scholarly journals Pengaruh penerapan community of inquiry menggunakan LINE terhadap keterampilan berpikir kreatif siswa SMA pada materi energi terbarukan

2021 ◽  
Vol 4 (1) ◽  
pp. 24-31
Author(s):  
Nurlistia Chandra Kirana ◽  
Sri Anggraeni ◽  
Sariwulan Diana
Keyword(s):  
Renewable Energy ◽  
Creative Thinking ◽  
Community Of Inquiry ◽  
Thinking Skills ◽  
Learning Model ◽  
Student Response ◽  
Control Group ◽  
Energy Concept ◽  
Significant Difference ◽  
Post Test

Creative thinking skills are needed by someone to face the challenges in the 21st century. A learning model is needed that can facilitate students to hone their creative thinking skills. Science learning must emphasize student activities through inquiry, one of which is the Community of Inquiry (CoI) learning model. Creative thinking skills in this study consist of aspects of fluency, flexibility, originality, and elaboration. This study aims to analyze the effect of implementing the CoI learning model using LINE on high school students' creative thinking skills in renewable energy concept. The method and design used in this study was a quasi experimental non-equivalent control group design. Participants involved in this study consisted of 61 students who were determined by purposive sampling technique with the characteristics of class X MIPA students who have an account and are accustomed to using the LINE application. CoI learning using LINE was applied to the experimental class, while the control class carried out conventional online learning. Sources of research data were obtained from creative thinking test instruments, student response questionnaires, and observation sheets of learning model implementation. The test instrument for students' creative thinking skills was given as a pre-test and post-test. The results of the pre-test data analysis showed that the students' initial creative thinking skills in the control class and the experimental class were the same and were in the low category. After the learning was carried out, the average post-test score of the experimental class was higher than the control class and there was a significant difference in the mean. The N-gain score of the experimental class was included in the moderate category, while the control class was included in the low category. So, it can be concluded that the application of CoI learning using LINE affects creative thinking skills in renewable energy concept.

scholarly journals Pengaruh penerapan model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sang Ayu Made Monik Kencanawati ◽  
Sariyasa Sariyasa ◽  
I Gusti Nyoman Yudi Hartawan
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability ◽  
Post Test ◽  
The Mean ◽  
Creative Thinking Ability

Mendeskripsikan pengaruh model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis siswa adalah tujuan dari penelitian ini. Penelitian ini merupakan eksperimen semu dengan post-test only control group design. Dari 436 siswa kelas VII SMP Negeri 4 Denpasar yang menjadi populasi, dipilih secara acak 80 siswa sebagai sampel penelitian. Data kemampuan berpikir kreatif matematis siswa diperoleh melalui  tes uraian yang diberikan kepada siswa di akhir penelitian. Analisis data dilakukan menggunakan uji-  satu arah pada dua sampel independen pada taraf signifikan 5%. Berdasarkan hasil analisis statistik deskriptif diperoleh rata-rata kemampuan berpikir kreatif matematis siswa di kelas eksperimen sebesar 62,05 dan rata-rata kemampuan berpikir kreatif matematis siswa di kelas kontrol sebesar 53,86. Hasil pengujian hipotesis menunjukkan bahwa hitung = 2,02 > tabel = 1,99. Hasil ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa yang belajar menggunakan model pembelajaran SAVI lebih baik daripada siswa yang belajar menggunakan pembelajaran langsung (kelas kontrol). Dengan demikian, dapat disimpulkan bahwa ada pengaruh dari penerapan model pembelajaran SAVI terhadap kemampuan berpikir kreatif matematis siswa. Berdasarkan temuan tersebut, penerapan model pembelajaran SAVI di dalam pembelajaran matematika ini dapat digunakan sebagai alternatif dalam memfasilitasi siswa untuk mengembangkan kemampuan berpikir kreatif matematisnya. The effect of the implementation of SAVI (Somatic, Auditory, Visual, Intellectual) learning model toward mathematical creative thinking AbstractDescribing the effect of the learning model of SAVI (Somatic, Auditory, Visual, and Intellectual) to the mathematical creative thinking skills of students was the aim of this study. This was a quasi-experimental study with a post-test only control group design. Of 436 seventh grade students of public junior high school (i.e. SMP Negeri 4 Denpasar, Indonesia) who became the population, 80 students were randomly chosen as the sample of this study. Data on mathematical creative thinking skills of the students were obtained from the constructed-response test which was administered at the end of this study. The analysis of data was conducted by using a one-tailed independent samples t-test with a significance level of 5%. Based on the descriptive statistical analysis we obtained the mean of mathematical creative thinking skills of students in the experimental class was 62.05 and the mean of mathematical creative thinking skills of students in the control class was 53.86. As for the result of hypothesis testing showed that tcount = 2.02 > ttable = 1.99. This result implied that the mathematical creative thinking ability of students in the experimental class was better than the mathematical creative thinking ability of students in the control class. Thus, it could be concluded that there was an effect of the implementation of the learning model of SAVI on the mathematical creative thinking skills of students. Furthermore, the implementation of the learning model of SAVI in mathematics learning could be used as an alternative in facilitating students to develop their mathematical creative thinking skills. 

The Effect of the Reflective Learning Model on Student Creative Thinking Skills at Al Majmaah University

2021 ◽  
Vol 4 (2) ◽  
pp. 66-81
Author(s):  
Mona Hamid Abu Warda
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Reflective Learning ◽  
Test Design ◽  
Education Students ◽  
Significant Difference ◽  
Post Test ◽  
Faculty Of Education ◽  
Academic Year

This study aims to investigate the effect of a reflective learning model on students' creative thinking skills. The researcher employed an experimental method and used a one group pre-test and post-test design. The participants were 35 randomly selected college students enrolling in the 2018/2019 academic year, majoring in faculty of education. This study administered Torrance tests of creative thinking (TTCT), figural form B, and the creative activities questionnaire to measure participants' creative thinking skills. The skills involved fluency, originality, and flexibility. The results showed a significant difference (p < 0.001) between the pre-test (M = 30.95) and the post-test (M = 36.05). This suggests that the reflective learning model was statistically effective in improving students' creative thinking skills. Reflective learning is considered to be an appropriate learning method for faculty of education students in higher education.

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 Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
D. K. Sari ◽  
A. Permanasari ◽  
F. M. T. Supriyanti
Keyword(s):  
Creative Thinking ◽  
Research Result ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Local Materials ◽  
Experimental Group

<p>The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.</p>

scholarly journals Effectiveness of Non-Traditional Activities to Develop the Mathematical Higher Order Thinking Skills of Grade-Seven Students

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Emmanuel P. Abuzo
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control

Developing critical thinking and problem solving skills of students are some of the important goals that every school must set. This study determined the effectiveness of non-traditional activities to develop mathematical higher order thinking skills of grade seven students. This study employed the non-equivalent control group experimental design, which involved 83 grade 7 students of Sawata National High School. There were two sections used in this study, the control group which the researcher used the traditional lecture activity and the experimental group, were the students exposed to non-traditional activities: manipulative activities, computer-aided activities, and reflective writing activities. The specific subject matters covered were the second-grading mathematics seven topics which are measurement and measuring of length, measuring mass/weight and volume, and measuring angles, time and temperature. The data were gathered using the multiple choice teacher’s made test in the pre-test and post-test. Prior to the study, the higher order thinking skills of the two groups had no significant difference. The result changed after the treatment was given. The study concludes that the used of non-traditional activities were effective over the traditional activity in the development of the higher order thinking skills of the students. The study recommends integration of non-traditional activities to develop the higher order thinking skills of the students.Keywords— Education, non-traditional activities, higher order thinking skills, experimental, non-equivalent, Davao City, Philippines

scholarly journals TEACHING READING COMPREHENSIN OF SPOOF TEXT BY USING JIGSAW LEARNING MODEL TO THE ELEVENTH GRADE STUDENTS AT SMA NEGERI 13 PALEMBANG

2019 ◽  
Vol 3 (1) ◽  
pp. 335
Author(s):  
Sri Yuliani
Keyword(s):  
Reading Comprehension ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

The objective of the study is to find out whether it is effective or not using jigsaw learning model in teaching reading comprehension of  spoof text to the eleventh grade students at SMA Negeri 13 Palembang. In this study, the researcher used experimental method. The population of this study is all the eleventh grade students at SMA Negeri 13 Palembang with the total numbers of students was 392. Therefore, the sample of the study is 72 students consist two classes,namely: 36 students for control group and 36 students for experimental group. The sample was taken by using non purposisve random sampling method. The data collected by using written test consist of 30 questions and the type of questions is multiple choice.  The result of the test was analyzed by using t-test which were pair sample t-test and independent sample t-test was known as: mean of post test in expermental group was 72.22 higher than past test mean score of control group was 58.64. Furthermore, the result of t-obtained was 6.132 and t-table was 2.030, it shows that t-obtained was higher than t-table. From the explanation above, there were significant difference between the experimental group that have been taught by using jigsaw learning model and control group that was not taught using treatment. It means that, Ho was rejected and Ha was accepted. It was concluded that it was effective of using jigsaw learning model to teach reading comprehension of spoof text to the eleventh grade students at SMA Negeri 13 Palembang.

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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 “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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. 

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