scholarly journals Applying Blended Problem-Based Learning to Accounting Studies in Higher Education; Optimizing the Utilization of Social Media for Learning

2020 ◽  
Vol 15 (08) ◽  
pp. 22
Author(s):  
Ahmad Nurkhin ◽  
Kardoyo Kardoyo ◽  
Hengky Pramusinto ◽  
Rediana Setiyani ◽  
Ratieh Widhiastuti
Keyword(s):  
Social Media ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Accounting Education ◽  
State University ◽  
Face To Face ◽  
Quantitative Measurements ◽  
Qualitative Descriptive ◽  
Critical And Creative Thinking

This study aims to examine the implementation of blended problem-based learning in introductory courses on accounting in order to improve stu-dents' critical and creative thinking skills and student learning outcomes. The research design carried out is classroom action research (CAR). The ob-ject in this study is Accounting Education students at the Faculty of Eco-nomics, Semarang State University. The research was conducted in Septem-ber-October 2019. The procedure for carrying out CAR consists of planning, implementing, observing and reflecting. CAR is implemented in two cycles. The research data has been gathered using documentation, observation and testing. For data analysis, quantitative and qualitative descriptive methods are used. The researchers have carried out two cycles with each cycle con-sisting of two lecture meetings. In the first cycle, researchers used Google classroom, mind mapping, online quizzes, and Instagram social media to improve interaction and the quality of lectures by applying blended prob-lem-based learning. Researchers focused on improving students' critical and creative thinking skills in the first cycle. The results showed that the stu-dents have good critical and creative thinking skills. In the second cycle, re-searchers still continued to use Google classroom and combined it with face-to-face lectures using "make a note" assignments and group discus-sions. Researchers took quantitative measurements to see the success of the treatment. The results showed that students were able to obtain better grades than before being given the treatment.

scholarly journals Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

2017 ◽  
Vol 11 (1) ◽  
pp. 119 ◽  
Author(s):  
Sri Winarno ◽  
Kalaiarasi Sonai Muthu ◽  
Lew Sook Ling
Keyword(s):  
Direct Instruction ◽  
Direct Problem ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Knowledge Score ◽  
Thinking Skills ◽  
Face To Face ◽  
Quasi Experimental ◽  
Teamwork Skills ◽  
Instruction Approach

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills  4.70(.50).

scholarly journals Model Manajemen Pembelajaran Pendidikan Islam Berbasis Masalah: Studi Kasus pada Jurusan Tarbiyah dan Adab IAIN Parepare

2019 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Anwar Sewang ◽  
Abdul Halik
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Assessment ◽  
Management Approach ◽  
The Impact ◽  
Critical And Creative Thinking

Learning in college is very urgent considering aspects of relevance and effectiveness. One strategy that becomes the trend of study is problem-based learning. Problem-based learning strategies are considered urgent and relevant to be applied in higher education, as an effort to trigger scientific exploration to foster critical and creative thinking skills. Problem based learning strategies should be based on research in order to have a systemic scientific structure, a strong, functional and implementative foundation in learning. The relevance and effectiveness of the implementation of problem-based learning strategies is designed with a management approach. Management breaks down the stages of problem-based learning strategies, including planning, implementation, and evaluation (assessment). Problem-based learning strategy planning includes the preparation of Semester Learning Plans (Rencana Pembelajaran Semester or RPS) that refer to the curriculum of study programs, establish learning outcomes, design teaching materials, analyze students, choose media, compile learning evaluation systems, and predict possible problems. All of them are designed with problem-based adapted from the results of the research. Implementation of problem-based learning begins with initial activities including attendance, apperception, orientation, and motivation, core activities include exploration, elaboration, and confirmation, and final activities including conclusions and assessments (evaluations). Evaluation of learning includes program assessment, implementation assessment, and assessment of goals achievement. Principles of learning assessment include educative, objective, accountability, and transparent. Measuring the achievement of problem-based learning is seen in indicators of critical and creative thinking abilities, including problem response, understanding problems, knowing cause of problems, able to find alternative solutions, recognize the impact of the problem, and be able to connect with other science disciplines. The strategy of problem-based learning in higher education has implications for students' interest and motivation in developing critical and creative thinking skills.

scholarly journals PENERAPAN BLENDED-PROBLEM BASED LEARNING DI MASA PANDEMI UNTUK MENINGKATKAN CRITICAL THINKING MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR

2021 ◽  
Vol 4 (1) ◽  
pp. 38-47
Author(s):  
Rafhi Febryan Putera ◽  
Ainun Mahfuzah ◽  
Farida S ◽  
M. Habibi ◽  
Puguh Iskandar
Keyword(s):  
Critical Thinking ◽  
School Teacher ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Primary School Teacher ◽  
State University ◽  
Face To Face ◽  
Primary School Teacher Education

The Covid pandemic requires blended learning (a combination of face-to-face and online learning). The low ability to think critically in class makes the learning process not optimal, therefore it is necessary to increase students' critical thinking skills using the Blended-Problem Based Learning learning model. The method used is classroom action research with a sample of 73 semester VI students in the learning media course for Primary School Teacher Education at Padang State University. Students 'initial critical thinking ability was in the very poor category with a percentage of 41%, after the first cycle there was an increase in students' critical thinking skills by 15% and cycle II by 27%. It can be concluded that the Blended-Problem Based Learning learning model can improve students' critical thinking skills

scholarly journals KETERAMPILAN BERPIKIR KREATIF SISWA MENGGUNAKAN MODEL PBL (Problem Based Learning) DENGAN PENDEKATAN STEM PADA MATERI VEKTOR DI KELAS X MIPA 4 SMA NEGERI 2 JEMBER

2020 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Mardiyah Sari Dewi ◽  
Albertus Djoko Lesmono ◽  
Hadiyanto Hadiyanto ◽  
Arif Harimukti
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Activities ◽  
Questionnaire Data ◽  
Descriptive Research ◽  
The Third ◽  
Science Technology ◽  
Qualitative Descriptive ◽  
And Mathematics

This study discusses how students think about vector material through PBL (Problem Based Learning) models using STEM (Science, Technology, Engineering, and Mathematics). The method used in this study uses qualitative descriptive research. The subjects of this study were students of grade X MIPA 4 SMA Negeri 2 Jember with a total of 35 students. The instruments of collecting data in this study consisted of student worksheets and questionnaires to measure students' creative thinking skills. Student worksheets are provided using STEM (Science, Technology, Engineering, and Mathematics) which have been adapted to the 2013 curriculum that directs students to be actively involved in learning activities. fluency, flexibility, elaboration and originality which contains 6 indicators. The results of the questionnaire data were analyzed based on its indicators, namely for the first indicator getting a percentage of creative thinking skills by 74%, the second indicator by 78%, the third indicator by 74%, the percentage indicator by 69%, the percentage indicator by 74%, and for the sixth indicator by 70% . The number of students who reached the criteria was quite creative there were 33 students with a percentage of 94%. Based on the results of data analysis obtained, students think a high percentage. The PBL (Problem Based Learning) model using STEM (Science, Technology, Engineering, and Mathematics) on vector material has good implications and supports an effective and enjoyable learning process for students.

scholarly journals The Potential of Gamification in Developing Pre-Service Physics Teachers' Critical and Creative Thinking Skills

2019 ◽  
Vol 5 (1) ◽  
pp. 7 ◽  
Author(s):  
. Saprudin ◽  
. Liliasari ◽  
Ary Setijadi Prihatmanto ◽  
Andhy Setiawan
Keyword(s):  
Social Media ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Physics Teachers ◽  
Preliminary Research ◽  
Physics Experiment ◽  
Physics Experiments ◽  
Critical And Creative Thinking

This article is a part of the research related to the development of gamification models to improve critical and creative thinking skills of pre-service physics teachers (PPTs). This case study is a preliminary research to describe the potential of gamification in physics experiments that was involved 25 PPTs at one of the universities in Bandung. The potential of gamification was analyzed from the results of observations, and the monitoring of the physics experiment activities assisted by WhatsApp social media. Through the implementation of gamification, physics experiments can be designed like gameplay so that it was expected to motivate PPTs to be more actively involved in physics experiment activities. Besides that, the presence of gamification can create an atmosphere of physics experiments to be more enjoyable.

scholarly journals Building Students' Creative Thinking Skills Using Problem- Based Learning in Handling Staple Food Waste

2021 ◽  
Vol 5 (1) ◽  
pp. 89
Author(s):  
Rista Firdausa Handoyo ◽  
Momo Rosbiono ◽  
Wahyu Sopandi
Keyword(s):  
Food Waste ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Staple Food ◽  
Design Development ◽  
Average Percentage ◽  
School Year ◽  
Qualitative Descriptive ◽  
Private High School

This study aims to build students' creative thinking skills using problem - based learning in handling staple food waste. The research methods are development and research with the stages of design, development, and evaluation. This research was conducted at a private high school in Tangerang Regency. The research was involved thirty students of Class XI IPA in the second semester of the 2019/2020 school year and was connected through the WhatsApp group. The research instrument used Student Worksheets (LKS) in the form of a test essay for nine items that have been validated to measure students’ creative thinking skills. The research data were analyzed quantitatively by using Microsoft Excel and qualitative-  descriptive. The results of the students' creative thinking skills showed the percentage of fluency (31.66%), flexibility (35.18%), elaboration (58.33%), and evaluation (54.88%) indicators, the average percentage was 45.01% categorized as medium. The conclusions drawn are the creative thinking skills that emerge after using problem-based learning are fluent thinking, flexibility thinking, evaluative thinking, and elaborative thinking.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

Exploration of Creative Thinking Skills of Students in Physics Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 151
Author(s):  
Muhammad Asriadi ◽  
Edi Istiyono
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
School Students ◽  
Cross Sectional ◽  
Physics Learning ◽  
Thinking Ability ◽  
Qualitative Descriptive ◽  
Creative Thinking Ability

This study aims to determine the ability of creative thinking high school students in physics learning, know the form of assessment of creative thinking abilities. The study was conducted at SMAN 6 Yogyakrata. This type of research is a survey with a cross-sectional method that is a survey conducted once and at a time. The subjects were the principals, teachers of physics from SMAN 6 Yogyakrata and 30 grade XI students. observations, interviews, and questionnaires were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The results showed that the creative thinking ability of class XI MIA 1 students at SMAN 6 Yogyakarta can be said to be in the average and quite good category, although there are some students whose level of creative thinking ability is low. In addition, the form of assessment used by physics teachers has not been effective and accurate enough in assessing students 'creative thinking abilities. So it is recommended to use The Torrance Tests of Creative Thinking (TTCT) in physics learning because it has been proven to be accurate in assessing students' creative thinking abilities.

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