scholarly journals Analisis Kemampuan Berpikir Kreatif dan Komunikasi pada Penerapan Blended Project Based Learning Matakuliah Komunikasi Data dan Jaringan Komputer

2019 ◽  
Vol 4 (3) ◽  
pp. 338
Author(s):  
Umi Kholifah ◽  
Muladi Muladi ◽  
Yoto Yoto
Keyword(s):  
Communication Skills ◽  
Creative Thinking ◽  
Quantitative Methods ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Computer Networking ◽  
Research Subjects ◽  
Class C ◽  
The Difference

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to analyze the result of each indicator of creative thinking and communication and to know the difference in creative and communication thinking skills students in the application of Blended Project Based Learning in Data and Computer Networking courses. This study uses descriptive quantitative methods. The research subjects were PTI S1 students of the 2017. The results of the study are as follows most of the frequency of acquisition of indicators of creative thinking and communication, Offering B is higher than class C; the average Offering B has a higher level of creative thinking and communication skills than class C which is 88.20 for creative thinking and 89.51 for communication.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk menganalisis perolehan masing-masing indikator berpikir kreatif dan komunikasi serta mengetahui perbedaan kemampuan berpikir kreatif dan komunikasi mahasiswa pada penerapan <em>Blended Project Based Learning </em>matakuliah Komunikasi Data dan Jaringan Komputer. Metode penelitian yang digunakan yaitu metode deskriptif kuantitatif. Subjek penelitian adalah mahasiswa S1 PTI angkatan 2017. Hasil penelitian adalah sebagai berikut sebagian besar frekuensi perolehan indikator berpikir kreatif dan komunikasi, Offering B lebih tinggi daripada kelas C; rata-rata Offering B memiliki kemampuan berpikir kreatif dan komunikasi lebih tinggi dibandingkan kelas C yaitu sebesar 88,20 untuk berpikir kreatif, dan 89,51 untuk komunikasi.</p></td></tr></tbody></table></div>

scholarly journals The Comparison on 21st Century Skills of Early Childhood in Four Schools in Yogyakarta

2021 ◽  
Vol 7 (1) ◽  
pp. 39-52
Author(s):  
Erni Munastiwi
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Collaboration Skills ◽  
Collecting Techniques ◽  
The Difference ◽  
Creative Thinking Ability

This study aims to determine differences in 21st century abilities, including critical thinking, creative thinking, communication skills, and collaboration skills, in 4 schools in the Yogyakarta region. This research is a comparative survey with a research sample of 60 students. The data collecting techniques used in interviews with questionnaires consist of 4 21st century abilities: critical thinking skills, creative thinking, communication skills, and collaboration skills. The results showed differences in 21st-century abilities between schools AR with RA, AR with TY, RA with TY, RA with RB, and TY with RB. This is proved by the t-test, where the sig.t value <0.05 is obtained in a row on the creative thinking ability of 0.001; 0.049; 0.00; 0.001; 0.024. Ability to think creatively in succession 0.003; 0.009; 0.000; 0.009; 0.005. 0.000 successive communication skills; 0.011; 0.000; 0.000; 0.003. Collaboration ability 0.002 consecutively; 0.001; 0.000; 0.003; 0.000. Then there is no difference between AR and RB schools. The value of sig evidence this. t > 0.05 in a row on critical thinking skills, creative thinking, communication skills, and collaboration skills 0.781; 0.702; 0.540; 0.624. The difference in ability is influenced by the learning method used.

scholarly journals Pengaruh Model Pembelajaran Project Based Learning terhadap Kemampuan Berpikir Kreatif Siswa

2018 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Lailiya Nur Hikmah ◽  
Ririn Dwi Agustin
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Control Group ◽  
Validity And Reliability ◽  
Control Group Design ◽  
Model Based ◽  
The Difference

This study aims to determine the effect of learning model based project on the creative thinking skills of grade VII students in SMP Tarbiyyatus Shibyan Tajinan. This research is a quasi experiment research with pre-test post test control group design. The population of this study subjects was 40 the seventh grade students of SMP Tarbiyyatus Shibyan Tajinan are divided into two classes. Class VII A as the control group and class VII B as the experimental group with each class number is 20 students. Data collection techniques in this study using the test in the form of essays as many as 3 questions that have been tested the validity and reliability. Hypothesis testing in this study using Independent Test T test for testing the difference score obtained by control class students and experiment class after learning (post tes). The result of the research showed that there is influence of model project based learning on creative thinking skill of class VII students in SMP Tarbiyyatus Shibyan Tajinan. The test result of Independent T Test found the value of 7,247 with sig (2-tailed) 0,000. Since the significance value (sig.) is less than 0.05 (sig. <0.05), it can be concluded that H0 is rejected and H1 accepted, meaning that there is an influence of the learning-model based learning to the students' creative thinking ability.

scholarly journals Students’ Creative Thinking With 4'R Applications in Procedure Text Project Based Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Kusmiati Dariman
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Text Learning ◽  
Research Subjects ◽  
Procedure Text

The application of 4 'R (Reading, Reciting, Reasoning, and aRithmetic) is very important to be applied in an integrated way in learning. The purpose of this study was to describe students 'creative thinking with the application of 4' R (Reading, Reciting, Reasoning, and aRithmetic) in project-based text learning. This study uses Classroom Action Research method. The research subjects were students of  grade VIIA Sabilillah Islamic Junior High School Malang. The results showed that students' creative thinking skills were still very low, namely 61.29%. Based on the facts found the learning process has not taken place optimally. Finally, after applying  4’R (Reading, witing, Reasoning, and aRithmetic) in project-based  learning. Students 'creative thinking skills on average experienced an increase after improvements were made with the implementation of the 4' R and project-based learning. This can be shown in the increasing percentage of skills reaching an average of 77, 46% in the first cycle and increasing in the second cycle reaching a percentage of 96.77%.

scholarly journals Improving Student Creative Thinking Skills Through Project Based Learning

2019 ◽  
Author(s):  
Nanik Wijayati ◽  
Woro Sumarni ◽  
Sri Supanti
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Student Response ◽  
Fuel Oil ◽  
Research Subjects ◽  
Observation Process ◽  
Process Observation

The purpose of this study is to improve the ability to think creatively, make pyrolysis devices and make fuel oil from plastic waste. This research is a classroom action research conducted in 3 cycles with the stages of each cycle which includes 4 stages, namely observation, process, observation and reflection. The research subjects were students of class XI IPA 3 SMA Negeri 14 Semarang as many as 34 people who entered 12 sons and 22 girls. Data collection uses test instruments and measurement of creative thinking abilities and student response questionnaires. The data were analyzed descriptively and from the results of research that showed fluency, flexibility, originality, and elaboration after the application of hydrocarbon and petroleum learning. The results show that the average way of thinking of students is inthecreativepredicate.withahighincreaseineachindicatoroffluencyandelaboration

scholarly journals PROJECT-BASED LEARNING IN TEACHING ENGLISH IN HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 65 (1) ◽  
pp. 115-120
Author(s):  
A.M. Ibragim ◽  
Keyword(s):  
Communication Skills ◽  
English Learners ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Educational Institutions ◽  
Teaching English ◽  
Project Method ◽  
The Difference ◽  
The Impact

Teaching students English as a second or foreign language (ESL) in community programs has traditionally taught students the basic communication skills that they need to negotiate on everyday life. These elementary communication skills are insufficient for the preparation of English learners. Many jobs now require advanced communication skills and critical thinking skills. This article discusses some of the problems of teaching English in universities and identifies the difference between the project method and project-oriented learning. The studies conducted by well-known scientists studying the impact of project-oriented learning in ESL classes are also considered and the main advantages of using this approach are identified

scholarly journals THE USE OF PROJECT BASED LEARNING METHOD IN DEVELOPING STUDENTS' CRITICAL THINKING

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Iskandar Iskandar ◽  
Sri Mulyati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
High Motivation ◽  
The Difference

This research aims to determine the difference of students' critical thinking ability between class which get Project Based Learning (PjBL) method and expository method. The method use experimental method with factorial design 2x2. The research subjects are class X-IPS 1 as an experimental class consists of 32 students and class X-IPS 2 as a control class consists of 32 students. The data collection techniques use test and questionnaires. While, the data analysis technique uses two way Anova. From the result of data analysis, PjBL method is more effective in improving students� critical thinking ability compared with expository method. However, there is a difference in critical thinking skills, where students with high motivation levels are more effective than students with low motivation. For students who have high motivation but use PjBL method, it is better when compared with students who have high motivation but use expository methods in the control class. There is an interaction between learning methods with learning motivation in affecting the students� critical thinking ability. Therefore, it is recommended for teacher to use PjBL method on cooperative material. In PjBL method, teachers play an important role in the implementation of the learning process for it requires mastery of materials and good class management and students should actively participate in project execution activities to make learning more meaningful.

scholarly journals The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

2020 ◽  
Vol 9 (3) ◽  
pp. 408-420
Author(s):  
Y. Yustina ◽  
W. Syafii ◽  
R. Vebrianto
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Biology Education ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Average Score ◽  
Research Subjects ◽  
Biology Teachers ◽  
Quasi Experimental ◽  
Creative Thinking Ability

The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.

scholarly journals Analysis of Ethno-STEM Integrated Project Based Learning on Students' Critical and Creative Thinking Skills

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ariyatun Ariyatun
Keyword(s):  
Creative Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Integrated Project ◽  
Critical And Creative Thinking

Critical and creative thinking is one of the 21st century skills that meet the needs in the educational process. In addition, learning local wisdom which is closely related to scientific concepts also really needs to be emphasized. This study aims to analyze students' critical and creative thinking skills through the application of Ethno-STEM Integrated Project Based Learning. This research is a case study research with a One-Shot Case Study design. The research subjects were 36 students of class XI IPA at SMA Negeri 1 Weleri. Data collection used a test instrument that has been validated by experts and shows a Cronbach Alpha score of 0.72. From the results of data analysis, it shows that students' critical thinking skills achieve good criteria, with the highest achievement in the aspect of providing simple explanations and the ability to think creatively of students achieving good criteria with the highest achievement on the flexibility aspect, which is to provide various interpretations of a picture, story, or problem.  In conclusion, the integrated Ethno-STEM Project Based Learning can train students' critical and creative thinking skills.

scholarly journals Profil Berpikir Kreatif Melalui Project Based Learning Bermuatan ESD pada Konsep Sel Siswa Kelas XI MIPA SMAN 1 Bantarbolang

2020 ◽  
Vol 14 (1) ◽  
pp. 1-5
Author(s):  
Nur Hidayati ◽  
Joko Siswanto
Keyword(s):  
Sustainable Development ◽  
Creative Thinking ◽  
Quantitative Methods ◽  
Thinking Skills ◽  
Project Based Learning ◽  
The Other ◽  
Development Research ◽  
Multiple Choice Questions ◽  
Descriptive Research ◽  
Model Project

Creative thinking is one of the 21st century skills. The development of creative thinking skills can be done using a learning model Project Based Learning (PjBL). The development of the model PjBL charged ESD (Education For Sustainable Development) aims to explore the potential of creativity and to instill awareness and concern for the environment for sustainable development. Research samples students of class XI MIPA SMAN 1 Bantarbolang. This research is a descriptive research with quantitative methods conducted by administering the test related creative thinking skills and attitudes of creativity of the students. The instrument tests the ability of creative thinking developed in the form of a description with the indicators of fluency, flexibility, originality and elaboration. Instruments creative attitude of students consists of multiple choice questions which includes the attitude indicator creative thinking skills students are curious, imaginative, and original in the expression of ideas, freely expressed opinions and see the issue from various angles. The results showed that the ability of creative thinking of students in the concept of the cell as much as 10% of students already have the ability to think creatively, while 83% of students have the ability of creative thinking are and 7% of students have the ability to think low. The results of the questionnaire showed 23% of students have an attitude of creative high, while the other is respectively as much as 53% of students have an attitude of creative medium and 23% of other students still have a low creative attitude.

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