PENERAPAN PENDEKATAN CREATIVE PROBLEM SOLVING (CPS) PADA KONSEP GAYA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2018 ◽  
Vol 19 (1) ◽  
pp. 53
Author(s):  
Neng Widiya Puspitasari
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Result ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Science Study ◽  
Concept Study ◽  
Divergent And Convergent Thinking ◽  
Creative Problem ◽  
Thinking Process

The purposes of the research are: 1. Describing the application of creative problem solving (CPS) approach on “gaya” concept study 2. Describing the improvement of students’ learning result on through the use of student worksheet (LKS) as well as the problem solving through brainstorming by divergent and convergent thinking process. This research is a classroom action research (CAR) with two cycles. The previous research result, before applying this approach was only 12,25% (5 students) who passed the minimum competence criteria. After researcher applying CPS approach in science study on konsep gaya, in the first cycle the number of students who passed competence increase to 52,50% (21 students). It shows that there is an improvement from the earlier data. It increases 40,25. In the second cycle the number of students who passed the competence increase to 77,30% (31 students). It means that the improvement of the percentage is 47,25. Based on the data above, it can be concluded that the application of CPS approach can effectively improve students’ achievement in SDN Kalibuntu. Tujuan penelitian ini adalah (1) Mendeskripsikan penerapan pendekatan Creative problem solving (CPS) pada pembelajaran konsep Gaya dikelas IV dengan jumlah 40 orang siswapada prembelajaran IPA di SDN Kalibuntu Kecamatan Baros Kabupaten Serang. (2) Mendeskripsikan peningkatan hasil belajar siswa pada konsep Gaya melalui penggunaan Lembar Kerja Siswa (LKS) serta pemecahan masalah melalui brainstorming (urun pendapat) melalui proses berpikir divergen dan konvergen. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang di dalamnya terdapat dua siklus. Hasil penelitian menunjukkan sebelum menerapkan pembelajaran reflektif atau data awal siswa yang tuntas hanya 12,25% (5 orang). Setelah diterapkannya pendekatan creative problem solving (CPS) dalam pembelajaran IPA pada konsep gaya, pada siklus pertama siswa yang tuntas sebesar 52,50% (21 orang), sehingga ada peningkatan dari data awal dengan presentase sebesar 40,25%. Pada siklus kedua jumlah siswa yang tuntas dengan presentase sebesar 77,50% (31 orang), dan mengalami peningkatan dari siklus pertama sebesar 47,25%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan pendekatan creative problem solving (CPS) dapat meningkatkan hasil belajar siswa di SDN Kalibuntu, maka penelitian ini dapat dikatakan berhasil.

scholarly journals PENERAPAN PENDEKATAN CREATIVE PROBLEM SOLVING (CPS) PADA KONSEP GAYA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2018 ◽  
Vol 19 (1) ◽  
pp. 53-67
Author(s):  
Neng Widiya Puspitasari
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Result ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Science Study ◽  
Concept Study ◽  
Divergent And Convergent Thinking ◽  
Creative Problem ◽  
Thinking Process

The purposes of the research are: 1. Describing the application of creative problem solving (CPS) approach on “gaya” concept study 2. Describing the improvement of students’ learning result on through the use of student worksheet (LKS) as well as the problem solving through brainstorming by divergent and convergent thinking process. This research is a classroom action research (CAR) with two cycles. The previous research result, before applying this approach was only 12,25% (5 students) who passed the minimum competence criteria. After researcher applying CPS approach in science study on konsep gaya, in the first cycle the number of students who passed competence increase to 52,50% (21 students). It shows that there is an improvement from the earlier data. It increases 40,25. In the second cycle the number of students who passed the competence increase to 77,30% (31 students). It means that the improvement of the percentage is 47,25. Based on the data above, it can be concluded that the application of CPS approach can effectively improve students’ achievement in SDN Kalibuntu.   Tujuan penelitian ini adalah (1) Mendeskripsikan penerapan pendekatan Creative problem solving (CPS) pada pembelajaran konsep Gaya dikelas IV dengan jumlah 40 orang siswapada prembelajaran IPA di SDN Kalibuntu Kecamatan Baros Kabupaten Serang. (2) Mendeskripsikan peningkatan hasil belajar siswa pada konsep Gaya melalui penggunaan Lembar Kerja Siswa (LKS) serta pemecahan masalah melalui brainstorming (urun pendapat) melalui proses berpikir divergen dan konvergen. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang di dalamnya terdapat dua siklus. Hasil penelitian menunjukkan sebelum menerapkan pembelajaran reflektif atau data awal siswa yang tuntas hanya 12,25% (5 orang). Setelah diterapkannya pendekatan creative problem solving (CPS) dalam pembelajaran IPA pada konsep gaya, pada siklus pertama siswa yang tuntas sebesar 52,50% (21 orang), sehingga ada peningkatan dari data awal dengan presentase sebesar 40,25%. Pada siklus kedua jumlah siswa yang tuntas dengan presentase sebesar 77,50% (31 orang), dan mengalami peningkatan dari siklus pertama sebesar 47,25%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan pendekatan creative problem solving (CPS) dapat meningkatkan hasil belajar siswa di SDN Kalibuntu, maka penelitian ini dapat dikatakan berhasil.

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

scholarly journals Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

2017 ◽  
Vol 2017 ◽  
pp. 1-9 ◽  
Author(s):  
Chia-Yi Lin
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Sixth Grade ◽  
Threshold Effect ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Ability Test ◽  
Knowledge And Skills ◽  
Balanced Development ◽  
Creative Problem

This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

scholarly journals PENERAPAN MODEL CPS BERBASIS LKS SOAL TIMSS UNTUK MENGUKUR KEMAMPUAN PEMECAHAN MASALAH

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Rahmat Kamaruddin ◽  
Firdha Razak ◽  
Ahmad Budi Sutrisno
Keyword(s):  
Problem Solving ◽  
Creative Problem Solving ◽  
Science Study ◽  
Creative Problem ◽  
Mathematics And Science

Trend in International Mathematics and Science Study (TIMSS) menempatkan Indonesia pada posisi yang belum menggembirakan. Indonesia masih mengalami kesulitan dalam menghadapi soal matematika terutama soal-soal matematika model TIMSS. Penelitian ini bertujuan untuk menerapkan model pembelajaran creative problem solving dengan menggunakan LKS soal TIMSS pada konten aljabar untuk mengukur kemampuan pemecahan. Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif dengan populasi seluruh siswa VII SMP Negeri 1 Pangkajene berjumlah 180 siswa. Pengambilan sampel menggunakan teknik simple random sebanyak 32 siswa. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Instrumen dalam penelitian ini adalah 1) LKS soal TIMSS; 2) Tes kemampuan pemecahan masalah; 3) Pedoman wawancara. Data akan dianalisis deskriptif kuantitatif serta analisis inferensial. Hasil penelitian diperoleh: 1) kemampuan pemecahan masalah siswa(pretest) sesuai aspek yang dinilai dalam TIMSS yang dianalisis secara deskriptif berada pada interpretasi sedang yakni sebesar 10 siswa atau 33% dari 32 siswa sedangkan kemampuan pemecahan masalah siswa(posttest) berada pada interpretasi tinggi yakni sebesar 17 siswa atau 54% dari 32 siswa. Hasil uji gain ternormalisasi yaitu 0,52 yang berarti peningkatan hasil belajar siswa yang diajar dengan penerapan model pembelajaran Creative problem solving (CPS) berada pada kategori sedang. 2) Presentase rata-rata siswa yang memberi respon positif terhadap penerapan model Creative problem solving (CPS) sebesar 81%. Hal ini menunjukkan bahwa kriteria keefektifan penerapan model pembelajaran Creative problem solving (CPS) untuk respon siswa telah terpenuhi. 3) Secara inferensial, dapat dinyatakan bahwa penerapan model pembelajaran Creative problem solving (CPS) Tuntas secara klasikal serta memiliki daya dongkrak peningkatan gain 0,3 atau terdapat peningkatan rata-rata nilai gain ternormalisasi secara signifikan sehingga model ini baik digunakan dalam pembelajaran matematika di SMP Negeri 1 Pangkajene.

scholarly journals Penerapan model pembelajaran Creative Problem Solving (CPS) untuk meningkatkan hasil belajar siswa kelas VI SDN 02 Talun Kabupaten Pekalongan

2021 ◽  
Vol 1 (1) ◽  
pp. 19-24
Author(s):  
Asep Tri Prasetiyo
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Student Activity ◽  
Creative Problem ◽  
Classroom Action Research

The problem in this classroom action research is whether the learning outcomes of class VI students at SDN 02 Talun, Pekalongan Regency can be improved through the implementation of creative problem solving (CPS) models? The purpose of this classroom action research is to find out whether the application of the CPS learning model can improve student learning outcomes and how the changes in the level of student activity during learning with the applied creative problem solving learning model. The subjects in this classroom action research were 28 students of class VI. This classroom action research was conducted in 2 cycles where each cycle consisted of 2 learning meetings. The indicator of the success of this research is that student learning outcomes increase if the average student learning outcomes reach an average value of 70 and the number of students who complete learning is 85%. The results of this classroom action research indicate an increase in student learning outcomes in the evaluation of cycles I and II, namely an increase in the class average value from 71.75 to 76.63 with the percentage of classical completeness in cycle I reaching 75% and cycle II reaching 89.28. %. The increase in student learning outcomes was followed by changes in the level of student activity during learning, namely the first cycle from 67.5% to 85% in the second cycle. Observation of teacher activities has increased from 75% in the first cycle to 90% in the second cycle. Based on the results of these studies, suggestions that can be given are the need to apply the CPS learning model to improve learning outcomes and student activity.

scholarly journals Penggunaan Model Creative Problem Solving (CPS), Means end Analysis dan Pair Check dengan Media Gambar untuk Meningkatkan Hasil Belajar Matematika pada Siswa Kelas IV SDN Alalak Tengah 2 Banjarmasin. oleh : Hj. Nurhani

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Research Approach ◽  
Creative Problem Solving ◽  
Student Activities ◽  
Fourth Grade Students ◽  
Creative Problem ◽  
Classroom Action Research

This classroom action research (CAR) aims to determine teacher activities, student activities, and learning outcomes of mathematics using the Creative Problem Solving (CPS) learning model, Means-Ends Analysis and Pair Checks with Picture Media in fourth grade students of SDN Alalak Tengah 2 Banjarmasin City Banjarmasin.This study uses a qualitative research approach with the type of Classroom Action Research (CAR), which was carried out in four meetings. The research subjects were the fourth grade tudents of SDN Alalak Tengah 2 for the 2018/2019, as many as 27 students. The type of data in this study is qualitative data through observation of teacher and student activities and quantitative data with individual written tests. Data analysis is calculated based on the percentage scale and indicators of learning completeness that are set. The results of this study indicate that the teacher's activities reach the very good criteria. Student activity reached the very active criteria. The classical completeness of student learning outcomes reaches 100%.Based on this research, it can be concluded that the combination of Creative Problem Solving (CPS), Means-Ends Analysis, and variations with Pair Checks and Picture Media models can increase the learning activities of fourth grade students at SDN Alalak Tengah 2 Banjarmasin.

scholarly journals The Effect of Dopaminergic Replacement Therapy on Creative Thinking and Insight Problem-Solving in Parkinson's Disease Patients

2021 ◽  
Vol 12 ◽  
Author(s):  
Carola Salvi ◽  
Emily K. Leiker ◽  
Beatrix Baricca ◽  
Maria A. Molinari ◽  
Roberto Eleopra ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Problem Solving ◽  
Replacement Therapy ◽  
Inhibitory Control ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Healthy Controls ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Creative Problem

Parkinson's disease (PD) patients receiving dopaminergic treatment may experience bursts of creativity. Although this phenomenon is sometimes recognized among patients and their clinicians, the association between dopamine replacement therapy (DRT) in PD patients and creativity remains underexplored. It is unclear, for instance, whether DRT affects creativity through convergent or divergent thinking, idea generation, or a general lack of inhibition. It is also unclear whether DRT only augments pre-existing creative attributes or generates creativity de novo. Here, we tested a group of PD patients when “on” and “off” dopaminergic treatment on a series of tests of creative problem-solving (Alternative Uses Task, Compound Remote Associates, Rebus Puzzles), and related their performance to a group of matched healthy controls as well as to their pre-PD creative skills and measures of inhibition/impulsivity. Results did not provide strong evidence that DRT improved creative thinking in PD patients. Rather, PD patients “on” medication showed less flexibility in divergent thinking, generated fewer ideas via insight, and showed worse performance in convergent thinking overall (by making more errors) than healthy controls. Pre-PD creative skills predicted enhanced flexibility and fluency in divergent thinking when PD patients were “on” medication. However, results on convergent thinking were mixed. Finally, PD patients who exhibited deficits in a measure of inhibitory control showed weaker convergent thinking while “on” medication, supporting previous evidence on the importance of inhibitory control in creative problem-solving. Altogether, results do not support the hypothesis that DRT promotes creative thinking in PD. We speculate that bursts of artistic production in PD are perhaps conflated with creativity due to lay conceptions of creativity (i.e., an art-bias).

scholarly journals PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING BERBANTUAN MEDIA VISUAL UNTUK MENINGKATKAN KREATIVITAS DAN HABITS OF MIND MATEMATIS SISWA PADA KELAS X MA AL-KAUTSAR NW REBAN BURUNG TAHUN PELAJARAN 2018/2019

2018 ◽  
Vol 6 (2) ◽  
pp. 104
Author(s):  
Ahmad Muzaki ◽  
Solihatton Solihatton ◽  
Yuntawati Yuntawati
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Visual Media ◽  
Habits Of Mind ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Academic Year

The low of student learning outcomes in mathematics subjects is caused by a lack of student involvement and the conventional methods used by the teacher. Therefore the need for creativity and mathematical habits of mind to be able to improve learning outcomes. To improve creativity and mathematical habits of mind, learning methods are needed that can stimulate student’s creativity and mathematical habits of mindwith Creative Problem Solving (CPS)models assisted by visual media. The aims of this study was to determine the increase in student’s creativity and mathematical habits of mindby applying CPS models assisted by visual media in grade X MA Al-Kautsar NW RebanBurung Academic Year 2018/2019. This type of research was classroom action research conducted in two cycles. In the first cycle obtained the level of creativity of students was 2.78, and for the percentage of students' mathematical habits of mind was 63.63%, and the percentage of classical completeness was 75%. While in the second cycle there was an increase in the level of student creativity to 3.07, and for the percentage of students mathematical habits of mind increased to 82.25%, the percentage of classical completeness reached 95% and had fulfilled the KKM.

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