scholarly journals OUTDOOR LEARNING MODEL TO DEVELP CREATIVE THINKING ABILITY IN WRITING POETRY

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Cahyaning Oktaviani ◽  
St. Y. Slamet ◽  
Hartono Hartono
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Activities ◽  
School Level ◽  
Outdoor Learning ◽  
Creative Power ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
Primary School Level

<em>Writing poetry is a subject taught at the primary school level. Outdoor learning activities require students directly invited to interact with objects that will be used as material for writing poetry, so that the process of writing poetry learning an object will become more clear and more real. Outdoor learning stimulates the creative power and imagination of the students in order to put their ideas, thoughts, and ideas into poetry. In addition, the teaching and learning process will feel more alive and more fun than by doing the teaching and learning process in the classroom</em>

scholarly journals THE USE OF ONLINE LEARNING MEDIA TO IMPROVE STUDENTS' CREATIVE THINKING ABILITY DURING COVID 19 PANDEMIC

2021 ◽  
Vol 5 (1) ◽  
pp. 63-73
Author(s):  
Agus Hidayatullah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Education Department ◽  
Offline Learning ◽  
Thinking Ability ◽  
Huge Impact ◽  
Data Collection Technique ◽  
Creative Thinking Ability

The government's policy to stop the Covid-19 pandemic has a huge impact on the education system in Indonesia. The teaching and learning process should not be done in class directly as usual but must be carried out by a distance learning process or online learning. The massive development of science and technology emphasizes students especially to be able to improve their performances. One aspect here is the ability to think creatively. The online learning requires students to think creatively about how to run the learning process effectively. The effectiveness of online learning really considered so that students can comprehend the material as well as offline learning. The purpose of this research is to find out and understand how the effectiveness of online learning using the Zoom Meeting application. This study uses a qualitative method. The data collection technique was carried out by interviewing via Google Form and Whatsapp to third semester classes in the Islamic Education Department of STAI Syekh Manshur Pandeglang. By using online learning, it encourages students to be more active in their learning processes. Many features in Zoom Meeting make learning process more interesting. In addition, the learning materials conveyed by the lecturers can be grasped by the students.

scholarly journals IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL

2009 ◽  
Vol 6 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Primary School ◽  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
School Level ◽  
The World ◽  
Natural Science Education ◽  
Primary School Level

Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.

scholarly journals Kemampuan Berpikir Kreatif Siswa SMP melalui Model Problem Based Learning

2018 ◽  
Vol 5 (1) ◽  
pp. 27-39
Author(s):  
Rika Siviani ◽  
Cut Morina Zubainur ◽  
Muhammad Subianto
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Creative Thinking ◽  
Qualitative Method ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Thinking Ability ◽  
Class Viii ◽  
Creative Thinking Ability ◽  
Pbl Model

Creative thinking ability of students is still low and less attention in the implementation of the learning of mathematics. Some efforts are needed to foster creative thinking ability because of lack of creative thinking ability in the learning of mathematics. One of effort is applying Problem Based Learning (PBL) Model. The purpose of this research was (1) to describe the creative thinking ability of students during the learning process with PBL Model, and (2) to determine the increase of the creative thinking ability of students after implementation of PBL model. This research used mixed methods with concurrent triangulation strategy. Samples were selected by random sampling from all grade 8 students from one of junior high school at Banda Aceh, those were 28 students in class VIII-3. The instrument used to obtain data of the creative thinking ability of students after learning with PBL Model was test and observation. The instrument used to obtain data to determine the increase of the students’ creative thinking ability after learning with the PBL model were pretest and posttest. Test and observations were analyzed by using an assessment rubric of creative thinking abilities with descriptive qualitative method. The result of pretest and posttest were analyzed by statistical tests using t-test. The results showed that the students were creative in solving problems during the learning process with model of PBL. There was increasing creative thinking abilities of students after learning with PBL Model. The implication of this research indicates that creative thinking abilities of students increase through PBL model.

scholarly journals Developing student worksheet based on iMindMap in animalia topic to train creative thinking ability

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Angkin Ikalindhari ◽  
Reni Ambarwati ◽  
Dwi Anggorowati Rahayu
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Learning Materials ◽  
Research Results ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Creative Thinking Ability ◽  
Readability Test ◽  
Test Result

Creative thinking ability can be trained to students during learning process using  suitable learning materials. The purpose of this study was to produce a valid and practical student worksheet based on iMindmap in Animalia topic to train students’ creative thinking ability. This R & D referred to 4D model (define, design, develop, and disseminate) without disseminate phase. The validity of student worksheets was determined based on experts (material, education and media) assessment. Meanwhile, the practicality was evaluated based on teachers’ and students’ responses; and the readability of the worksheet decided based on Fry Graph. The data gained were analyzed descriptive-quantitatively. The research results revealed that the worksheet developed was declared as very valid (mode value: 4) and very practical based on practitioners' responses (mode value: 4) and students’ responses (the positive responses reached 90.45%). In addition, the readability test result was at level 10, which means that the worksheet was suitable for Grade 10. Hence, it can be concluded that the student worksheet based on iMindMap in Animalia topic can be used to train students’ creative thinking ability.

Analisis Keterlaksanaan Model Pembelajaran Contextual Teaching and Learning (Ctl) dan Pengaruhnya terhadap Kemampuan Berpikir Kreatif Siswa pada Materi Laju Reaksi

2017 ◽  
Vol 9 (2) ◽  
pp. 28-37
Author(s):  
Norma Rositaq ◽  
Fuldiaratman Fuldiaratman ◽  
Fatria Dewi
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Reaction Rate ◽  
Sampling Technique ◽  
T Test ◽  
Purposive Sampling ◽  
Correlational Research ◽  
Thinking Ability ◽  
Contextual Teaching ◽  
Creative Thinking Ability

The aim of this research was to find out how far the implementation of CTL model and the correlation with students’ creative thinking in reaction rate materials in class XI IPA MAN Muara Bulian. This is a correlational research using mix method design. Purposive sampling technique was chosen to take the data. The instrument of this research was an observation sheet about the implementation CTL model, a students’ creative thinking sheet and a test. T-test was used to find out the influence of the implementation of CTL model and the students’ creative thinking ability. It finds out that the correlation between the implementation of CTL model and the students’ students’ creative thinking ability rxy = 0,568. It can be categorized as moderate. It also finds out that tcount > ttable (3,160 > 2,080) with dk= 23 and a = 0,05. Therefore, H0 can be rejected and H1 is accepted. It could be concluded that good implementation of CTL model tends to go with good students’ creative thinking ability and vice versa.

scholarly journals Pengaruh Model CTL Berbantuan Buklet Terhadap Kemampuan Berpikir Kreatif Siswa Kelas IV Sekolah Dasar

2021 ◽  
Vol 10 (3) ◽  
pp. 626
Author(s):  
Shinta Dewi ◽  
Murtono Murtono ◽  
Ratri Rahayu
Keyword(s):  
Elementary School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Control Group ◽  
Fourth Grade Students ◽  
Thinking Ability ◽  
Contextual Teaching ◽  
Creative Thinking Ability

This study aimed to analyze the effect of Contextual Teaching and Learning (CTL) model assisted by booklets on the students’ creative thinking ability at grade IV elementary school. The choice of booklet media CTL model was considered appropriate for SDA and poetry materials on the theme of Cita-Citaku. Students could relate the materials to their life environment through CTL model and booklet media; this can be done in groups or individually. This study was quantitative experimental research with nonequivalent posttest-only control group design. The samples in this study were fourth grade students of SDN 1 Bulungcangkring as the experimental class and fourth grade students of SDN 3 Bulungcangkring as the control class. Based on the results of the study, it was revealed that (1) the thinking ability of students taught with CTL model assisted by booklet was better than those taught by the lecture model; (2) the average creative thinking ability of students taught with the CTL learning model was more than 70 (KKM). It could be concluded that there was an effect of Contextual Teaching and Learning model assisted by booklets on the students’ creative thinking abilities at grade IV elementary school.

scholarly journals PENINGKATAN BERPIKIR KREATIF DAN HASIL BELAJAR FISIKA MELALUI PENDEKATAN CREATIVE PROBLEM SOLVING (CPS)

2013 ◽  
Vol 2 (2) ◽  
pp. 49
Author(s):  
Bambang Subakir
Keyword(s):  
Problem Solving ◽  
High Activity ◽  
Learning Process ◽  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Creative Problem Solving ◽  
Thinking Ability ◽  
Creative Problem ◽  
Creative Thinking Ability

The objective in this research to describing implementation oflearning physics using the approach Creative Problem Solving (CPS) toimprove creative thinking skills and students’ achievement in class XI IPA-1SMA Harapan 3 Delitua. The research method applied is Classroom ActionResearch (CAR) through two learning cycles; each cycle consisted byplanning, implementation, observation and reflection. The results showedthat learning physics with CPS approach can improve students’ ability tothink creatively. After learning undertaken by the CPS approach increasedstudents ability to think creatively and achievement. This is evidenced by: (1) Increasing the number of students who pass out of 12 person in the first cycleto 29 person in the second cycle with an average of 77,39 learning outcomes.N-gain in the first cycle of 0.19 is included in the category of low-and N-gainin the second cycle of 0.30 is included in the medium category, (2) Activitygroup average student in the learning process are included in the categoryActivities Fair increased to High Activity category, and (3) The use ofcreative thinking of students in the first cycle an enough increased to a highin the second cycle. Creative thinking ability of students in teaching physicsto provide benefits in solving problems in the community.

Micro-class Task Design

2021 ◽  
Vol 8 (S1) ◽  
pp. 2
Author(s):  
Yegong Hu
Keyword(s):  
Problem Solving ◽  
Knowledge Base ◽  
Learning Process ◽  
Creative Thinking ◽  
Teaching Practice ◽  
Course Design ◽  
Task Design ◽  
Thinking Ability ◽  
Creative Thinking Ability

The concept of wisdom education emphasizes the generation of students’ wisdom, which happens in teaching practice. Teachers arouse the original thoughts and knowledge base. Then students start the learning process of conception, discovery, choice, induction, and evaluation, and as a result, achieve the ability enhancement of creative thinking ability and problem-solving. Under the guidance of wisdom education, the micro-course design ought to effectively promote students’ experience in one or several stages of the intelligent learning process. It is suggested that students’ participate in and complete specific tasks to encourage students to experience the entire learning process. This article used various case explanation, mainly discussed how to design smart micro-course tasks that promote students’ wisdom generation and develop students’ thinking.

2. ADMINISTRASI KURIKULUM

2020 ◽  
Author(s):  
putri asifa ◽  
Hade Afriansyah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Social Reality ◽  
Educational Process ◽  
Learning Activities ◽  
School Level ◽  
Curriculum Management ◽  
Educational Activities ◽  
School Based

The educational process in learning activities or in the classroom, will be able to run effectively, smoothly, conducive and interactive if education can be run well when the curriculum is the main buffer in the teaching and learning process. The curriculum contains so many constructive elements so that learning runs optimally. The number of students who do not understand social reality is caused by a curriculum that leads students to textual learning, not to contextual education. Thus, the curriculum contains an important role for the success of an education of students.One aspect that can improve the success of the curriculum is the field of management empowerment or the administration of the curriculum in the relevant educational institution, in other words the administration of the curriculum is institutionalized. Curriculum management at the education unit or school level needs to be coordinated by institutional leaders and leadership assistants that are developed integrally in the context of School Based Management (SBM).The term curriculum administration emphasizes efforts to direct the curriculum so that the curriculum can be implemented appropriately in various educational activities.

scholarly journals THE APPLICATION OF PROBLEM POSING MODEL TO IMPROVE CREATIVE THINKING ABILITY IN ELEMENTARY SCHOOL MATHEMATIC LEARNING

2019 ◽  
Vol 7 (2) ◽  
pp. 146
Author(s):  
Dewi Retno Larasati ◽  
Wahyudi Wahyudi ◽  
Endang Endarini
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Creative Thinking ◽  
Positive Impact ◽  
Action Observation ◽  
Problem Posing ◽  
Test Technique ◽  
Thinking Ability ◽  
Creative Thinking Ability

Creative thinking ability is one of competencies that has to be possesed by all people includes elementary school students. Learning process in class doesn’t give any chances yet to all students to achive this competency. It is one of the causes of the low learning outcomes. The study aims to determine and describe creative thinking ability with problem posing model. The model that is used in this study is Kurt Lewin research model, where the process of action research occurs in a contiunous circle, includes the stages of planning, action, observation and reflection. The subject of this study is students from five grade in Salatiga Public Elementary School Tingkir Tengah 2 totaling 29 students. The technique of data collection used test technique and observation. The data were analyzed with comparative descriptive analysis or comparing result form each cycle. The result of this study showed that creative thinking ability increased on cycle I, 6,91% was on ‘very creative’ criteria, 28,27% was on ‘creative’ criteria, 17,24% was on ‘creative enough’ criteria, 13,79% was on ‘less creative’ category and 13,79% was on ‘not creative’ criteria. On cycle II increased, 44.82% was on ‘very creative’ criteria, 37,97% was on ‘creative’ criteria, 13,79% was on ‘creative enough’ criteria, 3,46% was on ‘less craetive’ criteria and no one was on ‘not creative’ criteria. This improvement on creative thinking ability can have a positive impact toward learning outcomes on cycle I which was 55,17% and on cycle II increased the completeness of 86,20%. With this result, it can be concluded that problem posing model could improve students’ creative thinking ability, so the suggestion that could be given is that learning process using problem posing model should be developed and can be made as one of alternative models in learning process

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