A study of the effects of library creative zone programs on creative thinking abilities

2016 ◽  
Vol 49 (4) ◽  
pp. 380-396 ◽  
Author(s):  
Younghee Noh
Keyword(s):  
Grade Level ◽  
Creative Thinking ◽  
Public Library ◽  
Average Score ◽  
Standard Score ◽  
The Public ◽  
Significant Difference ◽  
Thinking Ability ◽  
Before And After ◽  
Creative Thinking Ability

This study intends to evaluate the degree of improvement in the participants’ creative thinking abilities index after participants engage in the program for six months in the public library creative zone. A comparative assessment was carried out by calculating the creative thinking abilities index before and after participation in the program. This study examines three factors of creative thinking ability: fluency, flexibility, and originality. As a result, first, the average standard score was 100, and standard deviation (SD) was a normal distribution of 20. First, there was a significant difference in the fluency for looking at the degree of enhancement in the fluency of the participants’ creative thinking abilities after they participated in the program. Therefore, the creative thinking abilities education can significantly improve the fluency of participants. Second, there was a significant difference in the flexibility. The creative thinking abilities education can significantly improve the flexibility of participants. Third, there was a significant difference in originality. The creative thinking abilities education can significantly improve the originality of participants. Fourth, when the overall creative thinking abilities of the participants were analyzed, there was a significant difference from the creative thinking abilities mean score. The creative thinking abilities education can significantly improve the average score of creative thinking abilities. Finally, there was no difference by gender, but there was a significant difference by grade level for evaluating all creative thinking abilities factors.

scholarly journals PENGARUH PEMANFAATAN MEDIA PEMBELAJARAN DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP HASIL BELAJAR PEMAHAMAN MEMBACA BAHASA INGGRIS

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Sahara . ◽  
Harun Sitompul ◽  
Keysar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Visual Media ◽  
Learning Material ◽  
Computer Based Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Computer Based ◽  
Creative Thinking Ability

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfaatan media pembelajaran berbasis komputer lebih tinggi dengan media berbasis audio visual, (2) hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi lebih tinggi dengan berpikir kreatif rendah dan (3) interaksi antara media pembelajaran dengan kemampuan berpikir kreatif dalam mempengaruhi hasil belajar Pemahaman Membaca Bahasa Inggris siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Tuckey. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang diajar dengan pemanfataan media pembelajaran berbasis komputer dengan media berbasis audio visual, (2) terdapat perbedaan yang signifikan antara hasil belajar Pemahaman Membaca Bahasa Inggris siswa yang memiliki kemampuan berpikir kreatif tinggi dengan berpikir kreatif rendah, dan (3) tidak ada interaksi antara media pembelajaran dan kemampuan berpikir kreatif sehingga media pembelajaran dapat dimanfaatkan untuk siswa yang memiliki kemampuan berpikir kreatif tinggi maupun rendah  dalam penguasaan materi pembelajaran sehingga hasil belajar Pemahaman Membaca Bahasa Inggris yang diperoleh siswa  tinggi. Kata Kunci: media pembelajaran, kemampuan berpikir kreatif terhadap hasil belajar pemahaman                     membaca bahasa Inggris Abstract: This study aims to determine: (1) the results of studying reading Comprehension for students who are taught by media computer based learning is higher than  audio visual media, (2) the results of learning Reading Comprehension for students who have the high creative thinking ability is higher than low ones and (3) interaction between learning media and creative thinking skills in influencing students’ learning outcomes of Reading Comprehension. The method used is a quasi-experimental design with 2 x 2 factorial. The analysis technique using the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use Tuckey test. The findings show: (1) there is a significant difference between the results of studying Reading Comprehension for the students who are taught by media computer based learing and audio visual media , (2) there is a significant difference between the results of studying Reading Comprehension for students who have the creative thinking ability  higher than the low ones, and (3) there is no interaction between the learning media and creative thinking ability, then media computer based learning can be used for the students that have  high creative thinking ability or the low ones to give the effect in mastering the learning material then the learners' could get the high achievement in Reading Comprehension.  . Keywords: learning media, the creative thinking ability towards the learning outcomes of Reading                 Comprehension

scholarly journals The Effect of Synectic Learning Model and Learning Interests on Creative Thinking Ability in Writing Free Poetry for Class V Students of SD Negeri 112320 Aek Kota Batu

2020 ◽  
Vol 3 (4) ◽  
pp. 2141-2152
Author(s):  
Desi Susanty ◽  
Abdurahman Adisaputera ◽  
Anita Yus
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Models ◽  
High Learning ◽  
Design Data ◽  
Significant Difference ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Learning Interest

This study aims to determine: (1) To determine the differences in students' creative thinking skills in writing free poetry between students who are taught with the synectic learning model compared to the reciprocal learning model; (2) To determine the differences in students' creative thinking skills in writing free poetry between students who have high learning interest compared to low learning interest; and (3) to determine the interaction between learning models and interest in learning in influencing students' creative thinking abilities in writing free poetry. This research was conducted at SDN 112320 Aek Kota Batu. The research method used is a quantitative method with a 2x2 experimental design. Data collection techniques used questionnaires and tests. The data analysis technique in this study used the Two Way Anova test. The results showed that: (1) There is a significant difference in the average creative thinking ability of students who are taught with the synectic model compared with the average thinking ability of students taught with the reciprocal model (Fcount = 11.664 and sig. 0.001 < 0.05) ; (2) The average creative thinking ability of students who have high learning interest is higher than the average creative thinking ability of students who have low learning interest (Fcount = 12.165 and sig. 0.001 < 0.05); and (3) There is an interaction between learning models and interest in learning in influencing students' creative thinking abilities (Fcount = 7.054 and sig. 0.011 < 0.05).

scholarly journals Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa

2020 ◽  
Vol 5 (4) ◽  
pp. 478
Author(s):  
Suratman S. Naim ◽  
Suhadi Ibnu ◽  
Aman Santoso
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Challenge Based Learning ◽  
Significant Difference ◽  
Thinking Ability ◽  
Creative Thinking Ability

<p><strong>Abstract: </strong>The purpose of this research was to determine the influence of challenge based learning model on students creative thinking ability. This research is used a quasy-experimental design of the type <em>nonequivalent pretest-posttest control group design</em>. The sample of this research consisted of students of Chemistry Education, Khairun University in the sixth semester, enrolling in the subject of Environmental Chemistry during education year in 2018/2019 from two classes. The experimental class was taught with challenge based learning model and the control class was taught with problem based learning model. The instrument of the research was a creative thinking ability tests with the type of open essay questions that had validity of 77.08% and Alpha Cronbach reliability coefficient of 0.896. The results showed that there was no statistically significant difference in creative thinking ability between the students from the two research classes (ɑ = 0.05), although descriptively the creative thinking ability of the experimental class was better than the control class.</p><strong>Abstrak:</strong> Tujuan penelitian ini adalah untuk mengetahui pengaruh model <em>challenge based learning</em> terhadap kemamampuan berpikir kreatif mahasiswa. Penelitian ini menggunakan rancangan penelitian eksperimental semu tipe <em>nonequivalent</em><em> pretest-posttest control group design</em>. Sampel penelitian ini terdiri dari mahasiswa Pendidikan Kimia, Universitas Khairun angkatan 2016 yang menempuh matakuliah Kimia Lingkungan pada tahun ajaran 2018/2019 dari dua kelas. Kelas eksperimen dibelajarkan dengan model pembelajaran <em>challenge based learnin</em>g dan kelas kontrol dibelajarkan dengan model pembelajaran <em>problem based learning</em>. Instrumen penelitian adalah tes kemampuan berpikir kreatif dengan jenis soal esai terbuka yang memiliki validitas isi 77,08% dan koefisien reliabilitas <em>Alpha Cronbach</em> 0,893. Hasil penelitian memperlihatkan bahwa tidak ada perbedaan yang signifikan antara kemampuan berpikir kreatif mahasiswa dari kedua kelas penelitian (ɑ = 0.05), walaupun secara deskriptif kemampuan berpikir kreatif kelas eksperimen lebih bagus daripada kelas kontrol.

scholarly journals Effects of Illustrated Glossary of Plant World Material on Students Creative Thinking Ability

2020 ◽  
Vol 4 (3) ◽  
pp. 469
Author(s):  
Egi Purnama ◽  
Evi Suryawati ◽  
Zulfarina Zulfarina
Keyword(s):  
Plant Material ◽  
Creative Thinking ◽  
Average Score ◽  
School Grade ◽  
High School Grade ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
The Subject ◽  
Creative Thinking Ability

This study aims to look at the effect of pictorial glossaries on the creative thinking abilities of class X students,  SMAN 1 Teluk Kuantan on the subject of the Plant World. This type of research was quasi-experimental research. The study population was all high school grade X students as a hypothetical population. The research sample consisted of 67 people consisting of 33 students in class X MIPA 1 as a control class and 34 students in class X MIPA 2 as an experimental class. Data collection techniques used observation sheets. The result shows that average score of the creative thinking ability of the control class students obtained a mean of 64 with a moderate category while the experimental class obtained an average of 74 with a high category. This shows the influence of glossary media in the material world of plants in SMAN 1 Teluk Kuantan with a significant level of 0.05. Thus, there is an influence of the use of pictorial glossaries on the creative thinking abilities of the control class students with the experimental class on plant material in the learning process.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SMP MELALUI MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE, AND SHARE DAN MODEL PROBLEM CENTERED LEARNING

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Nia Marito Pakpahan ◽  
Mangadar Simbolon
Keyword(s):  
Learning Outcomes ◽  
Creative Thinking ◽  
Model Problem ◽  
Student Learning Outcomes ◽  
Mathematical Skills ◽  
Significant Difference ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Math Problems ◽  
Low Ability

The ability of creative thinking is one of the important mathematical skills, but fromthe results of previous research indicates the low ability of students' mathematical creativethinking. One of the factors causing the low ability of students' mathematical creative thinkingbecause students who are less active in expressing ideas creatively in solving problems,sparked his ideas, and detailed the problem. Therefore, it is needed a learning model that canaccelerate students' activeness in solving math problems. The author conducted research onthe application of Search, Solve, Create and Share (SSCS) model and Problem CenteredLearning (PCL) model to help improve students' mathematical creative thinking ability. Datacollection techniques use test instruments to measure student learning outcomes. The resultsof this study indicate that: (1) students' creative thinking ability using Search, Solve, Createand Share (SSCS) model is in high category, while PCL model is in moderate category, (2)there is a significant difference between improvement the ability of mathematical creativethinking between students who obtained the Search, Solve, Create and Share (SSCS) modeland students who obtained the PCL model, and (3) the students' response to Search, Solve,Create and Share (SSCS) models and PCL entered into " like ".

scholarly journals Analisis Kemampuan Berpikir Kreatif dan Proses Pengembangan Kemampuan Berpikir Kreatif Siswa SMP pada Pembelajaran Biologi

2018 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Hilman M. Firdaus ◽  
Ari Widodo ◽  
Diana Rochintaniawati
Keyword(s):  
Creative Thinking ◽  
Female Students ◽  
Male And Female ◽  
Creative Ability ◽  
Whole Process ◽  
Significant Difference ◽  
Thinking Ability ◽  
Research Students ◽  
Teaching Learning ◽  
Creative Thinking Ability

The aim of this research was to analyse students’ creative thinking ability and the process involved in the development of students’ creative thinking, as well as to examine the differences between male and female students, in order to provide a better understanding of both gender in creative thinking ability. Creative thinking is represented by four indicators; fluency, flexibility, originality, and elaboration. In this research students’ creative thinking was measured by using a Test of Creative Thinking Ability, which consisted of five open-ended questions, while the process of creative thinking development was obeserved throughout the classroom teaching-learning activities, as well as the strategies and approaches implied by the teacher. The result showed student’s creative thinking ability was adequate (59%), in which the students scored the highest number in fluency (71,2%), followed by elaboration (59,5%), originality (58,5%), and flexibility (46,8%). Meanwhile, the process of creative thinking development was considered generally adequate in supporting students’ creative thinking ability, the score of the whole process in each indicators were: fluency (85,7%), flexibility (85,7%), originality (78,5%), elaboration (94,5%). Quantitative data analysis showed a statistically different results of fluency and elaboration between male and female students, while the result in flexibility and originality showed no-significant difference between both gender. Positive response related to students’ perception about their creative thinking ability were obtained using the students’ questionnaire as the instrument. Most of the students had a great perception of ther creative ability, where male students tend to have higher perspective about their creative ability than female students.

Intelligence and Creative Thinking Ability in Learning to Perform a Non-Entrenched Colour-Naming Task

1989 ◽  
Vol 19 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Frank D. Bokhorst
Keyword(s):  
Information Processing ◽  
Creative Thinking ◽  
A Priori ◽  
Naming Task ◽  
Error Rates ◽  
Computer Assisted ◽  
Thinking Ability ◽  
Before And After ◽  
Student Volunteer ◽  
Creative Thinking Ability

Using a non-entrenched colour-naming task originally introduced by R.J. Sternberg, information-processing analysis of performanoe by student volunteer subjects was done before and after extensive computer-assisted training. Mean response latency and error rates improved substantially after training, and the degree of change was substantially correlated with the Torrance Tests of Creative Thinking (TTCT). Correlations with the Cattell Culture Fair Intelligence Test (Cattell test) were equivocal due to the low power of the present research design. The evidence showed a possible relationship between non-entrenchment, task novelty and creative thinking ability. Information processing analysis of performance based on the a priori model used in the original Sternberg experiment yielded results similar to previous research findings. This justified a conclusion that the model was robust for both pre- and post-training performance.

scholarly journals Pengaruh Metode Pembelajaran Karya Kelompok Terhadap Keterampilan Proses Sains Dengan Kovariabel Kemampuan Berpikir Kreatif Siswa Pada Mata Pelajaran Biologi

2018 ◽  
Vol 8 (2) ◽  
pp. 167-179
Author(s):  
Theodora Sarlotha Nirmala Manu ◽  
Fransina Th. Nomleni
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Coefficient Of Determination ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference ◽  
Thinking Ability ◽  
Creative Thinking Ability

The purpose of this research is to determine: (1) the difference of the science process skills of students learning using group workshop method with students using the discussion method; (2) differences in the condition above, after the ability of creative thinking covariable is controlled; and (3) the contribution of creative thinking covariable towards the science process skills of students. This experimental research used the post-test only control group design, with the population of 210 students of grade XI SMA Negeri 7 Kota Kupang. The total samples were 140 students, distributed in 2 experimental classes and 2 control classes. The data was collected by observing the science process skills using creative thinking skill test. The data were analyzed in descriptive and inferential statistics using one-way covariance analysis (Anacova). The result indicated that: (1) there was a significant difference of science process skills between the students learning using the group workshop method with students learning using the discussion method with an F value of 50,964; p ≤ 0.05.; (2) Having controlled the student’s creative thinking ability, there was a significant difference between student’s science process skills among students who enrolled in group workshop method with the students enrolled in the discussion method; where F=17.822; p ≤ 0,05. (3) Creative thinking ability contributed to the science process skills with the coefficient of determination equals to r2=(0,430)2 = 0,185 or 18,5%. The results indicate that the application of group workshop methods has positive effect on improving students' science process skills and creative thinking skills.

scholarly journals MODEL DISCOVERY LEARNING DENGAN PENDEKATAN SAINTIFIK BERMUATAN KARAKTER UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF

2016 ◽  
Vol 4 (01) ◽  
Author(s):  
Hendra Erik Rudyanto
Keyword(s):  
Creative Thinking ◽  
Positive Influence ◽  
Discovery Learning ◽  
Average Score ◽  
Model Learning ◽  
Average Value ◽  
Device Discovery ◽  
Thinking Ability ◽  
Scientific Approach ◽  
Creative Thinking Ability

<p>This Study aims to produce a model learning device discovery learning with scientific approach to improve the character charged valid creative thinking, practical and effective. The model refers to a model of learning development includes activities Plomp initial investigation, design, realization/contruction, testing, evaluation and revision. The results showed that (1) learning tools developed valid; syllabus ehit an average of 3,3 (very good); RPP with an average of 3,2 (good); LKS with an average of 3,2 (good); textbook student with an average of 3,3 (very good); and TKBK with an average of 3,5 (good).; (2) the stated learning practical , namely: 1) the activity of student on both criteria, an average score 74,1%; 2) the activity of the teacher are very good on the criterion, the average score of 98,25; 3) positive teacher response, a score of 97,14; 4) positive students response, average 89,73.; (3) the learning of mathematics is declared effective the indicator 1) traffic to think creatively achieve mastery with the average value of 71,55 and a classical completeness reaches 90%; 2) the average grade of creative thinking ability model of discovery learning with scientific approachis better than ekspositori class; 3) the character of the curiosity and skills to communicate a positive influence on the ability to think creatively; and 4) an increase in the ability to think creatively in class models discovery learning with scientific approach.</p><p> </p><p><strong>Keywords</strong>: discovery learning, scientific approach, creative thinking ability.</p><p> </p>

scholarly journals Pengaruh Model Problem Based Learning Terhadap Kemampuan Berpikir Kreatif Peserta Didik SMA

2018 ◽  
Vol 6 (2) ◽  
pp. 66
Author(s):  
Agustina Elizabeth ◽  
Maria Magdalena Sigahitong
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Average Score ◽  
Control Group ◽  
Control Group Design ◽  
Ability Test ◽  
Thinking Ability ◽  
Creative Thinking Ability

Has be done research about the effect of Problem Based Learning model on students’ creative thinking abilityin SMAS Katolik St. John Paul II maumere. This type of research is a quasi experiment with the Nonequivalent Control Group Design. Sampling is done by nonprobability sampling technique, (class XI MIA 1 and class XI MIA), which is satueated sampling where all populations are sampled. The creative thinking ability of students in this study were collected with creative thinking ability test in the form of essay test consisted 10 items and observation sheets. The result showed that : 1) the average score of creative thinking ability from students who take learning using Problem Based Learning model are 73.80; 2) the average score of creative thinking ability from students who take learning with Expository Learning model are 65.97; 3) there are differences in creative thinking ability significantly between students who learn to use the Problem Based Learning model with students who learn to use Expository Learning model. Students who learned Problem Based Learning model show better think creative than who learned Expository Learning model. Thus, Proble, Based Learning model influences students creative thinking abilities.

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