Effects of Illustrated Glossary of Plant World Material on Students Creative Thinking Ability

This study aims to look at the effect of pictorial glossaries on the creative thinking abilities of class X students, SMAN 1 Teluk Kuantan on the subject of the Plant World. This type of research was quasi-experimental research. The study population was all high school grade X students as a hypothetical population. The research sample consisted of 67 people consisting of 33 students in class X MIPA 1 as a control class and 34 students in class X MIPA 2 as an experimental class. Data collection techniques used observation sheets. The result shows that average score of the creative thinking ability of the control class students obtained a mean of 64 with a moderate category while the experimental class obtained an average of 74 with a high category. This shows the influence of glossary media in the material world of plants in SMAN 1 Teluk Kuantan with a significant level of 0.05. Thus, there is an influence of the use of pictorial glossaries on the creative thinking abilities of the control class students with the experimental class on plant material in the learning process.

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MIND MAP SIKLUS DAN MIND MAP LABA-LABA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA SMP PADA POKOK BAHASAN BANGUN RUANG

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam ◽

10.18269/jpmipa.v20i1.556 ◽

2015 ◽

Vol 20 (1) ◽

pp. 11

Author(s):

Ida Zuraida ◽

Rahayu Kariadinata ◽

Wati Susilawati

Keyword(s):

Creative Thinking ◽

Posttest Score ◽

Average Score ◽

Anova Analysis ◽

Maximum Score ◽

Thinking Ability ◽

8Th Grade ◽

Quasi Experimental ◽

Learning Research ◽

Creative Thinking Ability

This study aimed to determine creative thinking ability of students received Mind Map Cycle, Spiders Mind Map and Conventional learning. Research was quasi experimental method with 8th grade students in one of junior high schools in Bandung as the subjects. Research instrument consist of pretest and posttest that contains questions to determine students' ability to think creatively on geometry subjects. Results showed that based on posttest score, students’ creative thinking ability was as follows: average score was 60.0 for Cycle Mind Map class, 66.2 for Spiders Mind Map class and 54.2 for Conventional class, from maximum score of 100. Anova analysis suggested that differences between treatment (class) did occur (p= 0.00, p< 0,05). Furthermore, average N-gain for Cycle Mind Map Class and Spiders Mind Map class were 0.47 and 0.51 (moderate), while for Conventional class was 0.36 (low). Thus, it can be concluded that students’ creative thinking ability was increased after Mind Map Cycle and Spider Mind Map treatment.Keywords: cycle mind map , spiders mind map, creative thinking, conventional classABSTRAKPenelitian ini bertujuan untuk mengetahui kemampuan berpikir kreatif siswa yang memperoleh pembelajaran dengan Mind Map Siklus, Mind Map Laba-laba dan Konvensional pada pokok bahasan bangun ruang. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Sampel penelitian adalah siswa kelas delapan di salah satu SMP di Kota Bandung. Instrumen penelitian terdiri atas pretest dan posttest yang berisi soal-soal untuk mengetahui kemampuan berpikir kreatif siswa pada materi bangun ruang. Hasil penelitian menunjukkan bahwa berdasarkan nilai rata-rata skor posttest, kemampuan berpikir kreatif siswa di ketiga kelas berbeda yaitu kelas Mind Map Siklus sebesar 60,0, kelas Mind Map Laba-laba sebesar 66,2 dan kelas Konvensional sebesar 54,2 dari skor maksimum ideal 100. Hasil analisis Anova menunjukkan bahwa terdapat perbedaan kemampuan berpikir kreatif matematika antara siswa yang menggunakan Mind Map Siklus, Mind Map Laba-laba dan Konvensional (p= 0,001, p< 0,05). Rata-rata N-gain untuk kelas Mind Map Siklus dan Mind Map Laba-laba masing-masing adalah sebesar 0,47 dan 0,51 dengan interpretasi sedang, sementara untuk kelas Konvensional adalah sebesar 0,36 dengan interpretasi rendah. Dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kreatif siswa setelah diberikan perlakuan pembelajaran Mind Map Siklus dan Mind Map Laba-laba.Kata kunci: mind map siklus, mind map laba-laba, berpikir kreatif, kelas konvensional

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DISCOVERY AND CORE LEARNING MODEL TOWARD CREATIVE THINKING VIEWED FROM LOGICAL MATHEMATICAL INTELLIGENCE

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v10i1.3429 ◽

2021 ◽

Vol 10 (1) ◽

pp. 308

Author(s):

Veronika Yusnita Andriani Prastika ◽

Riyadi Riyadi ◽

Siswanto Siswanto

Keyword(s):

Random Sampling ◽

Creative Thinking ◽

Control Design ◽

Eighth Graders ◽

Learning Model ◽

Discovery Learning ◽

Thinking Ability ◽

Quasi Experimental ◽

Creative Thinking Ability ◽

Cluster Random Sampling

This research aims to 1) which learning model that supports students’ creative thinking ability whether discovery, CORE, or conventional learning model, 2) which model that supports creative thinking ability the most to high, moderate, and low level students, 3) know if there is interaction between learning model and students’ logical mathematical intelligence, and creative thinking ability. This is a quasi-experimental research with the population of eighth graders of junior high schools in Madiun Regency. The research design used a group pretest-posttest control design. The sample was determined using stratified cluster random sampling. This research uses two-way unequal ANOVA. This research concluded that 1) students’ creative thinking skill is developed better using Discovery than CORE and conventional learning model, 2) students with high logical mathematical intelligence have higher creative thinking ability than those with moderate and low logical mathematical intelligence,3) there is no interaction between learning model and logical mathematical intelligence with creative thinking ability.Keywords: Creative Thinking; Learning Model; Logical Mathematical Intelligence. AbstrakTujuan dari penelitan ini untuk mengetahui 1) model pembelajaran manakah yang memberikan kemampuan berpikir kreatif yang lebih antara model pembelajaran discovery learning, CORE atau konvensional, 2) manakah yang memberikan kemampuan berpikir kreatif yang lebih baik siswa yang memiliki kecerdasan logis matematis tinggi, sedang, atau rendah, 3) apakah terdapat interaksi antara model pembelajaran dan keceredasan logis matematis dengan kemampuan berpikir kreatif siswa. Metode yang digunakan pada penelitian adalah eksperimen semu, dengan populasi siswa kelas VIII SMP N Se-Kabupaten Madiun. Desain penelitian menggunakan group pretest-posttest control design Pemilihan sampel dengan menggunakan stratified cluster random sampling. Teknik analisis penelitian ini menggunakan anava dua jalan dengan sel tak sama. Kesimpulan pada penelitian ini 1) kemampuan berpikir kreatif siswa yang kenai model discovery learning lebih baik daripada model pembelajaran CORE dan konvensional, 2) Kemampuan berpikir kreatif siswa yang memiliki kecerdasan logis matematis tinggi lebih baik daripada siswa yang memiliki kecerdasan logis matematis sedang dan rendah, , 3) tidak ada interaksi antara model pembelajaran dan kecerdasan logis matematis dengan kemampuan berpikir kreatif.Kata kunci: Berpikir kreatif; kecerdasan logis matematis; model pembelajaran.

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A study of the effects of library creative zone programs on creative thinking abilities

Journal of Librarianship and Information Science ◽

10.1177/0961000616650933 ◽

2016 ◽

Vol 49 (4) ◽

pp. 380-396 ◽

Cited By ~ 5

Author(s):

Younghee Noh

Keyword(s):

Grade Level ◽

Creative Thinking ◽

Public Library ◽

Average Score ◽

Standard Score ◽

The Public ◽

Significant Difference ◽

Thinking Ability ◽

Before And After ◽

Creative Thinking Ability

This study intends to evaluate the degree of improvement in the participants’ creative thinking abilities index after participants engage in the program for six months in the public library creative zone. A comparative assessment was carried out by calculating the creative thinking abilities index before and after participation in the program. This study examines three factors of creative thinking ability: fluency, flexibility, and originality. As a result, first, the average standard score was 100, and standard deviation (SD) was a normal distribution of 20. First, there was a significant difference in the fluency for looking at the degree of enhancement in the fluency of the participants’ creative thinking abilities after they participated in the program. Therefore, the creative thinking abilities education can significantly improve the fluency of participants. Second, there was a significant difference in the flexibility. The creative thinking abilities education can significantly improve the flexibility of participants. Third, there was a significant difference in originality. The creative thinking abilities education can significantly improve the originality of participants. Fourth, when the overall creative thinking abilities of the participants were analyzed, there was a significant difference from the creative thinking abilities mean score. The creative thinking abilities education can significantly improve the average score of creative thinking abilities. Finally, there was no difference by gender, but there was a significant difference by grade level for evaluating all creative thinking abilities factors.

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The Application of Android-based GeoGebra on Quadratic Equations Material toward Mathematical Creative Thinking ability

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v11i2.6686 ◽

2020 ◽

Vol 11 (2) ◽

pp. 261-272

Author(s):

Ari Septian ◽

Rani Sugiarni ◽

Erma Monariska

Keyword(s):

Junior High School ◽

Creative Thinking ◽

Sampling Technique ◽

Thinking Skills ◽

Algebraic Equations ◽

Average Percentage ◽

Quadratic Equations ◽

Thinking Ability ◽

Quasi Experimental ◽

Creative Thinking Ability

Students' low creative thinking skills and difficulty in drawing graphs from the given algebraic equations are the background of this study. The purpose of this study was to determine the mathematical creative thinking abilities between Android-based GeoGebra and ordinary learning. This study also investigated students’ responses to the application of Android-based GeoGebra. The research method used was quasi-experimental with a nonequivalent group pretest-posttest design. The instruments were a creative thinking test and a questionnaire. The subjects of this study were students of one of the junior high school in Cianjur selected by purposive sampling technique. The studied material was the quadratic equations as a part of algebra. The gain index data analysis technique used was the normality test and the Mann Whitney test while the questionnaire data responses were analyzed through the average percentage of students’ answers. As a result, the students' mathematical creative thinking ability with Android-based GeoGebra was better than ordinary learning. Also, the students provided positive responses to the application of Android-based GeoGebra.

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Pembelajaran dengan Scientific Debate Untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa

MIMBAR Jurnal Sosial dan Pembangunan ◽

10.29313/mimbar.v30i1.427 ◽

2014 ◽

Vol 30 (1) ◽

pp. 1

Author(s):

Yani Ramdani

Keyword(s):

Creative Thinking ◽

Educational Background ◽

Major Effect ◽

Conventional Instruction ◽

Ability Test ◽

Scientific Debate ◽

Thinking Ability ◽

Quasi Experimental ◽

Normalized Gain ◽

Creative Thinking Ability

This study examines the effect of scientific debate instructional on the enhancement of mathematical creative thinking ability of students.This study is quasi-experimental with a static group comparison design involves 94 students from Department of Mathematics Education. Research instruments include student’ prior knowledge of mathematics (KAM) and creative thinking ability test. Scores of the the enhancement of mathematical creative thinking ability were analyzed with normalized gain test. The Effect of Scientific Debate instructional and conventional instructional was used the Mann-Whitney U and Kruskal Wallis test. The study finds that the enhancement in mathematical creative thinking ability with scientific debate instructional was better than conventional. The enhancement of student’ mathematical creative thinking abilities with a scientific debate instructional based on the KAM, it is not completely distinctive. On the other hand, the enhancement of student’ mathematical creative thinking abilities with a conventional instruction based on the KAM was considerably different. On the scientific debate instructional, student’s educational background differences do not give major effect on the enhancement student’ mathematical creative thinking abilities but on the conventional instructional provides a better effect.

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MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MELALUI MODEL PROJECT BASED LEARNING PADA SISWA KELAS IVC SD NEGERI CIPINANG MELAYU 01 KECAMATAN MAKASAR JAKARTA TIMUR

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.115 ◽

2019 ◽

Vol 2 ◽

Author(s):

Nur Faizah

Keyword(s):

Creative Thinking ◽

Action Observation ◽

Learning Model ◽

Project Based Learning ◽

Monitoring Data ◽

Thinking Ability ◽

Model Project ◽

The Subject ◽

Creative Thinking Ability ◽

Planning Action

The aims of this research is to increase students’ creative thinking ability through the application of Project Based Learning model in the subject of science. This research was conducted at the students of grade IVC, Public Elementary School of Cipinang Melayu 01, East Jakarta, in July-October 2018. The method of the classroom action research consist of 2 cycles with 4 activities: planning, action, observation, and reflection. The research results shows that the percentage of the data on cycle I, the students' creative thinking ability reach at 53,1%. On Cycle II, it indicates a significant reach at 78,1%. As for the monitoring data of the teacher's actions in learning with the Project Based Learning model, On cycle I reach a percentage at 80% and student’s action monitoring data reach at 73%. On cycle II, the monitoring data of teacher and student actions reach at 100% and 93%. Therefore, it reached the expected target. This Project Based Learning model can increase the creative thinking ability. The conclusion of this research shows that creative thinking ability get increased after using Project Based Learning model.

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Profile of Students’ Mathematical Creative Thinking Ability in Solving Mathematical Problem

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v11i1.7810 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Putri Daiana ◽

Surahmat Surahmat ◽

Abdul Halim Fathani

Keyword(s):

Learning Outcomes ◽

Creative Thinking ◽

Mathematical Problem ◽

Thinking Ability ◽

Mathematical Problems ◽

The Subject ◽

Data Collection Technique ◽

Important Position ◽

Written Test ◽

Creative Thinking Ability

Mathematical creative thinking ability has an important position in solving mathematical problems so this study was aimed to describe the diversity of students' creative thinking abilities. It is in accordance with the fact in the field that was indicated by the score of two of the students which were over 70. So that it has an impact on the learning outcomes of students that are not optimal yet. And the objective of the research was to determine the profile of students’ mathematical creative thinking ability in solving mathematical problem. This research used descriptive qualitative research design.The data collection technique was in the form of a written test. Based on the results of the analysis, it can be concluded that: (1) MAS subject was included in the very creative category (TKBK 4) which the subject was able to meet all indicators, namely fluency, flexibility and novelty; (2) the MAPS subject was included in the creative category (TKBK 3) in which the subject was able to meet two indicators, namely fluency and flexibility; (3) ASA subjects fell into the fairly creative category (TKBK 2) in which the subject was able to meet one indicator, namely flexibility; (4) the FNA subject was included in the less creative category (TKBK 1) in which the subject only met the indicators of fluency; (5) ANS subject was included in the uncreative category (TKBK 0) in which the subject is not able to meet all indicators, namely fluency, flexibility and novelty.

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THE EFFECTIVENESS OF PROBLEM BASED LEARNING (PBL) APPROACH VIEWED FROM THE STUDENTS’ MATHEMATICAL CREATIVE THINKING ABILITY

JPMI (Jurnal Pendidikan Matematika Indonesia) ◽

10.26737/jpmi.v4i2.699 ◽

2019 ◽

Vol 4 (2) ◽

pp. 47

Author(s):

Lisda Fitriana Masitoh

Keyword(s):

Creative Thinking ◽

Problem Based Learning ◽

The Other ◽

Learning Goals ◽

Logical Thinking ◽

Learning Condition ◽

Mathematical Competence ◽

Thinking Ability ◽

Quasi Experimental ◽

Creative Thinking Ability

Generally, mathematical competence equips students with logical thinking ability. On the other hand, the mathematical competence is expected to equip students with creative thinking ability. Creative thinking ability is used when a person faces a problem or challenge. Nowadays, there has been a lot of developing approaches that can be used to create ideal learning condition to achieve the learning goals, including improving the mathematical creative thinking ability. One of approaches that can be used is Problem Based Learning (PBL). The purpose of this research was to describe the effectiveness of PBL approach in terms of mathematical creative thinking ability. This was a quasi-experimental reseach. A control class used the conventional approach. The results showed that Problem Based Learning (PBL) was an effective appoach viewed from the mathematical creative thinking ability. Meanwhile, the control class was not effective.

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Developing Creativity and Entrepreneurial Values in High School Student through Project Based Learning Model On Biotechnology Concept

EDUSAINS ◽

10.15408/es.v10i2.7303 ◽

2019 ◽

Vol 10 (2) ◽

pp. 185-196

Author(s):

Rida Oktorida Khastini ◽

Yayu Maria Ulfah ◽

Ika Rifqiawati

Keyword(s):

Creative Thinking ◽

Learning Model ◽

Project Based Learning ◽

Control Group ◽

Control Group Design ◽

Ability Test ◽

Thinking Ability ◽

Quasi Experimental ◽

Product Valuation ◽

Creative Thinking Ability

PENGEMBANGAN KREATIVITAS DAN NILAI-NILAI WIRAUSAHA DI SISWA SEKOLAH TINGGI MELALUI MODEL PEMBELAJARAN BERBASIS PROYEK PADA KONSEP BIOTEKNOLOGIAbstractThis research focused on determining the influence of project-based learning model oriented to bioentrepreneurship for XII grade student’s creativity and entrepreneurial values on conventional biotechnology sub topic. This research used quasi experimental method and the posttest only control group design. The sample was XII science 2 as experimental class and XII science 1 as control class chosen by random sampling. The data collected by using creative thinking ability test, creative product valuation rubric, observation sheet and entrepreneurial values questionnaire. The hypothesis analysed by using t-test which obtained the significance of creative products was 0,000 < 0,05 and the creative thinking ability was 0,001 < 0,05, so it would be concluded that project-based learning model oriented to bioentrepreneurship effected on student creativity. As for the significance of entrepreneurial values from the observation sheet was 0,000 < 0,05 and the questionnaire was 0,019 < 0,05, so it would be concluded that project-based learning model oriented to bioentrepreneurship effected on student’s entrepreneurial values. Correlation analysis concluded that there was a correlation between them, with the value of correlation coefficient was 0,195. The result of linear regression test showed that creativity contributed about 3% to student’s entrepreneurial values.AbstrakPenelitian ini berfokus pada menentukan pengaruh model pembelajaran berbasis proyek yang berorientasi pada bioentrepreneurship untuk kreativitas dan nilai-nilai kewirausahaan siswa kelas XII pada sub topik bioteknologi konvensional. Penelitian ini menggunakan metode eksperimen semu dan desain kelompok kontrol posttest. Sampel adalah XII sains 2 sebagai kelas eksperimen dan XII sains 1 sebagai kelas kontrol yang dipilih secara acak. Data dikumpulkan dengan menggunakan tes kemampuan berpikir kreatif, rubrik penilaian produk kreatif, lembar observasi dan kuesioner nilai kewirausahaan. Hipotesis dianalisis dengan menggunakan uji-t yang diperoleh signifikansi produk kreatif adalah 0,000 <0,05 dan kemampuan berpikir kreatif 0,001 <0,05, sehingga dapat disimpulkan bahwa model pembelajaran berbasis proyek yang berorientasi pada bioentrepreneurship berpengaruh pada siswa kreativitas. Adapun signifikansi nilai kewirausahaan dari lembar pengamatan adalah 0,000 <0,05 dan kuesioner adalah 0,019 <0,05, sehingga dapat disimpulkan bahwa model pembelajaran berbasis proyek yang berorientasi pada bioentrepreneurship berpengaruh pada nilai-nilai kewirausahaan siswa. Analisis korelasi menyimpulkan bahwa ada korelasi di antara mereka, dengan nilai koefisien korelasi adalah 0,195. Hasil uji regresi linier menunjukkan bahwa kreativitas berkontribusi sekitar 3% terhadap nilai kewirausahaan siswa.

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Penerapan Model Problem Based Learning (PBL) disertai Artikel Ilmiah untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas X3 SMAN 2 Boyolali Tahun Pelajaran 2012/2013

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v2i2.5300 ◽

2013 ◽

Vol 2 (2) ◽

pp. 58

Author(s):

Adhi Nurcholis ◽

Suciati Sudarisman ◽

Meti Indrowati

Keyword(s):

Creative Thinking ◽

Action Observation ◽

Problem Based Learning ◽

Analytical Techniques ◽

Learning Model ◽

Thinking Ability ◽

The Subject ◽

Creative Thinking Ability ◽

Academic Year ◽

Ability Student

This study was aimed to improve creative thinking ability student in X3 class of SMAN 2 Boyolali through the implementation of problem based learning model accompanied by scientific articles. This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research is the students of X3 class at SMAN 2 Boyolali in academic year of 2012/2013. Data is obtained through the test (esay) and non-test (observation and documentation). Data is analyzed with descriptive analytical techniques and validated by triangulation techniques. The results show that students creative thinking ability is increased in Pre-cycle, Cycle I, Cycle II and Cycle III. There are four aspect in creative thinking ability. The aspect are fluency, flexibility, originality and elaboration. The improvement in fluency aspect increase from 54,55% to 87,27%. Flexibility aspect increase from 37,05% to 84,09%. Originality aspect increase from 48,86% to 86,82%. Elaboration aspect increase from 56,25% to 97,27%. Based on the results of this study the researcher draws a conclusion that the implementation of problem based learning model accompanied by scientifiec articles can improve creative thinking ability student in X3 class at SMAN 2 Boyolali. Key Words: Problem Based Learning, Scientific articles, creative thinking.

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