scholarly journals THE ROLE OF KNOWLEDGE MASTERY AND SCIENCE PROCESS SKILLS TO INCREASE THE SCIENTIFIC CREATIVITY

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Zulkarnaen Zulkarnaen ◽  
ZA Imam Supardi ◽  
Budi Jatmiko
Keyword(s):  
Significant Role ◽  
Creative Thinking ◽  
Coefficient Of Determination ◽  
Teaching Model ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Science Process Skills ◽  
8Th Grade

The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

scholarly journals Development of Natural Science Learning Tools with Guided Inquiry Model Assisted by Real Media to Improve Students' Scientific Creativity and Science Process Skills

2020 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Aris Doyan ◽  
Susilawati Susilawati ◽  
Hardiyansyah Hardiyansyah
Keyword(s):  
Natural Science ◽  
Science Learning ◽  
Lesson Plans ◽  
Process Skills ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Science Process Skills ◽  
The Subject

This study aims to develop science learning tools with guided inquiry models assisted by real media to improve scientific creativity and science process skills of grade VIII students at SMP IT Male and SMP IT Female Mataram on light and optical equipment. The development of this tool adopts the development of Dick and Carey. The resulting products are in the form of learning tools in the form of syllabus, lesson plans, LKPD, scientific creativity instruments and science process skills. Before being used, the device was validated by four expert validators and the result was that the device developed was suitable for use in learning. To test the effectiveness of the device, scientific creativity and scientific process skills were tested. The results of the scientific creativity test obtained an average N-Gain of 0.4. This shows that the device developed is quite effective in increasing the scientific creativity of students in the two schools being the subject. The second effectiveness test is the science process skills test. The average N-Gain value obtained was 0.7, this indicates that the learning device developed with a guided inquiry model assisted by real media is very effective in improving students' science process skills.

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.

The Small Mammal Project: Engaging Students as Scientists

2017 ◽  
Vol 79 (3) ◽  
pp. 200-206
Author(s):  
Erika V. Iyengar ◽  
Paul T. Meier ◽  
Rachel E. Hamelers
Keyword(s):  
College Courses ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Scientific Investigations ◽  
Hands On ◽  
Upper Level ◽  
Multiple Species ◽  
Dissemination Of Results ◽  
Scientific Questions

This article describes a sustained, student-driven, inquiry-based set of activities meant to illuminate the scientific process from the initial scientific questions to oral dissemination of results. It is appropriate for science majors and nonmajors, advanced high school through upper-level college courses. Involving students in hands-on, self-driven investigations will allow them to see the challenges of quantitative scientific investigations, and the role of scientific creativity in experimental design and interpretation. This project allows a large group of students to engage in the type of research project often only available to students working one-on-one with instructors or in research labs. This activity requires skeletons of multiple species of small mammals, but there are many ways to alter the project to suit available resources. We expect that students involved in hands-on, self-directed scientific investigations early in their academic careers are less likely to view science as a mere accumulation of facts and more likely to be empowered to participate later in more sustained scientific investigations.

scholarly journals Learning of Multimedia-Based Physics Concept Applications to Improve Students’ Motivation and Science Process Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 681
Author(s):  
Jabaliah Jabaliah ◽  
Muhammad Adlim ◽  
Muhammad Syukri ◽  
Evendi Evendi
Keyword(s):  
High School ◽  
Student Motivation ◽  
Daily Life ◽  
Mastery Learning ◽  
Sampling Techniques ◽  
Process Skills ◽  
Scientific Process ◽  
Science Process Skills ◽  
Post Test ◽  
Concept Application

Physics concept application is widely applied in daily life but students have a lack of knowledgeconcerning the concept of physics application. This research aimed to examine the motivation and skills of the scientific process through learning the concept of multimedia-based physics applications. This is experimental research, conducted on Year IX students of Islamic Senior High School. Samples were taken with purposive sampling techniques and divided into two groups of Mastery Learning Scores (MLS), MLS ≥ 70 and MLS< 70. Data were collected from Pre-test and post-test. The motivational data was presented through the category table, while the science process skills were analyzed using the Independent sample t-test. After the treatment, the initial motivation of the MLS class ≥ 70 was increased from 66.1% to 81.9%, while it was from 63% to 82.5% for the MLS class< 70. Besides, the final science process skillswere significantly different between the two classes, indicating byt count >t table 2.14 > 1.65. This study suggested that learning concepts of multimedia-based physics applications can improve student motivation in both classes, while the science process skills only affect the students of the MLS group ≥ 70.

Correlation Modes Initial Setting Investigation-Based Group Inquiry Model Formulating Grant Hypotheses Against Student Ability in Science Skills

2021 ◽  
Vol 8 (2) ◽  
pp. 621-629
Author(s):  
Jurubahasa Sinuraya ◽  
Abdul Hamid K ◽  
Efendi Napitupulu
Keyword(s):  
Data Analysis ◽  
Coefficient Of Determination ◽  
Process Skills ◽  
Abstract Concepts ◽  
Science Process Skills ◽  
Physics Students ◽  
Analysis Technique ◽  
Initial Setting ◽  
Statistical Analysis Technique ◽  
Physics Experiments

In the implementation of experimental activities, the competence that is expected to be mastered by a student is to appreciate the various concepts and principles of advanced physics by conducting various physics experiments and being able to develop creativity in designing experiments. Physics lessons are subjects related to numbers and some abstract concepts. The study aims to determine the correlation of the Initial Setting variable (X) of the Investigation-Based Group Inquiry Model to the science process skills variable (Y). Data analysis used a single linear regression correlation test using SPSS. The research sample was physics students. The data analysis technique used in this research is the statistical analysis technique of quantitative data calculations. The results of the analysis for the coefficient of determination R Square of 0.251 indicate that 25.1% of science process skills have a direct effect by the Initial Setting (X) variable of the Investigation-Based Group Inquiry Model.

scholarly journals THE EFFECT OF INQUIRY TRAINING LEARNING MODEL USING MACROMEDIA FLASH AND CREATIVE THINKING ABILITY ON SCIENCE PROCESS SKILLS OF STUDENT

2016 ◽  
Vol 5 (1) ◽  
pp. 18 ◽  
Author(s):  
Helena Evadonna Siagian ◽  
Nurdin Bukit ◽  
Derlina .
Keyword(s):  
Test Data ◽  
Creative Thinking ◽  
Learning Model ◽  
Process Skills ◽  
Ability Test ◽  
Science Process Skills ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Research Type ◽  
Better Than

The aims of this research were to analyze science process skills of students using Inquiry Training Learning Model use Macromedia Flash on science process skills of students compare using conventional learning, analyze science process skills ofstudents who have high category in creative thinking ability better than low category in creative thinking ability, and analyze the interaction between Inquiry Training learning model use Macromedia Flash and the level of creative thinking ability in improving the science process skills. The research type was quasi experiment andtwo group pretest-posttest designs were used in this study. The sample was choosen by using cluster random class technique. The instrument was consist of science process skills test and creative thinking ability test. Data in this research was analyzed by using twoway Anova. The results of this research showed that the inquiry training learning model use macromedia flash was better than conventional learning in improving the students science process skills, the science process skills of the students who had highcategory in creative thinking ability was better than low category, and there was interaction between inquiry training learning model use macromedia flash and the level of creative thinking ability in improving students science process skills.

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