Frameworks for Integration of Future-Oriented Computational Thinking in K-12 Schools

Computational thinking (CT) K-12 curricula and professional development should prepare students for their future, but historically, such curricula have limited success. This chapter offers historical analogies and ways that CT curricula may have a stronger and more lasting impact. Two frameworks are central to the chapter's arguments. The first recalls Seymour Papert's original description of CT as a pedagogy with computing playing a formative role in young children's thinking; the computer was a tool to think with (1980, 1996). This “thinking development” framework emphasized child-centered, creative problem solving to foster deep engagement and understanding. Current CT seems to include creativity only tangentially. The second framework encompasses emergent machine learning and data concepts that will become pervasive. This chapter, more prescriptive than empirical, suggests ways that CT and requisite professional development could be more future-focused and more successful. It could be titled “Seymour Papert meets Machine Learning.”

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS CREATIVE PROBLEM SOLVING (CPS) PADA PEMBELAJARAN TEMATIK TERPADU DIKELAS IV SD

Abstrak Tujuan dlakukna nya pngembngan ini adaalah guna mengembangkan Lembar -Lembar Kerja Peserta (LKPD) Beerbasis Creative Problem Solving (CPS) dii pembellajaran Teematik Terrpadu Dikels IV SD yang valid dan praktis yang mengunakan model pengembangan 4D . langkah 4D adalah Deffine, Dessign, Devvelop dan Diisseminate. Subjek penelitian ini yaitu 3 orang ahli, 2 orang guru kelas IV dan 32 orang peserta didik kelas IV di SDN 16 Payakumbuh dan SDN 32 Payakumbuh. Intrumen yagn dipakai pada penelitian ini antara lain lembar validasi ahli dan angket respon guru dan peserta didik. Hasilny menunjukan : 1) Lemmbar Keerja Peserta Didik (LKPD) Berbasis Creative Problem Solving (CPS) Pada pembelajaran Tematik Terpadu Dikelas IV SD dinyatakan valid digunakan oleh ahli materi, bahasa dan media mendapatkan penilaian dengan rata-rata sseluruhan validator 91,03% (2) respon guru terhadap LKPD berbasis Creative Problem Solving (CPS) Pada pembelajaran Tematik Terpadu Dikelas IV SD memperoleh kategori sangat praktis yang mendapatkan penilaian dengan nilai rata-rata 89,58 % (3) respon peserta didik terhadap LKPD berbasis Creative Problem Solving (CPS) Pada pemmbelajaran Tematik Terpadu Dikelas IV SD memperoleh kategori tinggi yang mendapatkan penilaian dengan rata-rata 89.46% Kata kunci : LKPD, Creative Problem Solving, Model 4D

From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described.

Halaqa: preparing a culture of success for young professionals

This paper discusses "Halaqa", which aims to create a culture of learning by sharing experiences in sessions where people interact with one another and encouraging the free flow of ideas among the teams. This inspires young professionals to enhance the learning curve, seek new ideas and develop a culture of creative problem-solving pathways. As a definition, "Halaqa" is a platform for sharing ideas and experiences. The session is planned bi-weekly targeting young professionals in the Petroleum Engineering function. The topic of the session can be presented by (i) a senior or an experienced professional as a part of coaching or (ii) a young professional as a knowledge sharing methodology. The sessions are interactive allowing open discussions for the deeply inquisitive minds. The sessions also provide support with unpacking complex and sticky issues, helping young professionals to replicate the best practices for the efficient and effective delivery of the project. Each session usually takes about an hour including discussions and the points are documented properly for the retention of knowledge. "Halaqa" is a new concept in the asset and has the potential to be replicated in the entire organization. The uniqueness comes from the fact that it provides a platform to interact and collaborate to pursue common objectives. The relationships that are created through these interactions are crucial as far as the learning of young professionals is concerned.

Development of Learning Devices Using Creative Problem Solving (CPS) Models on Static Electricity Material

The learning tools developed are science learning tools using creative problem solving models on static electricity material in the ninth grade of junior high school, in the form of lesson plans, student worksheet and test instruments. The purpose of this research is to produce science learning products with creative problem solving models that are valid and suitable for use in school. The data analysis technique in this study used descriptive analysis, by calculating the validation score for each assessment indicator. The results showed that the value of the validity of science learning tools using creative problem solving models was declared valid with an overall average score of 4.44 very valid categories. Likewise, the empirical validity of the test instrument obtained valid results for each item and was reliable at a value of 0.844 in the high category

MENGEMBANGKAN KOGNITIF MELALUI MODEL PICTURE AND PICTURE DAN CREATIVE PROBLEM SOLVING DI TK

Abstrak : Penelitian ini bertujuan untuk mengembangkan aktivitas guru, aktivitas anak dan hasil perkembangan kognitif anak dalam Mengenal lambang bilangan 1-10 menggunakan Model Picture and Picture (PP), Creative Problem Solving (CPS), dan media gambar Kelompok A TK Pertiwi Barito Kuala yang pada jumlah anak 9 orang. Jenis metode penelitian yang digunakan yaitu Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan dengan 2 siklus dengan 3 pertemuan, Hasil penelitian menunjukkan guru berhasil melaksanakan proses pembelajaran dengan kriteria sangat baik, keaktifan anak melakukan proses pembelajaran mencapai 55% dengan kriteria “Sangat Aktif”, dan hasil perkembangan kognitif anak mencapai berkembang dengan persentase 82% sesuai dengan indikator perkembangan anak. Berdasarkan hasil penelitian, dapat ditarik kesimpulan bahwa dengan menggunakan model Picture and Picture dan Creative Problem Solving pada anak Kelompok A TK Pertiwi Batola. Disarankan agar guru dari hasil penelitian ini dapat dijadikan sebagai salah satu solusi pengembangan pembelajaran kognitif khususnya dalam mengenal lambang bilangan sehingga pelaksanaan proses belajar mengajar lebih bervariasi sesuai dengan kebutuhan anak.Kata Kunci: Kognitif, Mengenal Lambang Bilangan 1-10 Picture and Picture dan Creative Problem Solving Abstrak : Penelitian ini bertujuan untuk mengembangkan aktivitas guru, aktivitas anak dan hasil perkembangan kognitif anak dalam Mengenal lambang bilangan 1-10 menggunakan Model Picture and Picture (PP), Creative Problem Solving (CPS), dan media gambar Kelompok A TK Pertiwi Barito Kuala yang pada jumlah anak 9 orang. Jenis metode penelitian yang digunakan yaitu Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan dengan 2 siklus dengan 3 pertemuan, Hasil penelitian menunjukkan guru berhasil melaksanakan proses pembelajaran dengan kriteria sangat baik, keaktifan anak melakukan proses pembelajaran mencapai 55% dengan kriteria “Sangat Aktif”, dan hasil perkembangan kognitif anak mencapai berkembang dengan persentase 82% sesuai dengan indikator perkembangan anak. Berdasarkan hasil penelitian, dapat ditarik kesimpulan bahwa dengan menggunakan model Picture and Picture dan Creative Problem Solving pada anak Kelompok A TK Pertiwi Batola. Disarankan agar guru dari hasil penelitian ini dapat dijadikan sebagai salah satu solusi pengembangan pembelajaran kognitif khususnya dalam mengenal lambang bilangan sehingga pelaksanaan proses belajar mengajar lebih bervariasi sesuai dengan kebutuhan anak.Kata Kunci: Kognitif, Mengenal Lambang Bilangan 1-10 Picture and Picture dan Creative Problem Solving

IMPLEMENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP NEGERI 1 LANGSA

Penelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan kemampuan pemecahan masalah matematis siswa SMP Negeri 1 Langsa setelah diimplementasikan model pembelajaran creative problem solving (CPS). Metode yang digunakan pada penelitian adalah metode penelitian kuantitatif dengan jenis penelitian The One-Group Pretest-Posttest Design. Sampel dalam penelitian adalah kelas VII-C SMP Negeri 1 Langsa, berjumlah 26 siswa. Teknik pengumpulan data yang digunakan adalah pre-test dan post-test. Berdasarkan pengujian hipotesis diperoleh thitung = 9,42 ˃ = 2,059 maka disimpulkan menolak dan menerima artinya pada nilai signifikan α = 0,05 bahwa terdapat peningkatan kemampuan pemecahan masalah matematis siswa SMP Negeri 1 Langsa setelah diimplementasikan model pembelajaran creative problem solving (CPS).