Developing Geography Curriculum Framework for Promoting Pre-Service Teachers’ Creative Thinking Through Instructional Media Production

The current study explored the effect of a developed Geography curriculum framework towards promoting pre-service teachers’ creative thinking (CT) across its 4 components namely: fluency, flexibility, originality, and elaboration through instructional media production. A research and development (R&D) model were employed which consisted of 3 phases: Phase 1 involved target group survey using a requirement survey form and administered to participants before the study implementation; Phase 2 involved the creation of curriculum and application of the curriculum contents; Phase 3 was the implementation of the curriculum and a mixed-method type of research was employed. 56 participants, organized into 7 groups with 8 members, have participated in 4 sessions of instructional media production. Data were collected from the participants’ created instructional media task performance aimed at enhancing their creative thinking. Thereafter, a questionnaire on participants’ satisfaction level towards the training as well as interview were conducted after the training was provided. Results revealed that the participants made noteworthy gains as they yielded “high” level on their task performance indicative of an improvement on their CT skills. “Flexibility” and “elaboration” were described as the most and least improved CT components, respectively. Moreover, the participants were most satisfied on the training as most of them revealed that it encouraged them towards effective learning. Additionally, qualitative results reveal participants’ positive experiences towards instructional media production which helped foster their CT skills. Finally, the findings have provided substantial support for the instructional media production to be included in the Geography curriculum as an instructional pedagogical support to enhance students’ creative thinking skills.

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The Effectiveness of Instructional Media to Improve Early Childhood Creative Thinking Skills

Universal Journal of Educational Research ◽

10.13189/ujer.2021.090618 ◽

2021 ◽

Vol 9 (6) ◽

pp. 1291-1297

Author(s):

Margarita Inuk ◽

Erdawati Erdawati ◽

Tjipto Sumadi ◽

Jarudin Jarudin

Keyword(s):

Early Childhood ◽

Creative Thinking ◽

Thinking Skills ◽

Instructional Media

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The Creative Project: Design, Implementation, and Assessment

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v6i1.5387 ◽

2016 ◽

Vol 6 (1) ◽

pp. 72

Author(s):

Teresa L Larkin

Keyword(s):

General Education ◽

Student Perceptions ◽

Creative Thinking ◽

Thinking Skills ◽

Lessons Learned ◽

Critical Thinking Skills ◽

Short Paper ◽

Final Exam ◽

Implementation Phase ◽

Creative Project

One of the primary objectives in most STEM classrooms is to provide educational experiences that will build and enhance students’ ability to think critically and to solve a wide set of different types of problems. To be competitive in the increasingly global society of the twenty-first century, scientists and engineers must often be able to innovate and “think outside the box” when solving a problem or designing a new tool or product. Within a typical STEM classroom, however, assignments often focus primarily on solving textbook-type problems that allow little room for innovation and creative thinking. While these textbook-type problems help students develop their critical thinking skills, they do little for helping them learn to think creatively and innovatively. There is a need for pedagogical activities that include a creative component that would all students to become creative and innovative thinkers. The objective of this paper is to showcase some examples of assessment activities that can be used to facilitate the creative component of student learning in a physics course. The course is entitled Changing Views of the Universe and is often taken by students to satisfy the university’s general education requirements towards graduation. The activities assessed in the course include reading quizzes, free-writing assignments, a short paper activity, a creative project, and a final exam. Emphasis will be placed on the design, implementation and assessment of the creative project activity which was first piloted in spring 2014. A discussion related to student perceptions of the activity will be included. In addition, a summary of some of the lessons learned during the implementation phase will be shared.

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Analisis Penggunaan Media Pembelajaran dalam Meningkatkan Kemampuan Berpikir Kreatif Siswa

INVENTA ◽

10.36456/inventa.5.1.a2623 ◽

2021 ◽

Vol 5 (1) ◽

pp. 30-46

Author(s):

Rohayu ◽

Deni Adi Putra ◽

Kunti Dian Ayu Afiani

Keyword(s):

Learning Process ◽

Research Method ◽

Creative Thinking ◽

Meta Analysis ◽

Thinking Skills ◽

Research Data ◽

Research Topic ◽

Instructional Media ◽

Total Percentage

This research aims to analyze the use of instructional media in improving students' creative thinking skills. The methodology used in this research is the meta-analysis research method. The object of this research is 10 relevant journals whose variables are in accordance with the research topic. Based on the analysis and discussion that has been carried out through a review of 10 journals. It can be concluded that the use of media can improve students' creative thinking skills with a total percentage reaching 80.74%. There are differences in the results of increasing students' creative thinking skills in each research data. This is due to the different objects of research, approaches, principles, and concepts used to analyze problems in each different research. The use of media in the learning process can improve students' creative thinking skills. Therefore, it is hoped that the teacher can understand the importance of using media in the learning process so the teacher can find out students' creative thinking skills in learning and teachers will be more creative and varied in using media during the learning process.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN MODEL CONTEXTUAL TEACHING LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERFIKIR KREATIF SISWA KELAS V DI SEKOLAH DASAR

Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian ◽

10.26740/jrpd.v3n3.p534-546 ◽

2017 ◽

Vol 3 (3) ◽

pp. 534

Author(s):

Rizka Kusuma Rahmawati

Keyword(s):

Creative Thinking ◽

Phase 1 ◽

Thinking Skills ◽

Learning Model ◽

Learning Activities ◽

Control Group ◽

Learning Models ◽

Control Group Design ◽

Contextual Teaching ◽

Teaching Learning

ABSTRACTThis research is based on the fact there are many teachers who have difficulty in developing curriculum-based learning in 2013 that creative thinking skills of the students are still not enough. The development of learning tools in this study describes and analyzes the application of CTL with a device developed can enhance creative thinking skills of fifth grade students of primary school. The development of research include: Learning Implementation Plan (RPP), Student Worksheet (LKS), Sheet Improvement Thinking Skills tested the V-B grade 28 student and class V-A 28 students at SDN Dr. Sutomo VIII Surabaya. Development of the device development model four D Thiagarajan 1974 consisting of phase (1) definition, (2) design, (3) development and distribution of modified into 3-D followed by the implementation of classroom learning by using a pretest-posttest control group design The results showed that (1) the learning model CTL can improve the ability of creative thinking of students, because it uses a learning model CTL will give students the opportunity to menggembangkan experience in daily activities those with learning Acquisition of learning outcomes have proved also that an increase in the ability to think creatively graders experiments using CTL higher learning model with excellent category than students in grade control make conventional learning models. Learning activities of students who receive treatment models Contextual Teaching Learning Imaging better than the learning activities of students who followed the conventional learning. This is evidenced by the test results that the overall activity of students using different learning models significant CTL activity of students who take the learning with conventional learning model. Keywords: Learning Model CTL, Creative Thinking. ABSTRAKPenelitian ini didasari dari oleh kenyataan masih banyak guru yang mengalami kesulitan dalam mengembangkan pembelajaran berdasarkan kurikulum 2013 sehingga keterampilan berfikir kreatif yang dimiliki siswa masih kurang. Pengembangan perangkat pembelajaran dalam penelitian ini mendeskripsikan dan menganalisis penerapan CTL dengan perangkat yang dikembangkan dapat meningkatkan keterampilan berfikir kreatif siswa kelas V sekolah dasar. Penelitian pengembangan ini meliputi: Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), Lembar Peningkatan Keterampilan Berfikir yang diujicobakan pada kelas V-B 28 siswa dan kelas V-A 28 siswa di SDN Dr. Sutomo VIII Surabaya. Pengembangan perangkat menggunakan model pengembangan four D Thiagarajan 1974 yang terdiri atas tahap (1) pendefinisian, (2) perancangan, (3) pengembangan, dan penyebaran yang dimodifikasi menjadi 3-D dilanjutkan dengan pelaksanaan pembelajaran di kelas dengan menggunakan rancangan pretest-posttest control grup design. Hasil penelitian menunjukkan bahwa (1) model pembelajaran CTL dapat meningkatkan kemampuan berfikir kreatif siswa, karena menggunakan model pembelajaran CTL akan memberi kesempatan siswa untuk menggembangkan pengalaman pada kegiatan sehari-hari mereka dengan pembelajaran Perolehan hasil belajar telah membuktikan pula bahwa peningkatan kemampuan berfikir kreatif siswa kelas eksperimen dengan menggunakan model pembelajaran CTL lebih tinggi dengan kategori sangat baik daripada siswa kelas kontrol yang menggunakan model pembelajaran konvensional. Aktivitas belajar siswa yang mendapatkan perlakuan model Contextual Teaching Learning lebih baik dibandingkan dengan aktivitas belajar siswa yang mengikuti pembelajaran konvensional. Hal ini dibuktikan dengan hasil pengujian bahwa secara keseluruhan aktivitas siswa yang menggunakan model pembelajaran CTL berbeda signifikan dengan aktivitas siswa yang mengikuti pembelajaran dengan model pembelajaran konvensional. Kata Kunci : Model Pembelajaran CTL, Berfikir Kreatif.

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PENGEMBANGAN BAHAN AJAR FISIKA BERBASIS LKM CERIA UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KREATIF MAHASISWA CALON GURU FISIKA

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v5i1.129 ◽

2017 ◽

Vol 5 (1) ◽

pp. 18

Author(s):

Ni Nyoman Sri Putu Verawati ◽

Kosim Kosim ◽

Gunawan Gunawan ◽

Jannatin ‘Ardhuha ◽

Kurniawan Arizona

Keyword(s):

Physics Education ◽

Creative Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teaching Materials ◽

Physics Teaching ◽

Implementation Phase ◽

Basic Physics ◽

Effective Assessment ◽

Implementation Stage

The purpose of this research is to develop CERIA LKM-based physics teaching materials to improve critical thinking skills and creative student physics teacher candidate. This research is a development research that fulfill 3 (three) criteria, namely validity (valid), practicality (practical), and effectiveness (effective). Assessment of valuator on the validation stage of basic physics teaching materials based on MFI Ceria developed is 3.37 (good category) with reliability percentage 97.76% (categorized reliable). The results of this validation indicate that the basic physics materials based on Ceria MFIs developed are feasible to be used in the implementation stage. The implementation phase of teaching materials has involved physics education program students, where the results of the implementation of teaching materials developed categorized 'very good'. The next implementation is the evaluation of students' critical and creative thinking skills.

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PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

Jurnal Pendidikan ◽

10.33830/jp.v20i1.862.2019 ◽

2019 ◽

Vol 20 (1) ◽

pp. 69

Author(s):

Endang Wahyuningrum ◽

Disti Pratiwi ◽

Sandra Sukmaning Adji

Keyword(s):

High School Students ◽

Junior High School ◽

Mathematics Anxiety ◽

Creative Thinking ◽

Female Student ◽

Math Anxiety ◽

Male Student ◽

Thinking Skills ◽

School Students ◽

And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

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

Journal of Educational and Social Research ◽

10.2478/jesr-2019-0053 ◽

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.

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Exploration of Creative Thinking Skills of Students in Physics Learning

Journal of Educational Science and Technology (EST) ◽

10.26858/est.v6i2.12737 ◽

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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PENGEMBANGAN MEDIA TUTORIAL PEMBELAJARAN MATA KULIAH MEDIA FOTOGRAFI PEMBELAJARAN

EDUDEENA ◽

10.30762/ed.v2i1.581 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

Mochamad Desta Pradana

Keyword(s):

Small Group ◽

Graduate Program ◽

Phase 1 ◽

Field Trials ◽

Instructional Media ◽

Design Expert ◽

Evaluation Phase ◽

Addie Model ◽

Expert Validation ◽

Instructional Messages

Abstract: One of the efforts to solve learning problems is by developing instructional resources. One of them is instructional tutorial. Based on the field observation, subject of photo media for Instruction (photography) in graduate program PBA of STAIN Kediri still employes instructional media (utilization). Thus, there is a need to develop media of instructional tutorial (by desaign) in order to overcome errors in delivering instructional messages. The aim of this study is to produce instructional media of subject of photo media for Instruction (photography) in the form of tutorial, lecturer guidance and students’ guidance which is expected to be able to help students gain knowledge of facts, concepts, and proper shooting procedures. The tutorial media is developed in terms of the study of the instructional technology which is based on the ADDIE model. The ADDIE model is a systematic instructional design model consisting of five phases: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. Furthermore, the product of the development of the instructional interactive multimedia will be evaluated. There are six steps in the evaluation phase: (1) judgement of the matter expert/ the material expert, (2) judgement of the design expert, (3) judgement of the media expert, (4) individual trials, (5) small group trials, (6) large group trials/ field trials. The result of expert validation for this instructional media tutorial indicates that it is properly designed, 73%. The result of media expert validation shows that it is very properly designed, 83%. The result of design expert validation shows that it is very properly designed, 82%. Personal validation is on the proper category, 70%. Result of small group validation is on proper category, 70%. Moreover, the result for big group test or field test is on the very proper category, 95%. Suggestion proposed related with the use and developing of media tutorial is (1) lecturers should be more creative and innovative in delivering instructional messages contained in this tutorial in order to make learning to be more attractive, fun, and creative, (2) there is a need to develop instructional media for subject of photo media instruction (photography) or other subjects, (3) the use of designed in media tutorial should be more interesting to make learning more interactive and interesting

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Mantle Of The Expert Strategy Effectiveness In The Development Of Creative Thinking

10.31124/advance.7763264.v1 ◽

2019 ◽

Author(s):

Ibrahim Arman

Keyword(s):

Creative Thinking ◽

Role Playing ◽

Thinking Skills ◽

Measurement Unit ◽

Quasi Experimental ◽

Males And Females ◽

The Mean ◽

Girls School ◽

And Control ◽

Experimental Group

This study aimed at investigating the Effectiveness of Mantle of the Expert in creative thinking Skills among the 7th Graders. The study conducted on a sample of 7th Graders at Kober Secondary Boys School and Upper Kober Elementary Girls School. The study sample consisted of (100) students split into two groups (experimental and control). The researcher adopting the Torrance test for creative thinking the verbal image "A" by examining the tests used in the Ristow study (1988), Edwards and Baldov (1987) study, and designing a teacher book for the (engineering and measurement) unit according to the integration between the strategies of the mantle of the expert and role playing. This study adopted quasi-experimental design. It included two groups (experimental and controlled) in two branches (males and females) for each group. The controlled group was taught by using the traditional method whereas the experimental group by the mantle of the expert. The data analyzed using (ANCOVA) test to measure the differences in the development of creative thinking between the control and experimental groups. The Conclusions showed that there are statistically significant differences in the mean scores of the creative thinking test due to the way, gender and interaction between them. Based on the Conclusions of the study, the researcher recommends the need to use the mantles of the expert in the teaching of mathematics.

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