scholarly journals EMPOWERING STUDENT’S CREATIVE THINKING SKILL IN BIOLOGY CLASSROOM: POTENTIAL OF GROUP INVESTIGATION COMBINED WITH THINK TALK WRITE (GITTW) STRATEGY

2019 ◽  
Vol 7 (3) ◽  
pp. 477-483
Author(s):  
Lina Listiana ◽  
Arsad Bahri
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Problem Solver ◽  
Thinking Skill ◽  
Quasi Experimental ◽  
Essay Test ◽  
Academic Year

Purpose of Study: Creative thinking skills are indispensable for the investigation of a problem, finding and analyzing facts and data in solving the problem. The role of creative thinking in learning to prepare students to be a problem solver. The lack of empowerment of the creative thinking skills of students in the biology classroom can be caused by the non-optimal application of learning strategies. Methodology: This study was a quasi-experimental study designed to explore the effect of GI learning strategies, TTW, GITTW, and conventional learning in empowering creative thinking skills of students in high school. The research sample was 162 students of X grade of science majors SMA Muhammadiyah 1 in Surabaya, Indonesia academic year 2015/2016. Creative thinking skills of students measured by essay test given at the beginning and end of the study. Results: The results showed that the application of learning strategies affected the creative thinking skills of students. GITTW learning strategy can maximize the creative thinking skills empowerment. Also, note that the strategy TTW could improve creative thinking skills were higher than GI and conventional strategy. Implications/Applications: The GITTW strategy can be considered to be used by teachers as a learning strategy to empower creative thinking skills.

scholarly journals THE ROLE OF METACOGNITION STRATEGY TO ENHANCE READING COMPREHENSION

2021 ◽  
Vol 1 (3) ◽  
pp. 206-213
Author(s):  
Fitrani Dinda Fadilah ◽  
Natashah Mohd Ridwan ◽  
Nurma Dianti Putri ◽  
Suhendri Prayoga ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Metacognitive Strategies ◽  
Critical Thinking Skills ◽  
Metacognitive Strategy ◽  
Thought Processes ◽  
Higher Order Thinking Skills ◽  
The Right

Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes

scholarly journals Analysis of students’ creative thinking on plant microtechnical laboratory practices

2021 ◽  
Vol 7 (2) ◽  
pp. 111-116
Author(s):  
E. Ermayanti ◽  
Yenny Anwar ◽  
Didi Jaya Santri
Keyword(s):  
Learning Strategies ◽  
Creative Thinking ◽  
Biology Education ◽  
Thinking Skills ◽  
State University ◽  
Education Students ◽  
Essay Test ◽  
Descriptive Method

Empowerment of creative thinking skills is important in every lecture activity, including practicum. This study aimed to analyze students' creative thinking skills in Plant Microtechnique practicum. This research used descriptive method in which the participants were the seventh semester biology education students (n=20) of State University of South Sumatera, Indonesia. The student has taken Plant Microtechnique Course in the previous semester. The instrument used was essay test developed based on creative thinking indicator. The data were processed by calculating the percentage for each indicator and categorized into three levels (i.e., low, medium, and high). The findings revealed that students’ creative thinking skills in Plant Microtechnique laboratory practices were medium for fluency indicator, and low for flexibility, originality, and elaboration indicators. Therefore, it is necessary to revise learning strategies that support the empowerment of students' creative thinking in Microtechnique Laboratory practices.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR SEJARAH SISWA JURUSAN IPS SMA NEGERI 2 PEMATANGSIANTAR

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Asnewastri . ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning Material ◽  
Significance Level ◽  
Learning History ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dengan ekspositori, (2) hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi dengan berpikir logis rendah dan (3) interaksi antara strategi pembelajaran dengan kemampuan berpikir logis dalam mempengaruhi hasil belajar Sejarah siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Scheffe. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi dengan strategi  ekspositori, (2) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi dengan berpikir logis rendah, dan (3) Interaksi antara strategi pembelajaran dan kemampuan berpikir logis akan memberikan efek yang tinggi dalam penguasaan materi pembelajaran sehingga hasil belajar Sejarah yang diperoleh tinggi. Kata Kunci: strategi pembelajaran, kemampuan berpikir logis terhadap hasil belajar sejarah Abstract: This study aims to determine: (1) the results of studying history students who are taught by learning strategy elaboration higher with expository, (2) the results of learning history students who have the ability to think logically high is higher by thinking logically low and (3) interaction between learning strategy and logical thinking skills in influencing student learning outcomes History. The method used is a quasi-experimental design with 2 x 2 factorial analysis technique used is the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use test Scheffe. The findings show: (1) there is a significant difference between the results of studying history students who are taught by learning strategies elaboration of the strategy expository, (2) there is a significant difference between the results of studying history students who have the ability to think logically high to think logically low, and (3) the interaction between the learning strategies and ability to think logically will give high effect in the mastery of learning material that learners' achievements obtained History high. Keywords: learning strategies, the ability to think logically to the learning outcomes of history

scholarly journals Puppetry as a Pedagogical Tool in Developing Imagination for Kindergarten Children: KSA Vision 2030

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Rasmeya Mohamed Farghali Metwalli
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Kindergarten Children ◽  
Pedagogical Tool ◽  
Number Of Children ◽  
Riyadh City ◽  
Quasi Experimental ◽  
Vision 2030 ◽  
And Control ◽  
Academic Year

ABSTRACT This study aimed at investigating the effectiveness of employing puppetry as a pedagogical tool in developing imagination for kindergarten children Thirty-six kindergarten children were recruited from two public kindergarten schools in Riyadh city, during the academic year 2019-2020. Children were randomly divided into two groups of experimental and control, with equal number of children in each group (n=18). The research used the quasi-experimental approach due to its suitability to the nature of the research, which relies on the experimental design based on two groups, one experimental and the other is control, and by using the pre- and post-testing for the two groups. T-test was used. As predicted, puppetry resulted in increasing creative thinking skills (fluency, originality and imagination).

scholarly journals Creative thinking skills in the Lebanese schools from secondary physics teachers’ perspectives

2020 ◽  
Vol 12 (2) ◽  
pp. 115-130
Author(s):  
Fouad Yehya
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Physics Teachers ◽  
Teachers Perceptions ◽  
Professional Development For Teachers ◽  
Teachers Perspectives ◽  
Physics Curriculum

This paper examines the degree of enhancing creative thinking skills in the physics curriculum in Lebanese secondary schools from the physics teachers’ perspectives. It is realistic based study adopted the descriptive quantitative method to collect data by questioner from 141 Lebanese secondary physics teachers from different Lebanese districts. Furthermore, an open-ended interview with many physics teachers was used to triangulate the survey obtained data. Results of both descriptive and inferential statistics indicated that the degree of using creative thinking in the Lebanese secondary schools and curricula is low and insufficient. Moreover, the results showed no statistically significant differences in the level of physics teachers’ perceptions about the role of the Lebanese curriculum and secondary schools of enhancing creative thinking skills among physics teachers’ gender, qualification and years of experience. Physics teachers must improve their divergent methods of teaching. Furthermore, professional development for teachers and appropriate training for learners on different learning strategies and the integration of well-designed activities in the curricula are a must to improve learners’ creative thinking skills. Keywords: Creative thinking skills, Lebanese physics curriculum, Lebanese secondary schools

scholarly journals Pengaruh Model POGIL (Process Oriented Guided Inquiry Learning) Terhadap Keterampilan Berpikir Kreatif dan Pemahaman Konsep Siswa Pada Materi Redoks

2019 ◽  
Vol 6 (2) ◽  
pp. 114
Author(s):  
Malisa Aprilian ◽  
Muhali Muhali ◽  
Citra Ayu Dewi
Keyword(s):  
Creative Thinking ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Thinking Skills ◽  
T Test ◽  
Thinking Skill ◽  
Quasi Experimental ◽  
The Mean ◽  
Test Result ◽  
Creative Thinking Skill

This study aims to determine the effect of POGIL to creative thinking skilland conceptual understanding of students at senior high school. This researchform of quasi experimental was carried out by postest-only control groupdesign. Research conducted in SMAN1 Montong Gading using sample whichdetermined by saturated sampling technique, 24 number of XA class studentsas experiment class, and 24 number of XB class students as control class.Creative thinking skills data was collected by observation sheets andconceptual understanding data by reasoning multiple choices test. The resultsshowed that the average creative thinking skill of experimental class at the 1st,2nd, and 3rdmeeting was 64.388, 72.656, and 79.752.The mean of creativethinking skill of the control class at the 1st, 2nd, and 3rdmeeting was 59.765,67.447, and 73.476.The hypothesis test result of creative thinking skill datausing independent sample t-test it is known that significance value of t-countwas 0.040 < 0.05, and conceptual understaning data by paired sample t-test itis known that significance value of t-count was 0.000 < 0.05. So that, there isinfluence of POGIL model to student creative thinking skill and conceptualunderstanding.

scholarly journals Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

2019 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Anwar Sewang ◽  
Abdul Halik
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Assessment ◽  
Management Approach ◽  
The Impact ◽  
Critical And Creative Thinking

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

scholarly journals Perbandingan Strategi Pembelajaran Jigsaw dan Group to Group Exchange Terhadap Pemahaman Konsep Fisika

2019 ◽  
Vol 2 (2) ◽  
pp. 262-269
Author(s):  
Misbahul Ihsan ◽  
Yahya AD
Keyword(s):  
Learning Strategies ◽  
Conceptual Understanding ◽  
Learning Strategy ◽  
Test Calculation ◽  
Physics Students ◽  
Class 1 ◽  
Quasi Experimental ◽  
Class Viii ◽  
The Difference ◽  
Academic Year

Abstract: This study aims to determine whether there are differences in the average understanding of the concepts of physics students are taught using learning strategies jigsaw with learners who are taught using instructional strategies goup to group exchange and see the difference in both learning strategies jigsaw and group to group exchange of average to seven aspects of the concept of a higher understanding. Class VIII SMP Negeri 24 Bandar Lampung in academic year 2015-2016. This research is quasi-experimental research. This study uses two classes as a class experiment. The population in this study were students grade SMP Negeri 24 Bandar Lampung with 67 students of two classes of grade VIII VIII G and J as a sample. Then the researchers gave the treatment of class VIII G as the experimental class 1 with the use of learning strategies jigsaw in learning, and VIII as the experimental class 2 learning strategy group to group exchange. Based on the results of the calculation of average chart between the jigsaw and group to group the most different exchange haasilnya on summarizing aspects. The sixth aspect being acquitted of the same because there is no difference in the difference in value is high. From the t test calculation can be concluded that the hypothesis is rejected and Ha = H0 = acceptable, it indicates that there is no difference between the conceptual understanding of physics jigsaw strategy and group to group exchange.Abstrak: Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan rata-rata pemahaman konsep fisika peserta didik yang diajar menggunakan strategi pembelajaran jigsaw dengan peserta didik yang diajar menggunakan strategi pembelajaran goup to group exchange dan melihat perbedaan kedua strategi pembelajaran jigsaw dan group to group exchange dari rata-rata ke tujuh aspek pemahaman konsep yang lebih tinggi. Kelas VIII SMP Negeri 24  Bandar Lampung tahun pelajaran 2015-2016. Penelitian ini termasuk jenis penelitian eksperimen semu. Penelitian ini menggunakan dua kelas sebagai kelas eksperimen. Populasi pada penelitian ini adalah peserta didik kelas SMP Negeri 24 Bandar Lampung dengan 67 peserta didik dari dua kelas yaitu kelas VIII G dan VIII J sebagai sampelnya. Kemudian peneliti memberikan perlakuan terhadap kelas VIII G sebagai kelas eksperimen 1 dengan penggunaan strategi pembelajaran jigsaw dalam belajar, dan kelas VIII sebagai kelas eksperimen 2 strategi pembelajaran group to group exchange. Berdasarkan hasil perhitungan grafik rata-rata antara jigsaw dan group to group exchange yang paling berbeda hasilnya pada aspek merangkum. Sedang keenam aspek lainnya dinyatakan sama karena tidak ada perbedaan selisih nilai yang tinggi. Dari perhitungan uji t dapat disimpulkan bahwa hipotesis  Ha = ditolak dan H0 = diterima, hal ini menunjukkan bahwa tidak terdapat perbedaan pemahaman konsep fisika antara strategi jigsaw dan group to group exchange

scholarly journals The Effect of Learning Strategy and Writing Motivation on the Ability to Write Short Texts during Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Arif Yuandana Sinaga ◽  
Nova Erawati Sidabolak
Keyword(s):  
High School ◽  
Short Stories ◽  
Learning Strategies ◽  
Short Story ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Control Group ◽  
Measurement Instruments ◽  
Writing Motivation ◽  
Quasi Experimental

The purpose of this study is to compare how students taught with Learning Strategies for Improving Thinking Skills (SPPKB), and expository learning strategies to write short stories. Additionally, it identifies differences in students' short story writing abilities between those with a high level of writing motivation and those with a low level of writing motivation. Additionally, it establishes the relationship between learning strategies and motivation for writing short stories in online learning. Diponegoro High School is located in the Asahan Regency. This research was conducted at Diponegoro Senior High School in Asahan Regency, with tenth-grade students as the research population. This is a quantitative study conducted using quasi-experimental methods. A Randomized Control Group Pretest-Posttest Design was used in the research. Instruments include treatment instruments such as syllabuses, lesson plans, questionnaires, and measurement instruments embedded in short story texts. The study's findings indicate a difference in the ability to write short stories between the treatment of learning strategies and motivation to write, and that this difference is mediated by an interaction.

scholarly journals EKSPERIMEN KINETIKA ENZIM MENGGUNAKAN MODEL INKUIRI TERBIMBING UNTUK MENINGKATKAN KETRAMPILAN BERPIKIR KREATIF MAHASISWA

Alotrop ◽  
2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Nadia Amida ◽  
F.M. Titin Supriyanti ◽  
Liliasari Liliasari
Keyword(s):  
Enzyme Kinetics ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Chemistry Students ◽  
A Value ◽  
Quasi Experimental ◽  
Essay Test

[EXPERIMENT OF ENZYME KINETICS USING GUIDED INQUIRY MODEL FOR ENHANCING CREATIVE THINGKING SKILLS] Purpose of this study was enhancing creative thinking skills of students using guided inquiry model through experiments of enzyme kinetics based on local materials. Method of this research was quasi-experimental methods, with pretest-posttest nonequivalent control group design. Subjects of this study were chemistry students enrolled in biochemistry lab course, consisted of 18 students in the experimental class and 19 students in control class. Instrument in this study were essay test that involves 3 indikators of creative thinking  skills (i.e. fluency, flexibility, and elaboration) and also student worksheets. The results showed that the experiments of kinetics enzyme  using guided inquiry model have been enhance creative thinking skills in medium category with a value of N-gain average of 0.66. Two indikators classified in the high category are fluency and elaborationwith the value of N-gain 0,71. Meanwhile, indikator of flexibility in the medium category with a value of N-gain 0,56.

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