scholarly journals Design of Integrated Science Learning Materials Based on Creative Problem Solving Model Integrated with Anti-Corruption Characters

2019 ◽  
Vol 2 (2) ◽  
pp. 62-69
Author(s):  
Widya Widya ◽  
Ena Suma Indrawati ◽  
Desy Eka Muliani ◽  
Mila Ridhatullah
Keyword(s):  
Problem Solving ◽  
Descriptive Analysis ◽  
Material Design ◽  
Thinking Skills ◽  
Teaching Material ◽  
Creative Problem Solving ◽  
Teaching Materials ◽  
Student Centered ◽  
Student Centered Learning ◽  
Creative Problem

The 2013 curriculum requires student-centered learning. The teacher as a facilitator needs to prepare student-centered learning. The teacher prepares learning that emphasizes the thought process. Creative Problem Solving (CPS) models can develop students' thinking abilities. Teachers are expected to be able to develop teaching materials that are appropriate to the character of students. Teaching materials developed improve students' thinking skills. Teaching materials provided should also be able to increase student awareness of the nation's problems. One of Indonesia's big problems is corruption. Learning in schools is expected to instill anti-corruption character, one of which is integrating learning. This research is research and development. In this article is a part of the design of the teaching material that was developed. The data collection technique used is a prototype review of teaching materials developed. Analysis of the data used descriptive analysis. The results of this study are in the form of instructional material design based on the CPS model. The science teaching materials developed are based on the syntax of the CPS which consists of: identifying objectives, collecting data, sharpening questions, collecting data, formulating solutions, and implementing solutions. In addition to the teaching material developed it is also integrated with the anti-corruption character in each step of the problem solving that is displayed.

scholarly journals Development of Electronic Module Using Creative Problem-Solving Model Equipped with HOTS Problems on The Kinetic Theory of Gases Material

2020 ◽  
Vol 6 (2) ◽  
pp. 181-194
Author(s):  
I Made Astra ◽  
Raihanati Raihanati ◽  
Nur Mujayanah
Keyword(s):  
Problem Solving ◽  
Kinetic Theory ◽  
Thinking Skills ◽  
Average Score ◽  
Teaching Material ◽  
Kinetic Theory Of Gases ◽  
Creative Problem Solving ◽  
Problem Solving Model ◽  
Creative Problem ◽  
High Order Thinking

This research aims to develop and produce an e-module of physics using a creative problem-solving model equipped with HOTS problems on the kinetic theory of gases material as independent teaching material for high school students of class XI IPA. The research method used in this study is the Research and Development (R & D) method using the model of Dick & Carey. The creative problem-solving model has six learning stages. The electronic module is equipped with HOTS questions, where HOTS is a high- level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The instrument used in this study is a questionnaire using a Likert scale. This e-module has gone through a validation test involving material experts, media experts, and learning experts. The results of expert validation are 82.83%. The result in the field-test by physics teachers shows an average score of 83.05%. The field-test results by the students of SMAN 16 Jakarta shows an average score of 93.44%. The result of the effectiveness test had a gain score of 0.502 indicates that the e-module can increase students’ high order thinking skills in the middle classification. These results show that the e-module of physics using a creative problem-solving model equipped with HOTS questions in the kinetic theory of gases material can be feasible as independent teaching material and can increase students’ high order thinking skills.

scholarly journals Analysis of Science Teacher Candidates’ Relation between Scientific Creative Thinking Skills, Creative Problem Solving and Project Development Skills

2018 ◽  
Vol 48 ◽  
pp. 01059
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Control Group ◽  
Project Development ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Experimental Group

The research aims to determine the “relationship between the scientific creative thinking skills and creative problem solving and project development skills of candidate science teachers.” The research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for 14 weeks. The research data was gained through “Self-Assessment for Creativity Questionnaire” to be developed by Raudsepp [28] and adapted by Sungur [30] into Turkish with the reliability value by Gülel [11]; two projects which were “the kite project”, “bridge project from spaghetti macaroni” and “personal interviews”. The conclusions to be reached by the research are in favour of the experimental group and the last application. While it was found that the project development processes of the candidate teachers in the experiment group had an important impact on their scientific creativity, the positive opinions of the candidate teachers were also found.

scholarly journals Kemampuan Berpikir Kritis Matematis serta Habits Of Mind Menggunakan Model Inquiry Learning dan Model Creative Problem Solving

2021 ◽  
Vol 10 (1) ◽  
pp. 95-106
Author(s):  
Samsul Nurdiansyah ◽  
Rostina Sundayana ◽  
Teni Sritresna
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Creative Problem Solving ◽  
Quasi Experimental ◽  
Creative Problem

AbstrakKemampuan berpikir kritis matematis dan Habits of Mind merupakan salah satu kemampuan dasar yang harus dimiliki oleh siswa. Fakta menunjukkan bahwa kemampuan berpikir kritis matematis dan Habits of Mind siswa masih rendah. Diperlukan upaya untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind siswa salah satunya menggunakan model Inquiry Learning dan model pembelajaran Creative Problem Solving. Tujuan dari penelitian ini adalah menganalisis perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Metode penelitian yang digunakan adalah kuasi eksperimen dengan populasi seluruh siswa kelas X SMA Negeri 11 Garut. Sampel pada penelitian ini sebanyak dua kelas yaitu kelas X-MIPA 5 sebanyak 35 siswa sebagai kelas eksperimen I yang mendapat model Inquiry Learning dan kelas  X-MIPA 6 sebanyak 35 siswa sebagai kelas eksperimen II yang mendapat model pembelajaran Creative Problem Solving. Instrumen penelitian yang digunakan berupa tes uraian dan angket skala Likert. Berdasarkan hasil analisis secara statistik diperoleh kesimpulan bahwa terdapat perbedaan kemampuan berpikir kritis matematis dan Habits of Mind antara siswa yang mendapatkan model Inquiry Learning dengan Creative Problem Solving. Untuk meningkatkan kemampuan berpikir kritis matematis dan Habits of Mind, model Inquiry Learning cocok digunakan. Mathematics Critical Thinking Ability And Habits Of Mind Using Inquiry Learning Model And Creative Problem Solving ModelAbstractMathematical Critical Thinking Skills and Habits of Mind are some of the basic abilities that students must have. The fact shows that the Mathematical Critical Thinking Skills and Habits of Mind are still low. Efforts are needed to improve the Mathematical Critical Thinking Skills and Habits of Mind, one of them using Inquiry Learning and Creative Problem Solving learning. The purpose of this research was to analyze the differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. The research method used a quasi-experimental with a population of all class X of SMAN 11 Garut. The sample consisted of two classes, class X Science 5 by 35 students as the first experimental class, which got Inquiry Learning model, and class X Science 6 by 35 students as the second experimental class which got Creative Problem-Solving learning model. The research instrument used a description test and a Likert scale questionnaire. Based on the results of statistical analysis, it is found that there are differences in Mathematical Critical Thinking Skills and Habits of Mind between students who get the Inquiry Learning model with Creative Problem Solving. To improve mathematical critical thinking skills and Habits of Mind, the Inquiry Learning model is suitable.

scholarly journals METODE PEMECAHAN BERBASIS MASALAH PADA PEMBELAJARAN MENULIS TEKS DESKRIPSI

2019 ◽  
Vol 5 (1) ◽  
pp. 1-17
Author(s):  
Sakila Sakila
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Study Data ◽  
Scientific Review ◽  
Collection Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process ◽  
Write Text

Abstrak: Penulisan tinjauan ilmiah ini bertujuan untuk mendeskripsikan langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi sehigga dapat meningkatkan kemampuan siswa pada pembelajaran dimaksud. Adapun masalah dalam penulisan ini adalah bagaimana langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi. Untuk memecahkan masalah dan tujuan penulisan, digunakan metode deskriptif dengan metode pengumpulan data studi kepustakaan. Hasil penulisan memberikan gambaran langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi diawali dengan orientasi peserta didik pada masalah, mengorganisasikan peserta didik untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya peserta didik dan terakhir menganalisis dan mengevaluasi proses pemecahan masalah. Dari hasil penulisan ini dapat disimpulkan bahwa penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi bagi siswa memungkinkan untuk mengembangkan keterampilan berpikir siswa. Sedangkan bagi pendidik menuntut dapat memahami secara utuh dari setiap dan konsep proses belajar mengajar. Model pembelajaran berbasis masalah menekankan pada proses penyelesaian masalah, melibatkan peserta didik dalam pembelajaran yang aktif, kolaboratif, berpusat pada peserta didik untuk menghadapi tantangan yang semakin komplek. Kata Kunci: metode, pemecahan, berbasis masalah, menulis, teks deskripsi Abstract : Writing this scientific review aims to describe the steps for using problem-based solving methods in learning to write description text so that it can improve students' abilities in the intended learning. The problem in this paper is how the steps to use problem-based solving method in learning to write description text. To solve the problem and purpose of writing, descriptive methods are used with the library study data collection method. The results of the writing provide an overview of the steps of using problem-based solving methods in learning to write text descriptions beginning with the orientation of students on the problem, organizing students to learn, guiding individual and group investigations, developing and presenting the work of students and finally analyzing and evaluating solution to problem. From the results of this paper it can be concluded that the use of problem-based solving methods in learning to write description texts for students makes it possible to develop students' thinking skills. Whereas for educators demanding to fully understand each and every concept of the teaching and learning process. The problem-based learning model emphasizes the problem solving process, involving students in active, collaborative, student-centered learning to face increasingly complex challenges.  

scholarly journals Creative Problem Solving-Based Electronic Module Integrated with 21st Century Skills

2021 ◽  
Vol 4 (3) ◽  
pp. 333-342
Author(s):  
Widya Widya ◽  
Dini Maielfi ◽  
Alfiyandri Alfiyandri ◽  
Wanda Hamidah
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Descriptive Analysis ◽  
Model Data ◽  
Creative Problem Solving ◽  
Is Research ◽  
A Value ◽  
Creative Problem ◽  
Cps Model

Teachers as facilitators in learning are expected to develop learning that integrates 21st-century skills so that students are ready to compete in this era. One of the things teachers can do is develop e-modules based on the Creative Problem Solving (CPS) model. This research is research and development with 4D models. The purpose of this study is to produce an integrated 21st-century physics e-module based on the CPS model. Data analysis using descriptive analysis. Research results: E-module physics based on CPS model integrated 21st-century skills have met the valid criteria: for the content, feasibility component is in the very valid category with a value of 93.18, the presentation component is in the very valid category with a value of 85, the graphic component is in the category very valid with a value of 95.45, and the language component is in the very valid category with a value of 83. Therefore, this CPS-based e-module has met the criteria to be piloted in schools.

scholarly journals Empowering scientific thinking skills through creative problem solving with scaffolding learning

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Devi Ratnasari ◽  
Suciati Suciati ◽  
Maridi Maridi
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Creative Problem Solving ◽  
Test Instrument ◽  
Quasi Experimental ◽  
Creative Problem ◽  
Cluster Random Sampling ◽  
Scaffolding Learning

Scientific thinking is a crucial skill for students in facing 21st-century challenges. The aim of this study was to analyze the effect of Creative Problem Solving (CPS) with scaffolding learning implementation on students' thinking skills. The study employed quasi-experimental design in which the sample was 96 of population was 270 students. The sampling technique used was cluster random sampling. The data obtained from the test instrument constructed from four aspects observed. The data was analyzed using dependent t-test. The results showed that there was an influence of the CPS with scaffolding on students' scientific thinking skills. Thus, CPS with scaffolding learning effectively empowered the students’ scientific thinking skills.

PENGARUH MODEL PEMBELAJARAN CPS (CREATIVE PROBLEM SOLVING) TERHADAP KETERAMPILAN BERPIKIR KREATIF DAN HASIL BELAJAR KOGNITIF SISWA

2018 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Munisah Munisah ◽  
Siti Nurhidayati ◽  
Ida Royani
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
T Test ◽  
Creative Problem Solving ◽  
Thinking Skill ◽  
Creative Problem ◽  
Creative Thinking Skill

The problem that happened in MTs NW Darussholihin Wassyakirin is creative thinking skill and cognitive learning result of student is still less satisfactory, proved by the value of MID semester under KKM (Criteria Completed Minimal). This is because the learning process is not effective because the use of methods or learning models that are not effective. The purpose of this research is to know the influence of CPS (Creative Problem Solving) model of creative thinking skill and students' cognitive learning outcomes. This type of research is quasi experimental research with pretest postest control group design research design. The instrument used in this research is the observation sheet of learning implementation (RPP), test of creative thinking skill and test of cognitive learning result of the students. Data collection techniques are observations and tests, while data analysis techniques are descriptive and t-test. The results showed that the data presentation of creative thinking skills of students in the experimental class is 85.33 with very high category while the result of cognitive learning posstest students get the average value in the experimental class that is 80.83 and the control class is 78.67. The result of study posttest showed that the average learning result of the students in the experimental class and the control class were 86 and 76. Based on the t-test analysis with separated variance formula with 5% significant, student learning result obtained tcount of 2,581 and ttable value of 2.048, means tcount is greater than ttable value (2.581 > 2.048) so that (Ho) is rejected (Ha) accepted. Based on these results can be concluded that the model of learning CPS (Creative Problem Solving) effect on student cognitive learning outcomes, and average creative thinking skills achieve high categories.

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