Module Development with Creative Problem Solving Model to Improve Creative Thinking Skills and Self-Efficacy of Junior High School Students (original) (raw)
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The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL), and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers’ acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers.
The 21st century demands the students to develop thinking skills, one of which is the ability to think creatively. Study results from the PISA year 2015 show that scientific thinking skills students are still low. One approach to learning that can be used to train the ability of creative thinking is learning approach to STS. It is said to be effective when supported with learning materials be worksheet. The purpose of this research is to know the effectiveness of sains-based STS is worksheet to train creative thinking skills of students of Junior High School. The research design used was pre-experimental in form of pre-test post-test non-equivalent design. Based on the results of test effectiveness, then it is known that the N- Gain on each of the meetings has increased with the average value of a meeting 1 of 0.5, 0.6 and 2 meetings of the meeting 3 of 0.6. Creative thinking skills of students tend to experience increased every charge indicators will namely indicators think smoothly on the 1st and 2nd meetings of the 3rd meeting of 0.4 and 0.5. Indicator flexible thinking in the 1st and 2nd meetings of the 3rd meeting of 0.4 and 0.6. The indicator think original confluence of 0.3 and 1 meetings 2 and 3 amounted to 0.5. The indicator think detailing the meeting 1 of 0.3 and meetings 2 and 3 amounted to 0.4. Based on the research that has been done, it can be concluded that-based STS is worksheet as having been effective in training the creative thinking skills of students of Junior High School
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.
Journal of Baltic Science Education, 2017
Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection (C3PDR) teaching model is a model specifically developed to improve the students’ scientific creativity of junior high school. This research is aimed to analyze the feasibility of C3PDR model in improving the students’ science creativity. The teaching model is considered feasible if it meets the criteria: valid, practical and effective. Ninety-six of the eighth-grade students in Samarinda, Indonesia who attended the science subjects participated in the research during the odd semester in academic year 2015/2016. Its validation was performed by three science education experts through focus group discussions and using validation sheets. The practicality of the model was assessed by 4 teachers using the observation sheets and the effectiveness of the model was determined based on the pre-test post-test of scientific creativity. Scientific creativity measured using Sc...
International Journal of Scientific and Research Publications (IJSRP), 2019
This research aims to developing of physic learning instruments using cooperative learning model STAD type with ARCS model to improve student's creative thinking skills in senior high school. This research is developmental research aimed at developing learning instruments that will then be implemented in class. The research design used in the study uses a 4-D development model. Learning instruments developed include syllabus, lesson plans (RPP), student handouts, student worksheets (LKS), creative thinking assessment instruments. The sample of this research is a physics learning instuments using cooperative learning model STAD type with ARCS model to improve student's creative thinking skills in senior high school on static fluid material taught to 90 students class of X in the Antartika High School Sidoarjo academic year 2018/2019 who have never received learning using cooperative learning models STAD type with ARCS model. This research consists of 2 stages, namely the first stage of developing learning instruments, and the second stage is testing the learning instruments. Data collection techniques from this research were observation, tests, and quiestionaire. Based on the results of research and discussion. Physic learning instruments using cooperative learning model type STAD with ARCS model developed has met the reuirements of validity, practicality, and effectiveness, so it is appropriate to be used to improve student's creative thinking skills.
IJORER : International Journal of Recent Educational Research
Students must have superior competencies to answer the demands of 21st century skills and the Industrial Revolution 4.0, one of which is creative thinking skills. The purpose of this study was to produce a Creative Attitude in Science Learning (CASL) learning model as a valid, practical, and effective product/product as an effort to improve creative thinking skills and positive attitudes towards PGSD Science students. The development research design used refers to the development model design according to McKenny, consisting of: (1) preliminary study phase, including needs analysis, literature study, and field survey; (2) the model design phase includes model design, validation, revision; and (3) the model testing phase. The research subjects were 3 classes of the Elementary School Teacher Education study program. The data collection method used a creative thinking skills test sheet. The data analysis technique used is descriptive qualitative and quantitative. Based on the results o...
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%.
The curriculum 2013 as a new curriculum offers a scientific approach as a learning approach to address the challenges of the 21st century and improve the quality of education in Indonesia. Scientific approach is considered capable of improving scientific attitude, scientific thinking and scientific skills. Scientific attitude encourages students to be able to think Creative by using scientific data found and supported by scientific activities. One of the models offered in the curriculum 2013 is discovery learning which is an active student learning model. This research is a classroom action research conducted in three cycles to apply discovery learning model as an effort to improve students' scientific attitude, especially student creativity. With the involvement of 24 students Islamic Senior High School 1 Jambi City 2014/2015 in Physics course material Rectilinier Motion. From the test of each cycle, the students' creativity results are as follows: cycle I (2.08), cycle II (2.35) and cycle III (2.66). From the data can be concluded that by using the model of learning discovery learning can improve student creativity attitude.
2018
The background that drives this research is not yet honed the skills of the process of science and creative thinking. The aims of this research is to know the effect of STEM based learning based learning model on science process skill and creative thinking. The study was conducted on the water cycle material and its use. The research method is Quasi Eksperimental Design. The sampling technique is saturated sampling. The data collection tools in the form of observation instruments of science process skill, and instrument of creative thinking. The data were analyzed using independent t-test to test the difference. In testing the increase and effect of using N-gain. The result of the research shows that there is difference of influence of creative thinking skill, this is seen from the average of N-gain pretest and posttest in the students. The findings of the research are the significant increase of creative thinking skills in the experimental class 1. Improving creative thinking skill...
The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the sample of the study. For this purpose, within the scope of a five-day long project, the students were presented with hands on activities, laboratory practices, outdoor practices, creative drama, planetarium and observatory activities to enable them to view science and nature from different views. The study was designed as one group, pre-test post-test experimental research. Attitudes scale towards Science lesson and Torrance Creative Thinking Test Verbal A-B forms were used as pre-test and post-test. In addition, open-ended interview form was used in order to find out the students' views on the project. For the analysis of quantitative data, non-parametric tests Wilcoxon signed ranks test and Mann Whitney-U test were used while a parametric test, t-test for dependent and independent samples was used for creative thinking test scores. For qualitative data analysis, content analysis method was used. The results of the study showed that the project was effective in increasing the students' attitudes towards the subject of science and their levels of creative thinking; at the same time it was found that using different learning environments attracted the students' interests on learning science and affected them positively towards science.