Developing creative thinking ability and science concept understanding through SCSS problem solving oriented performance assessment teaching at primary schools

2017 ◽  
pp. 243-247
Author(s):  
I.N. Jampel ◽  
I.W. Widiana
Keyword(s):  
Problem Solving ◽  
Performance Assessment ◽  
Primary Schools ◽  
Creative Thinking ◽  
Science Concept ◽  
Concept Understanding ◽  
Thinking Ability ◽  
Creative Thinking Ability

scholarly journals EFEKTIVITAS PENGGUNAAN MODEL OPEN-ENDED PROBLEM TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN KEMAMPUAN PEMECAHAN MASALAH SISWA PADA PEMBELAJARAN FISIKA

2019 ◽  
Vol 2 (2) ◽  
pp. 73-78
Author(s):  
Heko Akbar Ahmad ◽  
Desy Hanisa Putri ◽  
Connie Connie
Keyword(s):  
Problem Solving ◽  
Experimental Design ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Problem Model ◽  
Thinking Ability ◽  
Creative Thinking Ability

Penelitian ini bertujuan untuk menjelaskan bagaimana efektivitas penggunaan model open-ended problem terhadap  kemampuan berpikir kreatif dan kemampuan pemecahan masalah. Jenis penelitian ini adalah Pre Experimental Design dengan tipe one group pretest postest design. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan terhadap kemampuan berpikir kreatif  (thitung = 31,47 lebih besar dari ttabel = 1,69) dan kemampuan pemecahan masalah siswa (thitung = 4, 95 lebih besar dari ttabel = 1,69) yang diajarkan menggunakan model open-ended problem   untuk variabel kemampuan berpikir kreatif dan  variabel kemampuan pemecahan masalah. Dengan hasil uji N-gain sebesar 0,74 untuk kemampuan berpikir kreatif dan 0,63 untuk uji N-gain pada kemampuan pemecahan masalah sehingga dapat disimpulkan bahwa model open-ended problem  efektif diterapkan pada kemampuan berpikir kreatif dan kemampaun pemecahan maalah siswa. Kata kunci : Open-Ended Problem, Kemampuan Berpikir Kreatif, Kemampuan Pemecahan Masalah This research was aimed to explain how the effectiveness of using the open-ended problem model  on creative thinking skills and problem solving abilities. The type of this research was Pre Experimental Design with one group pretest posttest design. The results showed that there was a significant effect on creative thinking skills (tcount = 31.47 which is greater than ttable = 1.69) and students' problem solving abilities (tcount = 4, 95 which is greater than ttable = 1.69), who were taught to use the open-ended problem model for creative thinking ability variables and problem solving ability variables. With the results of the N-gain test of 0.74 for the creative thinking skills and 0.63 for the N-gain test on problem solving abilities, it can be concluded that the open-ended problem model is effectively applied to creative thinking skills and students' problem solving abilities. Keywords: Open-Ended Problem, Creative Thinking Skills, Problem Solving Ability 

scholarly journals KORELASI MODEL GROUP INVESTIGATION DENGAN KEMAMPUAN BERPIKIR KREATIF DAN KEMAMPUAN PEMECAHAN MASALAH

2018 ◽  
Vol 3 (2) ◽  
pp. 139-154
Author(s):  
Umar Soleh ◽  
Ferry Ferdianto ◽  
Setiyani Setiyani
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Sampling Technique ◽  
Mean Value ◽  
Model Group ◽  
Student Activity ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
And Control ◽  
Relationship Of

The purpose of this research is to know the relationship of Group Investigation model with creative thinking ability and problem solving ability. Model Group Investigation is a group-based learning model where students are given opportunities to discuss, think critically, and be responsible for the learning. The research method used is experimental method, with sampling technique used is Purposive Sample. The instrument used in this research is the observation sheet of student activity, the question of creative thinking ability and the problem solving test problem. The test used is Pearson Product Moment correlation test, ANOVA Factorial test, and uji t. The results of this study are: (1) student activity in learning mathematics by using Group Investigation model overall percentage reaches 65,6% and included in good category; (2) there is correlation of Group Investigation model with creative thinking ability; (3) there is correlation of Group Investigation model with problem solving ability; (4) there is a correlation of Group Investigation model with creative thinking ability and problem-solving ability; (5) there is difference of average ability of creative thinking and problem solving ability between experiment class student and control class student, with mean value of experiment class is 76,60 whereas mean value of control class is 68,57.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN SELF EFFICACY SISWA MENGGUNAKAN MODEL CREATIVE PROBLEM SOLVING PADA MATERI SISTEM KOLOID

Vidya Karya ◽  
2017 ◽  
Vol 32 (1) ◽  
Author(s):  
Wahyu Wahyu ◽  
Rusmansyah Rusmansyah ◽  
Arif Sholahuddin
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Colloid System ◽  
Thinking Ability ◽  
Good Score ◽  
Creative Problem ◽  
Creative Thinking Ability

Abstract. This study aims to improve teacher and students activities, creative thinking ability, self efficacy, and student learning outcomes in Colloid system material using creative problem solving model. The subjects were 36 students of grade XI IPA SMA PGRI 4 Banjarmasin. This classroom action research was conducted in 2 cycles through the stages of planning, action, evaluation and observation, and reflection. The data were collected using observation instruments, creative thinking skills tests, student achievement test, and questionnaires. Analysis of the data used qualitative and quantitative analysis techniques. The results of the cycle I and cycle 2 showed: (1) there was an increase in teacher and student activities from good to very good, (2) students' creative thinking ability increased from moderate to high, (3) self efficacy of students increased from moderate to high, (4) students' learning outcomes on the attitude aspects improved from good (score 71,53) to be very good (score 86.34), the skill aspects improved from good enough to good, and the percentage of students' mastery increased from 52.78% in the first cycle to 83.33% in te second cycle.                  Keywords: Creative problem solving, creative thinking ability, self efficacy, colloid system. Abstrak. Penelitian ini bertujuan untuk meningkatkan aktivitas guru dan aktivitas siswa, kemampuan berpikir kreatif, self efficacy, dan hasil belajar siswa pada materi sistem Koloid menggunakan model pembelajaran creative problem solving. Subjek penelitian adalah 36 orang siswa kelas XI IPA SMA PGRI 4 Banjarmasin. Penelitian tindakan kelas ini dilakukan dalam 2 siklus melalui tahap-tahap perencanaan, tindakan, evaluasi dan observasi, dan refleksi. Data dikumpulkan menggunakan instrumen observasi, tes kemampuan berpikir kreatif, tes hasil belajar, dan angket. Analisis data menggunakan teknik analisis kualitatif dan kuantitatif. Hasil penelitian siklus I dan siklus 2 menunjukkan: (1) terjadi peningkatan aktivitas guru dan aktivitas siswa dari baik menjadi sangat baik, (2) kemampuan berpikir kreatif siswa meningkat dari sedang menjadi tinggi, (3) self efficacy siswa menigkat dari sedang menjadi tinggi, (4) hasil belajar siswa pada aspek sikap meningkat dari baik (skor 71,53) menjadi sangat baik (skor 86,34),  aspek keterampilan meningkat dari cukup baik menjadi baik, dan persentase ketuntasan pengetahuan siswa meningkat dari 52,78% pada siklus I menjadi 83,33% di siklus II.Kata kunci: creative problem solving, kemampuan berpikir kreatif, self efikasi, sistem koloid.

scholarly journals Profil Keterampilan Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Kepribadian

2018 ◽  
Vol 6 (2) ◽  
pp. 143
Author(s):  
Nur Afiah Azis
Keyword(s):  
Problem Solving ◽  
Test Data ◽  
Creative Thinking ◽  
Personality Type ◽  
Personality Types ◽  
Thinking Skill ◽  
Thinking Ability ◽  
Data Problem ◽  
Creative Thinking Ability ◽  
Creative Thinking Skill

Abstrak Kemampuan berpikir kreatif merupakan suatu hal yang sangat diperlukan untuk mendorong seseorang terampil memecahkan masalah. Setiap orang mempunyai cara berpikir kreatif yang berbeda karena setiap orang mempunyai tipe keperibadian yang beragam. Penelitian ini bertujuan untuk mendeskripsikan profil keterampilan berpikir kreatif siswa bertipe kepribadian sanguinis, koleris, melankolis, dan phlegmatis dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif dengan subjek penelitian berjumlah tujuh siswa Gradien Private yang terdiri dari satu subjek pada masing-masing tipe kepribadian. Data yang diperoleh dalam penelitian ini yaitu data hasil tes kepribadian, data hasil tes pemecahan masalah, dan data hasil wawancara. Tes pemecahan masalah dianalisis dengan mendeskripsikan komponen-komponen berpikir kreatif, yaitu kefasihan, fleksibilitas, dan kebaruan. Hasil penelitian menunjukkan bahwa setiap tipe kepribadian mempunyai keterampilan berpikir kreatif yang berbeda-beda dalam memecahkan masalah. Tipe kepribadian phlegmatis mampu menunjukkan komponen kefasihan, fleksibilitas, dan kebaruan. Tipe kepribadian sanguinis, dan koleris mampu menunjukkan komponen kefasihan, dan fleksibilitas, sedangkan tipe kepribadian melankolis hanya mampu menunjukkan komponen kefasihan. Semua tipe kepribadian menggunakan cara coba-coba dalam memecahkan masalah. Kata kunci: Berpikir kreatif, pemecahan masalah, tipe kepribadian. Abstract Creative thinking ability is needed to push everyone to solve the problem skill fully. Everyone has different way in creative thinking because everyone has different personality type. The aim of this research is to describe the profile of creative thinking skill of students personality type sanguine, choleric, melancholic, and phlegmatic in problem solving. This research is descriptive using qualitative approach. This research is conducted on 7 students at Gradien Private consist of one subjects in each personality type. The data obtained in this research are personality test data, problem solving test data, and interview data. Problem solving test is analyzed by describing the creative thinking components those are fluency, flexibility, and novelty. The result shows that each personality type has different creative thinking skill in solving problem. Phlegmatic personality types is able to show the components of fluency, flexibility, and novelty. Sanguine, and choleric personality types are able to show the components of fluency, and flexibility, but personality type of melancholic is only able to show fluency components. Those four personality types use trial and error to solve the problem

scholarly journals PENINGKATAN BERPIKIR KREATIF DAN HASIL BELAJAR FISIKA MELALUI PENDEKATAN CREATIVE PROBLEM SOLVING (CPS)

2013 ◽  
Vol 2 (2) ◽  
pp. 49
Author(s):  
Bambang Subakir
Keyword(s):  
Problem Solving ◽  
High Activity ◽  
Learning Process ◽  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Creative Problem Solving ◽  
Thinking Ability ◽  
Creative Problem ◽  
Creative Thinking Ability

The objective in this research to describing implementation oflearning physics using the approach Creative Problem Solving (CPS) toimprove creative thinking skills and students’ achievement in class XI IPA-1SMA Harapan 3 Delitua. The research method applied is Classroom ActionResearch (CAR) through two learning cycles; each cycle consisted byplanning, implementation, observation and reflection. The results showedthat learning physics with CPS approach can improve students’ ability tothink creatively. After learning undertaken by the CPS approach increasedstudents ability to think creatively and achievement. This is evidenced by: (1) Increasing the number of students who pass out of 12 person in the first cycleto 29 person in the second cycle with an average of 77,39 learning outcomes.N-gain in the first cycle of 0.19 is included in the category of low-and N-gainin the second cycle of 0.30 is included in the medium category, (2) Activitygroup average student in the learning process are included in the categoryActivities Fair increased to High Activity category, and (3) The use ofcreative thinking of students in the first cycle an enough increased to a highin the second cycle. Creative thinking ability of students in teaching physicsto provide benefits in solving problems in the community.

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