factors.
2nd International Conference on Sports Science, Health and Physical Education, 2017
Teachers become facilitators in realizing creative thinking skills. Not apart from physical education teachers of sports and health, they also have a role and contribution to inculcate, foster and develop creative thinking skills of learners. The current reality of teacher-centered thinking and teaching styles, not students, closes the space for students to develop their creative thinking skills. Most of the learning models used by physical and health education subject teachers still use the direct learning model. Where teachers transfer knowledge directly to students. The teacher's mindset that by giving a live demonstration to the pupils, the learning materials will be effectively channeled and the pupils will more quickly understand the material. The purpose of this research is to know the effect of Problem-Based Learning Model and Discovery Learning and Intellectual Intelligence toward creative thinking. Experimental methods and 2x2 factorial design design were given to a predetermined class using the Problem Based Learning model and one class with the Discovery Learning model in delivering the material like the Volleyball game. Treatment was given for 14 x meetings with pretest and post-test. Parametric statistical test data processing using Independent Sample T-Test. If the data is not homogeneous, then a non-parametric statistical test is used using Mann-Whitney. Researchers are in the process of research so that has not obtained results from this study. Conclusion is Problem Based Learning model and Discovery Learning model is suitable with creative thinking characteristic, and can improve creative thinking student.
The effect of problem-solving learning models on creative thinking skills in science subjects
2020
The purpose of this study was to analyze the effect of applying the Problem Solving learning model to the creative thinking abilities of grade VII students at one of the SMPN in Padang in 2019/2020. This type of research is a quasi-experimental study using the Randomized Control Group Posttest Only Design. This study's population was all students of class VII at one of the SMPN in Padang in 2019/2020; there were six classes. The research sample is class VII 3 (experimental class) and class VII 5 (control class). Sampling uses a purposive sampling technique. The instrument used was an observation sheet of students' creative thinking abilities and a posttest creative thinking sheet. Based on the study results, it can be concluded that the students' creative thinking ability in the experimental class is higher than the control class with the average value of the experimental class creative thinking test (52.45) and the control class (39.39). Data analysis using t-test showe...
Analysis of Creative Thinking Ability in Science Learning Students Elementary School
This research is motivated by the importance of creative thinking skills in education in the 21st century. The purpose of this study is to determine the creative thinking abilities of sixth-grade elementary school students and the ability of each indicator. This research is a descriptive type of qualitative research. The subjects of this study were students of class VI who were selected by the purposive sampling technique. Data were collected by observation, interviews, and tests. Data analysis is done by flow analysis. Based on the results of the research and discussion, information was obtained that the student's creative thinking skills on the indicators of fluency, flexibility, originality, and elaboration, most of the students had moderate creative thinking skills (67.2%). The average score for each indicator includes fluency (2.44), flexibility (2.42), originality (2.19), and elaboration (2.31). The results of this study can be used as input for teachers to improve the learning process.
Profile of Students’ Creative Thinking Skills in Science Learning
Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)
Creative thinking skill is one of the 21st-century skills or also known as 4C that students must have. Creative thinking skill is useful as a source of encouragement, drive, and strength in development, research, and investigation to deal with the industrial revolution 4.0. This study aimed to determine the profile of junior high schools students' creative thinking skills in learning science. Science is one of the subjects that require creative thinking skills. The method used in this study is descriptive analysis. Data were collected through a test, observation sheets, and interviews. Subjects in the study were 126 students from four different junior high schools. The results of this study show that showed students who have high score are amount to 22 people, medium thinking ability level of 46 people and a low level of creative thinking skills of 58 people and the percentage of each indicator on creative thinking from test were thinking fluently is 82%, thinking originally is 38%, thinking flexibly is 61% and thinking of elaboration is 55% while on observation sheets were thinking fluently is 71%, thinking originally is 40%, thinking flexibly is 63% and thinking of elaboration is 59%.
Journal of the Korean Association for Research in Science Education, 2012
This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.