Analysis of Students Creative Thinking Ability in Environmental Problem Solving (original) (raw)
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The creative thinking ability of high school student to ecological problem
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
Creative thinking in the 21st century is needed to prepare humans to become faithful, productive, innovative and creative individuals and contribute to the life of society, nation, and state. Schools make creative thinking skills one of the graduation competencies of students. This study aims to describe the level and character of students' creative thinking skills in solving ecological problems. The research method is descriptive with a qualitative approach. The research subjects were nine students selected based on the purposive sampling method. Data were analyzed using the triangulation analysis method. The study results used four levels of students' ability to solve problems creatively on the concept of ecology. The level of creative thinking ability of students is dominant at a moderately creative level. Characteristics of the creative thinking ability level of students, namely the creative level, have a high fluency aspect achievement, while flexibility and novelty are...
Journal of Biology Education, 2018
Creative thinking is an ability of creating a new thought as a result from combination of previous knowledge. It is needed to be developed in the 21st century because it is importance in work world. This study aims to analyze the students’ creative thinking of SMA N 1 Pecangaan on environmental material. The research used observational method. Population is whole students of tenth grade of SMA N 1 Pecangaan. The samples used purposive samplings were X MIA 1, X MIA 2 and X MIA 4 with total number 116 students. The students’ creative thinking was tested by essay test and instrument non-test which is scoring rubric of writing article about environment problems. The result showed that students’ creative thinking of SMA N 1 Pecangaan in answering question is 14.7% very creative, 31% creative, 20.7% creative enough and 33.6% less creative. The students’ ability in writing article showed 0% very creative, 16.4% creative, 30% creative enough, 49.1% less creative and 4.3% not creative. The r...
Secondary teachers' conceptions of creative thinking within the context of Environmental Education
International Journal of Environmental …, 2008
Research on teachers' conceptions of creative thinking within EE context is also limited, although their role in facilitating creative thinking in students is well documented. The small-scale qualitative study presented here investigates Greek secondary teachers' conceptions of creative thinking in EE. Empirical data were collected based on nonstructured interviews with 20 secondary teachers with diverse backgrounds and subject expertise. Among the findings of the study is that participants view creative thinking as a thinking process that can or should be enhanced within the context of EE. All four key components identified in the literature in definitions of creativityprocess, person, product, and context -are present in participants' conceptualizations, with the most prevalent being that of process. Teachers conceptualize creative thinking as an inherent component of environmental problem-solving; they claim that EE pedagogy offers a favourable environment within which it can be nurtured; and they attribute ethical dimensions to it by pairing creativity with social and ecological responsibility. The participants' frames of thinking about creativity support the views of scholars who emphasize the links between EE and creative thinking and connections with broader theoretical approaches that currently dominate research on creativity. The study provides a starting point for further research on creative thinking within the context of EE.
Students' Creative Thinking Ability Profile in Problem Solving of Animals Ecology
Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017), 2017
In the era of a global economy based on knowledge and technology, lead free competition occurs with the trend of open systems. Therefore, Indonesian nation must improve the quality of human resources. The quality of human resources is marked by rapid development patterns of thinking in the form of creative thinking, critical thinking, problem solving and decision making. Orientation of creative thinking in this research consists of 3 aspects, which are fluency, flexibility and novelty. Creative thinking can be seen from its activities in the problems solving. The purpose of this research was to describe the profile of students' creative thinking in problem solving of animal ecology and to describe the characteristics of students' creative thinking in problem solving of animal ecology. The type of this research is descriptive research with a qualitative approach. The research subjects were students who have taken animal ecology course. Based on the results of written assignment 1 and written assignment 2 done by students, the level of students' creative thinking ability was at quite creative level. The highest aspect of creative thinking possessed by students was fluency, and the lowest aspect was novelty.
Jurnal Pijar Mipa
This study aims to obtain data on the feasibility of problem-solving-based test instruments to foster the creative thinking skills of junior high school students on environmental conservation. The method used in this study is Research & Development (R&D) with development procedures according to Sugiyono. This study was conducted in 5 stages: potentials and problems, data collection, product design, design validation, and design revision. The instrument used in this development research is a question validation sheet of material experts, evaluation experts, and expert practitioners. The results showed that based on the assessments of content experts, evaluation experts, and practitioners, scores of 88.4%, 88.6%, and 89.9% were obtained, which were classified in the "Very Feasible" category, respectively. In conclusion, the overall validation of the problem-solving-based test instrument received a score of 88.9%, which belongs to the "Very Feasible" category, so th...
International Journal of Instruction
This study aims to produce an instrument model for critical and creative thinking skills based on environmental socio-scientific issues and test the validity and reliability. First, field studies and needs analysis use a design and development approach. Namely: (1) problems, (2) goal setting, (3) model design and development, (4) model testing, (5) evaluation of the test results model, and (6) application model. Then, the planning and development stages are carried out using a literature study to obtain a formulation of indicators which are then developed into a grid and a prototype instrument. The trial sample describes 277 science teacher candidates from 3 universities in Indonesia. Proof of content validity using the Aiken formula by seven experts and getting a score of 0.84 in the excellent category. The measurement model reliability assessment includes Composite Reliability with a value of 0.89 in the reliable category. Confirmatory factor analysis shows that the instrument model is fit or the stated model is by the data obtained in the field and can be used in a wide range of measurements.
FOSTERING CREATIVE THINKING THROUGH EXPERIENTIAL LEARNING IN ENVIRONMENTAL EDUCATION
Fostering Creative Thinking through Experiential Learning in Environmental Education, 2015
The purpose of this study was to examine the effects of experiential learning strategies on the creative thinking of class ninth students. The sample comprised of 100 students studying in class IX of Government Model Senior Secondary School, Sector-20-D, Chandigarh. Out of these, 50 students belonging to control group were taught with five lesson plans in Environmental Education by adopting conventional approach while other 50 students belonging to experimental group learnt the same lessons with the help of five learner centred lesson plans emphasising hands-on experiences in Environmental Education (EE) .The study was conducted for a period of 15 days. The students were administered Test of Creative Thinking (Verbal) by Baqer Mehdi (1989) for pre-test as well as post-test. Mean gain scores were used to compute t-values to determine the level of significance related to creative thinking and its dimensions fluency, flexibility and originality. The results from the present study indicated that experimental group performed significantly better than control group on the Creative thinking and its dimensions flexibility and originality while there were no significant differences reported between the two groups for fluency dimension of creative thinking.
The teachers' perception of the factors that promote the cultivation of creative thinking
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In recent years, the subject of creative thinking has taken a central place in the various areas of life promoting these important areas by proposing innovative ideas and solutions. In a special way, the issue of creative thinking in the field of education has recently been found as a central issue, putting it in the central of many curriculums and calling for its cultivation among students. A major reason for that is that the world that has become dynamic and is changing rapidly in recent years, especially thanks to the rapidly advancing technology that affects all areas of our lives, educational, economic, social, political and others. So much so, in many educational systems, they started talking about preparing the learner for the unknown future. Since creative thinking is thinking that breaks rules and norms, it allows seeing or creating unknown connections between different components, thus enabling the creation of new and unknown ideas and solutions that will help the learner ...
developing students creativity and innovation through creative problem based learning
Environmental developments in the 21st century in various fields is more accelerated than the previous times, which raise many challenges, risks and uncertainties. In order to compete and survive in an increasing complex world, creativity and innovation skills are needed. Developing students’ creativity and innovation can be done through science learning. Problem solving in science learning can train students creativity and innovation skills. One of science learning model is creative problem solving. Creative problem solving emphasizes on creativity in solving problems that train and facilitate students how to be creative and innovative. Integrating creativity has a positive effect in learning, supports and enhances longlife learning. In this case, scientific literacy is required to support the reasoning and decision making as a creative and innovative solutions to the challenges and problems that exist. In this paper, first the concept of creativity and innovation is introduced, then creativity and innovation in education, creative problem solving (CPS) model, learning to creativity and innovation in CPS, and science learning are discussed. Key words: creativity and innovation, science learning, creative problem solving, scientific literacy
Hipotenusa, 2022
The purpose of this research is research in creative thinking on student learning with opportunity material. The research method used is a qualitative research method, tajing the subject of class VIII junior high school students in 2021/2022. Based on the results of the discussion on creative thinking skills, students are given to obtain information on creative thinking skills on the opportunity material that has been taught.