Pengaruh Metode Pembelajaran Karya Kelompok Terhadap Keterampilan Proses Sains Dengan Kovariabel Kemampuan Berpikir Kreatif Siswa Pada Mata Pelajaran Biologi

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.

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Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i4.13358 ◽

2020 ◽

Vol 5 (4) ◽

pp. 478

Author(s):

Suratman S. Naim ◽

Suhadi Ibnu ◽

Aman Santoso

Keyword(s):

Creative Thinking ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Challenge Based Learning ◽

Significant Difference ◽

Thinking Ability ◽

Creative Thinking Ability

Abstract: The purpose of this research was to determine the influence of challenge based learning model on students creative thinking ability. This research is used a quasy-experimental design of the type nonequivalent pretest-posttest control group design. The sample of this research consisted of students of Chemistry Education, Khairun University in the sixth semester, enrolling in the subject of Environmental Chemistry during education year in 2018/2019 from two classes. The experimental class was taught with challenge based learning model and the control class was taught with problem based learning model. The instrument of the research was a creative thinking ability tests with the type of open essay questions that had validity of 77.08% and Alpha Cronbach reliability coefficient of 0.896. The results showed that there was no statistically significant difference in creative thinking ability between the students from the two research classes (ɑ = 0.05), although descriptively the creative thinking ability of the experimental class was better than the control class.Abstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh model challenge based learning terhadap kemamampuan berpikir kreatif mahasiswa. Penelitian ini menggunakan rancangan penelitian eksperimental semu tipe nonequivalent pretest-posttest control group design. Sampel penelitian ini terdiri dari mahasiswa Pendidikan Kimia, Universitas Khairun angkatan 2016 yang menempuh matakuliah Kimia Lingkungan pada tahun ajaran 2018/2019 dari dua kelas. Kelas eksperimen dibelajarkan dengan model pembelajaran challenge based learning dan kelas kontrol dibelajarkan dengan model pembelajaran problem based learning. Instrumen penelitian adalah tes kemampuan berpikir kreatif dengan jenis soal esai terbuka yang memiliki validitas isi 77,08% dan koefisien reliabilitas Alpha Cronbach 0,893. Hasil penelitian memperlihatkan bahwa tidak ada perbedaan yang signifikan antara kemampuan berpikir kreatif mahasiswa dari kedua kelas penelitian (ɑ = 0.05), walaupun secara deskriptif kemampuan berpikir kreatif kelas eksperimen lebih bagus daripada kelas kontrol.

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PENGARUH PENDEKATAN SAINTIFIK BERBASIS PENILAIAN KINERJA TERHADAP PENGUASAAN KOMPETENSI PENGETAHUAN IPS DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF

Journal for Lesson and Learning Studies ◽

10.23887/jlls.v1i3.15373 ◽

2018 ◽

Vol 1 (3) ◽

Author(s):

Ayu Wulandari

Keyword(s):

Social Class ◽

Performance Appraisal ◽

Creative Thinking ◽

Control Group ◽

Cognitive Competence ◽

Control Group Design ◽

Significant Difference ◽

Thinking Ability ◽

Scientific Approach ◽

Creative Thinking Ability

This study aims to (1) to know the significant difference of cognitive competence control of IPS among students who follow the learning with scientific approach based on performance appraisal and implementation of learning with scientific approach, (2) to know the significant difference of mastery of IPS cognitive competence among students who have ability high creative thinking and low creative thinking ability, (3) to know the interaction of learning implementation with scientific implementation based on performance appraisal and creative thinking ability to master IPS cognitive competence. The design of this research is Nonequivalent Control Group Design, using factorial design 2x2 Anava Dua Lane. Population in this study all students of class V SDN Ir. Soekarno Denpasar Selatan academic year 2015/2016. The data collected are data of creative thinking ability and IPS cognitive competence. The results of the study showed that (1) there was a significant difference of IPS learning outcomes between students who were educated through a scientific approach based on performance appraisal with groups of students who were taught by conventional scientific approach FAhitung = 4,94> F tabel(α = 0,05; 1,82)= 3,98), (2) there is no significant difference between mastery competence cognitive social class to the ability of creative thinking high and the capacity to think creative low students and the (FB =0,97 > F tabel(α = 0,05; 1,82)) = 3,98) , (3) there are the influence of an interaction between rendering based approach performance assessment and creative thinking learning of the results of the social class (FABhitung = 12,28 > F tabel(α = 0,05; 1,82)= 3,98).Keywords: Performance Appraisal, Creative Thinking, IPS Cognitive Competence

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Penerapan Model Pembelajaran Treffinger Berbantuan Media Geoboard terhadap Kemampuan Berpikir Kreatif Matematis Siswa Kelas IV Sekolah Dasar

Jurnal Pendidikan Matematika Universitas Lampung ◽

10.23960/mtk/v8i2.pp217-226 ◽

2020 ◽

Vol 8 (4) ◽

pp. 217-226

Author(s):

Lutfia Khoirun Nisa ◽

Himmatul Ulya ◽

Jayanti Putri Purwaningrum

Keyword(s):

Creative Thinking ◽

Thinking Skills ◽

Learning Model ◽

T Test ◽

Control Group ◽

Learning Models ◽

Control Group Design ◽

Thinking Ability ◽

Before And After ◽

Creative Thinking Ability

The purpose of this study is to examine the average mathematical creative thinking ability of students who received learning with the Treffinger model assisted by Geoboard media compared to students who received learning with expository models, examining the difference in the average technical thinking ability of fourth-graders before and after the implementation of the Treffinger model with the help of Geoboard media, examining the creative thinking skills of students who received learning with the Treffinger model with the help of Geoboard media has reached KKM. Experimental Quasi research with pre-test post-test control group design is carried out in class IV. Analyze data using independent samples t-test, paired sample t-test, and one-sample t-test. The results showed (1) The average mathematical creative thinking ability of students who followed learning using the Treffinger learning model assisted by Geoboard media was better than the mathematical creative thinking skills of students who followed learning using expository learning models. (2) There is an average difference in the mathematical creative thinking ability of grade IV students before and after the use of Treffinger learning models assisted by Geoboard media on roving materials and flat build area. (3) The creative mathematical thinking skills of students who participate in math learning with Treffinger learning model assisted by Geoboard media can reach KKM which is 70.

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

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v15i1.33006 ◽

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.

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Improving Student’s Mathematical Creative Thinking Ability and Self Regulated Learning using Sylver Approach

(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING ◽

10.22460/jiml.v1i3.p268-278 ◽

2018 ◽

Vol 1 (3) ◽

pp. 268

Author(s):

Desy Tri Damayanti ◽

Utari Sumarmo ◽

Rippi Maya

Keyword(s):

Creative Thinking ◽

Control Group ◽

Control Group Design ◽

Self Regulated Learning ◽

Mathematics Ability ◽

Thinking Ability ◽

Regulated Learning ◽

Post Test ◽

Medium Level ◽

Creative Thinking Ability

This study was a pre test-post test experiment without control group design having a goal to examine the role of Prior Mathematics Ability (PMA), Sylver approach (SA) toward student’s mathematical creative thinking ability (MCTA) and Self Regulated Learning (SRL). The study involved 65 eleven grade student, a PMA test, a MCTA test, and SRL scale. The study found that PMA and SA took good role on obtaining student’s MCTA, its N<Gain> and SRL. On student’s MCTA, and its N<Gain> students getting treatment with SA attained better grades than that of students taught by conventional teaching, and the grades were still at medium level. On SRL, there was no different grades between students on both teaching approaches, and those grades were at fairly good level. The other findings, there was no association between MCTA and SRL, and students performed high perception toward SA.

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

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v5i1.3701 ◽

2016 ◽

Vol 5 (1) ◽

pp. 18 ◽

Cited By ~ 1

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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PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA TANGRAM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA

JES-MAT (Jurnal Edukasi dan Sains Matematika) ◽

10.25134/jes-mat.v5i2.1734 ◽

2019 ◽

Vol 5 (2) ◽

pp. 85

Author(s):

Ririn Prihantini ◽

Azin Taufik ◽

Mohamad Riyadi

Keyword(s):

Junior High School ◽

Creative Thinking ◽

Problem Based Learning ◽

Sampling Technique ◽

Control Group ◽

Homogeneity Test ◽

Control Group Design ◽

Ability Test ◽

Thinking Ability ◽

Creative Thinking Ability

The aim of this study was determine the differences of the ability of mathematical creative thinking and the differences in the increase between classes using Problem Based Learning (control class) and the class that uses a model of Problem Based Learning with tangram. The research method used is quasi experimental design of non-equivalent pre-test-post-test control group design. The population in this study were all students of class VII junior high school in Kuningan in the even semester of the academic year 2017/2018.� Through purposive sampling technique, 2 classes of 10 classes were selected as samples where the class VIIA as the control class and VIIB as experimental class with a total sample of 70 students. Data collection techniques were obtained through mathematical creative thinking ability test and data analysis technique included normality test, homogeneity test, and t test. The results showed that there were difference in mathematical creative thinking ability and there were difference in the increase between the classes using Problem Based Learning and the classes using a model of Problem Based Learning with tangram.

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PENGARUH PENDEKATAN PEMBELAJARAN SOCIOSCIENTIFIC ISSUES TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK

Jurnal Pelita Pendidikan ◽

10.24114/jpp.v6i2.10150 ◽

2018 ◽

Vol 6 (2) ◽

Author(s):

Widia Rahmawati ◽

Jujun Ratnasari ◽

Suhendar Suhendar

Keyword(s):

Junior High School ◽

Creative Thinking ◽

Sampling Technique ◽

Socioscientific Issues ◽

Thinking Skills ◽

Control Group ◽

Learning Approach ◽

Learning Approaches ◽

Thinking Ability ◽

Creative Thinking Ability

The purpose of this study is to examine the effect of Socioscientific Issues learning approach to improving students' creative thinking ability. Learning with the Socioscintific Issues approach needs to be trained because it not only develops creative thinking skills, but also other abilities can be developed such as critical thinking skills, decision-making and arguing ability. The research method that will be used is quasi experiment with Design Nonequivalent Control Group. This research was conducted at State Junior High School 6 Sukabumi with research population that is class VII (Seven). The sampling technique used is Purposing Sampling. Indicators of creative thinking that is sensitivity, thinking smoothly, thinking flexible, original thinking and thinking detailing. The results showed that the average value of N-gain of the experimental class was 0.56 higher than the control class of 0.44. The results of the z test show that the data produced in accordance with the criteria is zhitung = 3.177> ztabel = 1.998 with a trust level of 0.05 (5%), meaning H0 is rejected and H1 accepted, it means that the Socioscientific Issues learning approach influences the creative thinking ability of learners water pollution material. The response of learners to the learning approach Socioscientific Issue gave a positive response on the approach of learning approaches Socioscientific Issues.Keywords: Creative Thinking, Socioscientific Issues.

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Discovery Learning with Scaffolding To Promote Mathematical Creative Thinking Ability And Self-Efficacy

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v11i2.6903 ◽

2020 ◽

Vol 11 (2) ◽

pp. 351-370

Author(s):

Mohamad Gilar Jatisunda ◽

Vici Suciawati ◽

Dede Salim Nahdi

Keyword(s):

Self Efficacy ◽

Creative Thinking ◽

Discovery Learning ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Thinking Ability ◽

Creative Thinking Ability ◽

One Way Anova ◽

Better Than

Mathematical creative thinking ability and self-efficacy are a combination of abilities students need to have when studying mathematics. Mathematical learning is expected to improve both abilities. However, teachers still use conventional learning such as direct teaching, which results in a low increase in students' mathematical creative thinking abilities and self-efficacy. So we need alternative student-centred learning and teachers as facilitators who provide scaffolding. The study was conducted to obtain a description of the discovery learning process with scaffolding which aims to improve the ability to think creatively and self-efficacy. Two quasi-experimental designs with three class groups were used: The Matching-only Pretest-posttest Control Group Design was used to measure mathematical creative thinking skills, and The Matching-only Posttest-only Control Group Design was used to measure the self-efficacy scale. Based on the results of one-way ANOVA, the mathematical creative thinking ability of students discovery learning with scaffolding is better than discovery learning and conventional learning. Likewise, this happens to 'self-efficacy, based on the one-way ANOVA that students' self-efficacy of discovery learning with scaffolding is better than discovery learning and conventional learning. The learning process of discovery learning with scaffolding has a positive impact on the improvement of mathematical creative thinking abilities and self-efficacy

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ADVOCACY APPROACH WITH OPEN-ENDED PROBLEMS TO MATHEMATICAL CREATIVE THINKING ABILITY

Infinity Journal ◽

10.22460/infinity.v9i1.p93-102 ◽

2020 ◽

Vol 9 (1) ◽

pp. 93 ◽

Cited By ~ 2

Author(s):

Ibrahim Ibrahim ◽

Sri Adi Widodo

Keyword(s):

Creative Thinking ◽

Control Group ◽

Sampling Techniques ◽

Control Group Design ◽

Group Design ◽

Analysis Techniques ◽

Mathematics Tests ◽

Thinking Ability ◽

Creative Thinking Ability ◽

One Way Anova

The purpose of this study is to find out the increase in students' ability to think creatively in advocacy learning by using open-ended problems. This type of research is an experiment with nonequivalent control group design. The sample in this study were 72 students taken using random sampling techniques. The variables in this study are learning models, mathematical creative thinking abilities, and general mathematics abilities. The instruments used in this study were creative thinking tests and general mathematics tests. Data analysis techniques used in this study are statistical inference using the Mann-Whitney test and one-way ANOVA. The results showed that students who were treated with an advocacy approach by presenting open-ended problems improved their mathematical creative thinking abilities better when compared with conventional learning.

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