Students’ Creative Thinking Skill in Solving the Divergent Problem: Case Study in Junior High School in Nusa Tenggara Timur, Indonesia

Profile of students’ creative thinking and conceptual understanding is essential to create an initial description of students’ competencies in overcoming their learning difficulties. The research aims to describe profile of concept understanding and creative thinking skills of 7thgrade students of all SMP Negeri (public junior high school) in Rasau Jaya sub-district, Kubu Raya Regency, West Kalimantan, Indonesia in photosynthesis content. The research uses qualitative descriptive method. The sampling technique employs disproportionate stratified random sampling. Samples consist of 143 students of 7th grade from three SMP Negeri in Rasau Jaya Sub-district, Kuburaya Regency, West Kalimantan, Indonesia. The data collection technique utilizes creative thinking skill test in the form of an essay with fluency, flexibility, originality, and elaboration aspects. Students’ concept understanding test is in the form of four-tier diagnostic test. Data analysis employs descriptive statistics with percentage of creative thinking and conceptual understanding in categories of understanding, partial understanding, misconception, and not understanding. The creative thinking skill percentage of SMPN students in Rasau Jaya, Indonesia in the originality and flexibility aspect is in a fairly creative category, whereas in the elaboration and fluency aspect the category is still less creative. The highest percentage of students’ conceptual understanding is misconception of 45.25% and followed by an understanding of 30.64%, not understand of 13.2%, and partial understanding of 10.97%. The obtained data give evidence that natural sciences (IPA) learning knowledge among junior high school students, especially concept understanding and creative thinking, is still low. Therefore, teachers could develop students’ creative thinking skills so their concept understanding could be improved.

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Analisis Berpikir Kreatif Siswa Berkemampuan Matematika Rendah Dalam Menyelesaikan Ill-Structured Problem

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i10.12883 ◽

2019 ◽

Vol 4 (10) ◽

pp. 1386

Author(s):

Maulana Al - Ghofiqi ◽

Santi Irawati ◽

Rustanto Rahardi

Keyword(s):

High School ◽

Junior High School ◽

Creative Thinking ◽

Junior High ◽

Mathematical Abilities ◽

It Flexibility ◽

Structured Problems

Abstract: The purpose of this study was to find out in detail the creative thinking of students with low mathematical abilities in solving ill-structured problems. This type of research is a case study, tconducted at SMPN 4 Waru (State Junior High School 4 Waru), Sidoarjo. 16 Students complete the ill-structured problem test, then subjects are chosen who have a level of creative thinking in the creative category and have low mathematical abilities. The results of the study showed students fulfilled the fluency aspect based on students' ability to provide at least two correct answers and were able to explain it. Flexibility aspects are fulfilled based on students' abilities in each answer written using different ideas. While the novelty aspect is not fulfilled because students do not give any unusual answers.Abstrak: Tujuan penelitian ini adalah untuk menganalisis berpikir kreatif siswa berkemampuan matematika rendah dalam menyelesaikan ill-structured problem. Jenis penelitian ini yaitu studi kasus, dilaksanakan di SMPN 4 Waru, Sidoarjo. 16 Siswa menyelesaikan tes ill-structured problem, selanjutnya dipilih subjek yang mempunyai level berpikir kreatif dalam kategori kreatif dan mempunyai kemampuan matematika rendah. Hasil penelitian menunjukkan siswa memenuhi aspek fluency berdasarkan kemampuan siswa dalam memberikan minimal dua jawaban benar serta mampu menjelaskannya. Aspek flexibility terpenuhi berdasarkan kemampuan siswa pada setiap jawaban yang dituliskan menggunakan ide yang berbeda, sedangkan aspek novelty tidak terpenuhi karena siswa tidak memberikan satu pun jawaban tidak biasa.

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Profile of Creative Thinking In Science Learning In Junior High School For The Different Gender

Pancaran Pendidikan ◽

10.25037/pancaran.v6i2.27 ◽

2017 ◽

Vol 6 (2) ◽

Author(s):

Nurul Qomariah ◽

Suratno Suratno ◽

Yushardi Yushardi

Keyword(s):

High School ◽

Junior High School ◽

Creative Thinking ◽

Science Learning ◽

Junior High ◽

Higher Order Thinking ◽

Thinking Skills ◽

Thinking Skill ◽

Microsoft Excel ◽

Male And Female

Creative thinking including higher order thinking. Creative thinking is very important in the learning of science. Often there is a difference in creative thinking in both male and female. The purpose of this research is to determine the profile of creative thinking skills in science learning in junior high school to the different gender. This research is descriptive methods. Creative thinking skill is measured by creative thinking rubric. The Data were analysed using descriptive quantitative using Microsoft Excel. The result of research has a variate creative thinking skills in science learning process in male and female.

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Pengembangan perangkat pembelajaran geometri berbasis learning trajectory berorientasi kemampuan berpikir kritis dan kreatif untuk siswa sekolah menengah pertama

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v13i2.21242 ◽

2018 ◽

Vol 13 (2) ◽

pp. 158-167

Author(s):

Eka Hedayani

Keyword(s):

High School ◽

Product Development ◽

Junior High School ◽

Learning Process ◽

Creative Thinking ◽

Learning Trajectory ◽

Thinking Skill ◽

Learning Set ◽

Creative Thinking Skill

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran geometri berbasis learning trajectory yang berkualitas baik/layak digunakan dalam proses pembelajaran dan mendeskripsikan kualitas hasil pengembangan perangkat pembelajaran tersebut. Kualitas hasil pengembangan ditentukan berdasarkan pada kriteria dari Nieveen, yaitu valid, praktis dan efektif. Penelitian ini merupakan penelitian pengembangan. Model pengembangan perangkat pembelajaran dalam penelitian ini diadaptasi dari model pengembangan Plomp. Tahap-tahap yang dilakukan meliputi (1) analisis lingkungan terdiri dari analisis kondisi siswa dan analisis kajian literatur; (2) desain dan pengembangan produk; (3) penilaian. Uji coba dilaksanakan dalam tiga tahap, yaitu (1) uji coba/validasi ahli; (2) uji coba skala kecil; dan (3) uji coba skala besar/lapangan. Kevalidan produk pengembangan ditentukan oleh validasi ahli, kepraktisan produk pengembangan ditentukan oleh penilaian guru, penilaian siswa, dan persentase keterlaksanaan pembelajaran, sedangkan keefektifan produk pengembangan dilihat dari kemampuan berpikir kritis dan kreatif siswa. Penelitian ini menghasilkan perangkat pembelajaran geometri SMP berbasis learning trajectory yang berkualitas dan layak digunakan dalam proses pembelajaran. Masing-masing komponen perangkat pembelajaran tersebut memenuhi kriteria valid berdasarkan penilaian ahli, sangat praktis berdasarkan penilaian guru, siswa dan keterlaksanaan pembelajaran, serta efektif ditinjau dari kemampuan berpikir kritis dan kreatif siswa. Developing a learning set based of geometry on learning trajectory for students of junior high school oriented to the student’s critical and creative thinking skill AbstractThe purpose of this research was to produce a learning set geometry based on learning trajectory with good quality and feasible to be used in the learning process and describe the quality of the learning set development result. The quality of development outcomes was determined based on the criteria of Nieveen, that was valid, practical and effective. This research was a development research. The learning set development model in this research was adapted from the Plomp’s model. The steps were (1) preliminary research which includes analysis the characteristics and background of the students and literature study, (2) design and product development, and (3) evaluation. The experiment were conducted in three stages: (1) expert validation test, (2) small scale trial and (3) large scale or field trials. The validity of product development was determined by the validation of the expert, the practically of the product development was determined by the teachers’ assessment, the students’ assessment, and the percentage of learning activity, meanwhile the product development effectiveness was viewed from critical and creative thinking skill of students. The result of this research was a learning set of junior high school geometry based on learning trajectory that was suitable for learning process. Each components of the learning device meets the criteria valid, very practical and effective.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA TERINTEGRASI DENGAN PENDEKATAN SAINTIFIK UNTUK MELATIHKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS VII SMP

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v5n2.p942-948 ◽

2017 ◽

Vol 5 (2) ◽

pp. 942

Author(s):

Hanif Rafika Putri ◽

Muslimin Ibrahim ◽

Soetjipto Soetjipto

Keyword(s):

High School ◽

Global Warming ◽

Junior High School ◽

Creative Thinking ◽

Science Learning ◽

Thinking Skill ◽

Learning Materials ◽

Integrated Science ◽

Post Test ◽

Creative Thinking Skill

Creative thinking required to be facilitated to students in order they are ready to face the challenge in the future which will be more complicated. The student need to motivated to think divergently, including aspects of originality (authentic, uniqueness idea), fluency (continuity of expressing idea), flexibility (capability to expressing different idea), and elaboration (giving explanation toward created idea). This research aimed to develop integrated science learning materials with scientific approach which feseable to facilitate creative thinking skill of grad VII junior high school. This research is development research, that is developing integrated science learning materials with subject Global Warming including (Syllabus, Lesson Plan, Student Work Sheet, Student Text Book, and creative thinking capability test), by using 4D development model. Target of this research is learning instrument which tested on 35 graders VII junior high school with plan One-Group Pretest-Posttest Design. Data analysis using descriptive qualitative resulting: (a) validation of learning instrument with category valid and very valid; (b) learning realization with good category; (c) positive student response; (d) student creative thinking capability is trained (posttest score 71 which meant creative with N-Gain 0.78). The indicators of creative thinking skill wich get the most significant increase are fluency and flexibility. Elaboration and originality are indicators which have a low increasing score between the pre test and post test. It’s because the student mostly are not able to connect their own concept to make the idea clearer and they only focus on the ideas in the book, therefore almost all of their ideas are just the same. The conclusion of this research is that the integrated science learning instrument with subject of Global Warming is proper to be used to facilitate creative thinking skill. Kemampuan berpikir kreatif perlu dilatihkan kepada siswa agar mereka siap menghadapi tantangan pada masa mendatang yang semakin sulit. Siswa perlu didorong untuk berpikir divergen, yang mencakup aspek originality (keaslian, keunikan ide), fluency (kelancaran dalam mengungkapkan ide), flexibility (kemampuan mengungkapkan ide yang berbeda), dan elaboration (pemberian detail dan penjelasan pada ide yang dibuat). Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran IPA terintegrasi dengan pendekatan saintifik yang layak untuk melatih kemampuan berpikir kreatif siswa SMP kelas VII. Penelitian ini merupakan jenis penelitian pengembangan, yakni mengembangkan perangkat pembelajaran IPA terintegrasi materi Pemanasan Global meliputi (silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), Buku ajar Siswa (BAS), serta tes kemampuan berpikir kreatif), dengan menggunakan model pengembangan 4D. Sasaran penelitian adalah perangkat pembelajaran yang diuji cobakan pada 35 siswa SMP kelas VII dengan rancangan One-Group Pre test-Post test Design. Analisis data secara deskriptif kualitatif dengan hasil: (a) Validasi perangkat pembelajaran dengan kategori valid dan sangat valid; (b) Keterlaksanaan pembelajaran dengan kategori baik; (c) Respon siswa positif; (d) Kemampuan berpikir kreatif siswa secara umum terlatih (skor post test 71 yang berarti siswa mencapai kriteria kreatif dengan N-gain 0,78). Indikator kemampuan berpikir kreatif yang mengalami peningkatan paling signifikan antara pre test dan post test adalah aspek kelancaran (fluency) dan fleksibilitas (flexibility). Indikator elaborasi (elaboration) dan keaslian (originality) merupakan indikator yang memiliki peningkatan rendah antara pre test dan pos test, karena masih banyak siswa yang belum bisa menghubungkan konsep yang mereka miliki untuk memperjelas ide dan siswa terpaku oleh beberapa hal yang dijelaskan di buku siswa mengenai cara mengatasi permasalahan dalam materi pemanasan global, sehingga ide mereka banyak yang sama. Simpulan penelitian ini, bahwa perangkat pembelajaran IPA terintegrasi materi Pemanasan Global layak digunakan untuk melatihkan kemampuan berpikir kreatif.

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