scholarly journals Development of blended learning based on website on fluid mechanic material to improve students’ creative thinking skills

2021 ◽  
Vol 1876 (1) ◽  
pp. 012070
Author(s):  
V Serevina ◽  
C U Meyputri
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Fluid Mechanic

scholarly journals The Effect Of Blended Learning Approach On Fifth Grade Students’ Academic Achievement In My Beautiful Language Textbook And The Development Of Their Verbal Creative Thinking In Saudi Arabia

2015 ◽  
Vol 11 (4) ◽  
pp. 253-260
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Study Groups ◽  
Thinking Skills ◽  
Fifth Grade ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Approach ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students’ achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in the Control Group. The study found a statistical significant difference (α ≤ 0.05) between the mean scores of the two study groups in achievement posttest and verbal creative thinking post application test. The experiment group which was taught using the blended approach of learning outperformed the Control Group in both tests. Thus, learning My Beautiful Language Textbook using the blended approach is more effective than the traditional method in terms of achievement and the development of verbal creative thinking skills. In light of this, the study recommends the adoption of blended approach in learning My Beautiful Language Textbook, the curriculum computerization, holding series of training courses, and workshops for teachers in school districts on how to effectively implement the blended approach. 

BLENDED AND FLIPPED LEARNING: ENTREPRENEURIAL TEACHING STRATEGIES FOR ACQUIRING CREATIVE THINKING SKILLS

2020 ◽  
Vol 8 (4) ◽  
pp. 745-754
Author(s):  
Ahmad A. S. Tabieh ◽  
Mohamed M. Hileh ◽  
Hana M.F. Al-Shakea
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Real World ◽  
Private School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Educational Background ◽  
The Other ◽  
Educational Institutions ◽  
Flipped Learning

Purpose of the study: This study investigated the effect of blended learning and flipped learning strategies on acquiring creative thinking skills at its three levels: fluency, flexibility, and originality by tenth graders in science compared to the traditional method. Methodology: Quasi-experimental method was used. The study was applied to 54 tenth-grade students from a private school who were divided into 3 sections, one of which was control while the other two were experimental. One of the experimental sections studied using the learning through real-world problems method of blended learning (Real World hereafter) while the other used flipped learning's 3D virtual worlds method. Creative thinking was measured by an immediate achievement test, which consisted of thirty questions designed to measure the three creative thinking skills. Moreover, the validity and reliability of the test were verified. Main Findings: The findings yielded significant differences in favor of the experimental groups whose scores mean was noticeably higher. Furthermore, the experimental group that studied using flipped learning demonstrated better performance than that which studied using blended learning. Applications of this study: this research will help to establishment of educational institutions specialized in designing and producing educational 3D virtual activities, such as 3D videos. Such activities need to be suitable for the Arabic educational background and in keeping with its culture and values. Novelty/Originality of this study: The study reviews two learning strategies that allow educational institutions to break free from classroom restrictions and examines the extent of their ability to develop students' creative thinking. Currently, the need for these strategies has been increased by educational institutions, especially after COVID-19.  

scholarly journals The Effect of Blended Learning Strategy and Creative Thinking of Students on the Results of Learning Information and Communication Technology by Controlling Initial Knowledge

2020 ◽  
Vol 3 (2) ◽  
pp. 879-893
Author(s):  
Resien Resien ◽  
Harun Sitompul ◽  
Julaga Situmorang
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Design Data ◽  
Information And Communication ◽  
Initial Knowledge

The purpose of this study is to determine the differences in learning outcomes of ICT subjects between groups of students who are taught with blended learning strategies and expository who have the ability to think creatively after being controlled by initial knowledge. This research method uses quasi experiment with 2x2 factorial design. Data analysis techniques used two-way ANCOVA at a significant level  = 0.05. The results showed that (1) ICT learning outcomes between groups of students taught with blended learning strategies were higher than those of students who were taught with expository learning strategies after controlling for initial knowledge; (2) there is an interaction effect between learning strategies and the ability to think creatively on ICT learning outcomes after controlling initial knowledge; (3) for students who have high creative thinking skills, ICT learning outcomes among groups of students taught with blended learning strategies are higher than those of students who are taught with expository learning strategies after controlling initial knowledge; (4) for groups of students who have low creative thinking ability, ICT learning outcomes among groups of students who are taught expository learning strategies are higher than groups of students who are taught with blended learning learning strategies after controlling for initial knowledge. Based on the results of this study, to improve the learning outcomes of Information and Communication Technology students are done by implementing BL learning strategies with regard to student characteristics.

scholarly journals The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

2020 ◽  
Vol 9 (3) ◽  
pp. 408-420
Author(s):  
Y. Yustina ◽  
W. Syafii ◽  
R. Vebrianto
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Biology Education ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Average Score ◽  
Research Subjects ◽  
Biology Teachers ◽  
Quasi Experimental ◽  
Creative Thinking Ability

The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.

scholarly journals The impact of 3CM model within blended learning to students' creative thinking ability

2020 ◽  
Vol 10 (1) ◽  
pp. 32
Author(s):  
Wahyudi Wahyudi ◽  
S.B Waluya ◽  
Waluya Suyitno ◽  
Isnarto Isnarto
Keyword(s):  
Problem Solving ◽  
Blended Learning ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Post Test ◽  
Mathematical Problems ◽  
The Impact

Creating an enjoyable atmosphere and fostering creativity are the two most required components in learning mathematics. Hence, creativity would enable students to formulate something new. In addition, creativity is one of the most important and highest competencies in Bloom’s latest taxonomy. Furthermore, it is necessary to be possessed by everyone including prospective teachers. Not only for producing products in the form of objects, but the term creative also refers to problem solving in mathematic problems. This research is conducted to obtain a detail description regarding the impact of 3CM learning model among blended learning toward the enhancement of students’ creative thinking skills in mathematical problem solving. To achieve this goal, a pre-experimental design with one group pre-test post-test design pattern is chosen. Creative thinking skills are measured by test techniques and are emulated with observation techniques. Observations were performed when students worked on the test. The impact of 3CM learning with blended learning seen from test results paired sample T tests with the help of SPSS program a that are acquired from close ended questionnaire techniques. The results show that the average of pre-test is 60.51 and the average of post-test is 75.96. As for the results of paired T tests is the test got sig value (2-tailed) 0.000, and hence there was a significant gap among the results of pre-test and post-test. All of these results imply that 3CM learning within blended learning is undoubtedly able to increase students’ creativity in solving mathematical problems. This is due to the learning situation and activities which push students to do systematic thinking. It was started by criticizing the enchanting contextual problems, creating creative products based on particular mathematical concepts, and ended by having meaningful reflection.

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

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