scholarly journals Fostering creativity through the active learning model Kanban2C

2016 ◽  
Vol 8 ◽  
Author(s):  
Robert A. Pierce
Keyword(s):  
Active Learning ◽  
Creative Thinking ◽  
Academic Discipline ◽  
Thinking Skills ◽  
Learning Model ◽  
Knowledge Transmission ◽  
Disciplinary Boundaries ◽  
Transmission Of Knowledge ◽  
Hands On ◽  
Fostering Creativity

To many instructors, the cultivation of creative and reflective thinking contradicts a main aim of most university classes, the transmission of knowledge. The roots of this imagined opposition, thinking versus knowledge-transmission, is old. In the modern era, it originated early in the twentieth century when progressives, wanting to foster thinking skills, broke ranks with traditional instructors focused on the transmission of knowledge. Imagining creative thinking and knowledge acquisition as opposites, however, diminishes the importance of both. Knowledge is central to understanding contexts with potential value, while creative thinking skills are necessary to producing originality within (and thus enhancing) those contexts. Creativity requires both: originality and value.This session has two aims. The first is for participants to understand the main elements of creative thinking. Grounded in research, the theoretical half of the session will cross disciplinary boundaries, as creativity in any discipline rests on the same elements of thinking. The second aim is for participants to experience an active learning model called Kanban2C (Kanban-to-Creativity), which fosters elements of creative thinking. Grounded in practice, this flexible instructional model – suitable for use in many disciplines – demonstrates how elements of creative thinking can develop in content-specific (knowledge-transmission) contexts. This session will be interactive and include several different hands-on creativity exercises to explore key elements of creativity. Then, participants will experience Kanban2C: work cooperatively, move around, think creatively, and, in the process, learn how to foster creativity while transmitting knowledge. Afterwards, participants will brainstorm ways to apply Kanban2C to their academic discipline.  

scholarly journals Pembelajaran Berbasis Proyek Menggunakan Senam Transformasi dan Tetris Geogebra untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 657-666
Author(s):  
Muhammad Abror
Keyword(s):  
Data Analysis ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Significant Difference

The ability to think creatively is an important ability in mathematics to deal with the demands of the 21st century. One learning model that can improve students' mathematical creative thinking skills is Project Based Learning. This study aims to determine the improvement of students' mathematical creative thinking abilities through Project Based Learning using Transformation Gymnastics and Tetris GeoGebra. Research instruments used in this study is a test in the form of description, consisting of pretest and posttest that measures the ability of mathematical creative thinking including fluency, flexibility, originality, and elaboration. Data analysis includes tests of normality, homogeneity, and t-test using SPSS application assistance. The results showed that there was a significant increase in the value of students' creative thinking abilities, both in classrooms with Project Based Learning using Transformation Gymnastics and in classrooms with Project Based Learning using Tetris GeoGebra. There was no significant difference between the average posttest in the two classes. Thus, the two project tasks used in this Project Based Learning can be used in learning Transformation material.

scholarly journals Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills

2019 ◽  
Vol 7 (3) ◽  
pp. 205 ◽  
Author(s):  
Muhammad Zaky
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.

Creative Thinking and Reflective Teaching in Prospective Teachers

2018 ◽  
pp. 115-132
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Prospective Teachers ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
University Education ◽  
Reflective Teaching ◽  
Future Research ◽  
Cross Cultural Differences ◽  
Hands On

Reflective thinking skills are vital for the modern education in schools. Five important reflective thinking skills are identified so far in the scientific literature: Observation, communication, judgment, decision making, and team working. Additionally, creative thinking is becoming more and more regarded as a necessary part of the educational process. In this chapter, an attempt is made to clarify what a sample of prospective teachers in Greece believe about reflective teaching, while at the same time their knowledge and attitudes towards creative thinking are examined. Results indicated that respondents were not fully informed during their formal university education about creative thinking and reflective teaching, while they also lacked hands-on experience and relevant skills. Future research should further focus on cross-cultural differences regarding creative thinking attitudes and reflective teaching in prospective and professional in-service teachers.

Application of peer assessments learning model to build student’s creative thinking skills in calculus materials with the open-ended approach

2020 ◽  
Author(s):  
Yunita Susilawati ◽  
Hendro Permadi ◽  
I. Nengah Parta ◽  
Norasykin Binti Mohd Zaid
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)

2020 ◽  
Vol 3 (2) ◽  
pp. 55-60
Author(s):  
Roby Firdian Ruswanda ◽  
Achi Rinaldi ◽  
Siska Andriani ◽  
Gusti Ayu Farah Nabilla
Keyword(s):  
Experiential Learning ◽  
Creative Thinking ◽  
Zone Of Proximal Development ◽  
Thinking Skills ◽  
Learning Model ◽  
Proximal Development ◽  
Significance Level ◽  
Quasi Experimental ◽  
The One ◽  
One Way Anova

This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning.   Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  sama baiknya dengan Model pembelajaran Experiential Learning,  Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning  lebih baik dengan pembelajaran konvensional.

scholarly journals EFEKTIVITAS MODEL ICARE UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF ALAT OPTIK

2021 ◽  
Vol 7 (1) ◽  
pp. 193
Author(s):  
Risda Destari ◽  
Parsaoran Siahaan ◽  
Ridwan Efendi
Keyword(s):  
Effect Size ◽  
Creative Thinking ◽  
Real Life ◽  
Thinking Skills ◽  
Learning Model ◽  
Test Results ◽  
Optical Instrument ◽  
Significance Level ◽  
Quasi Experimental ◽  
Normalized Gain

ABSTRAKTujuan pendidikan pada saat ini adalah untuk mendidik individu yang dapat memecahkan suatu permasalahan yang mereka temui dalam kehidupan sehari-hari. Salah satu keterampilan yang dibutuhkan untuk memecahkan permasalahan yaitu keterampilan berpikir kreatif. Keterampilan berpikir kreatif merupakan salah satu cara berpikir yang dibutuhkan dalam kehidupan kerja dan masyarakat di abad 21, yang harus dilatihkan kepad apeserta didik Ketika proses pembelajaran. Namun kenyataannya, keterampilan berpikir kreatif ini jarang sekali dilatihkan kepada peserta didik dalam proses pembelajaran. Maka penelitian ini bertujuan untuk menerapkan model pembelajaran ICARE untuk meningkatkan keterampilan berpikir kreatif peserta didik pada materi alat optik. Digunakan metode penelitian semu (quasi experiment) dengan desain one group pretest posttest. Instrumen penelitian berupa soal uraian sebanyak 12 soal yang sudah diuji validitas dan reliabilitasnya. Partisipan dalam penelitian ini adalah 24 peserta didik, dengan mengunakan teknik analisis data gain ternormalisasi untuk melihat peningkatan keterampilan berpikir kreatif dan uji effect size untuk mengetahui efek dari model pembelajaran ICARE. Hasil penelitian berupa nilai gain ternormalisasi sebesar 0,44 yang termasuk kategori sedang dengan taraf signifikansi 0,05. Selanjutnya diperoleh hasil uji effect size untuk keterampilan berpikir kreatif sebesar 3,47 yang termasuk pada kategori tinggi. Hasil ini menunjukan bahwa model pembelajaran ICARE efektif dalam meningkatkan keterampilan berpikir kreatif peserta didik pada materi alat optik. Kata kunci: model pembelajaran ICARE; keterampilan berpikir kreatif; alat optik ABSTRACTThe purpose of education is to guide students to solve problems in real life. One of the skills needed to solve problems is creative thinking skills. Creative thinking skills are one of the ways of thinking that a person needs in work life and society in the 21st century. However, in reality, these creative thinking skills are not trained to students in the learning process. So, this study aims to apply the ICARE learning model to improve the creative thinking skills of class XI SMA students on optical instrument material. A quasi-experimental research method was used with a one-group pretest-posttest research design. The instrument in this study was 12 questions that were reliable and valid in terms of descriptions of creative thinking skills and were given a score of 1-4 in accordance with the assessment rubric. Participants in this study were 24 students, with data analysis techniques using N-Gain and the effect size to determine the effect of the ICARE learning model. The result of this research is a normalized gain value of 0.44 which is included in the medium category with a significance level of 0.05. Furthermore, the effect size test results obtained for creative thinking skills of 3.47 which are included in the high category. These results that the ICARE learning model is effective in improving students' creative thinking skills in optical instrument material. Keywords: ICARE learning model; creative thinking skills; optical material

scholarly journals Keterampilan Berpikir Kreatif Peserta Didik yang Diajar Melalui Model Pembelajaran Pjbl dan Model Konvensional Materi Pencemaran Lingkungan

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Sitti Ashriah ◽  
Abd. Muis ◽  
A. Faridah Arsal
Keyword(s):  
Environmental Pollution ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Average Value ◽  
Creative Thinking Skill

Abstract. This research aims to find out the difference of students’ creative thinking skill using the PjBL learning model and conventional learning model for environmental pollution material. This research is a quasi-experiment with pretest-posttest control group design. The population were all the students of class VII and the sample were 34 students of class VII A and VII C. Data collection techniques used an essay. Data analysis in this study was conducted by t-test. The results showed that (1) creative thinking skill of students taught using PjBL learning model of environmental pollution material are in the moderate category with an average value of 58.23; (2) creative thinking skill of students taught using conventional learning model of environmental pollution are in the low category with an average value of 46.70; (3) there is difference of students’ creative thinking skill using PjBL learning model and conventional learning model of environmental pollution materials where students taught through PjBL learning model have higher creative thinking skills than taught by conventional learning model.Keywords: creative thinking skill, project-based learning, coventional learning.   

scholarly journals Model Pembelajaran Creative Problem Solving pada Kemampuan Berpikir Kreatif dan Hasil Belajar Tematik Siswa Sekolah Dasar

2020 ◽  
Vol 5 (3) ◽  
pp. 361
Author(s):  
Resti Ajeng Pramestika ◽  
Heri Suwignyo ◽  
Sugeng Utaya
Keyword(s):  
Learning Outcomes ◽  
Creative Thinking ◽  
Score Test ◽  
Thinking Skills ◽  
Learning Model ◽  
Posttest Score ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Thematic Learning

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p class="Abstract"><strong>Abstract:</strong> The purpose of this study is describe the differences a creative thinking skills and thematic learning outcomes learned using CPS learning model in the experiment class and students learned with conventional models in the control class. This research using a quasi experimental design with a non-equivalent control group design using the pretest-posttest score test and creative thinking ability questionnaire. Research data was obtained through tests. The results a research show that (1) there was a significan influences a CrPS learning model on students 'creative thinking abilities, (2) there was the influence of the CPS learning model on students' thematic learning outcomes.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Tujuan penelian ini yaitu untuk mendeskripsikan perbedaan antara kemampuan berpikir kreatif dan hasil belajar tematik yang diterapkan dengan model pembelajaran CrPS di kelas eksperimen serta siswa yang diterapkan dengan model konvensional di kelas kontrol. Penelitian ini menggunakan <em>design quasi eksperimen </em>dengan rancangan <em>nonequivalent control group </em>dengan menggunakan nilai tes <em>pretest-posttest</em>. Data penelitian diperoleh melalui tes dan angket kemampuan berpikir kreatif. Penelitian menunjukkan hasil (1) terdapat pengaruh yang signifikan model pembelajaran CPS terhadap kemampuan berpikir kreatif siswa, (2) terdapat pengaruh model pembelajaran CPS terhadap hasil belajar tematik siswa.</p></td></tr></tbody></table></div>

scholarly journals IMPLEMENTATION OF TPS LEARNING MODELS WITH PROBLEM POSING TO TRAIN CREATIVE THINKING ON ACID-BASE

2020 ◽  
Vol 11 (2) ◽  
pp. 87-103
Author(s):  
Wisma Imelda Setyowati ◽  
Rusmini Rusmini
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Problem Posing ◽  
Acid Base ◽  
School Students ◽  
Average Percentage ◽  
Student Activity

The research aims to be aware of the implementation of the TPS learning model with problem posing strategies on acid-base, student activity, creative thinking skills, completeness of learning outcomes, and responses of the learning model used. Use one group pretest-posttest research design and was applied to 54 high school students in class XI. The average percentage obtained by the feasibility of the learning model to 91.67% at the first meeting and to 98.60% at second meeting which both of them fall into the excellent category. The relevant activities result at the first meeting to 94,69% and irrelevant by 5,31% while activities of relevant at second meeting to 93,09% and irrelevant by 6,91%,, creative thinking skills increased by a percentage of 40.74% for the high category, 44.44% medium category, and 14.82% low category, for classical completeness learning outcomes by 88.89 %, and students' responses were 95.60% positive while 4.40% for negative responses.

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