Scientific creativity skills (SCS) and problem-solving abilities (PSA) are benchmarks in assessing a person's quality in learning 21. SCS and PSA need to be possessed by every student. They can be developed by implementing a model of collaborative creativity learning (CCL) because it can train students in exploring ideas related to problems of geographical phenomena and encourage the active role of students in mastering concepts and analyzing a problem. CCL learning needs to be explored regarding its influence on Scientific Creativity and Problem Solving which is closely related to collaborative learning. This study aimed to determine the effect of the CCL model on the SCS and PSA of high school geography students. The research design in this study used a quasi-experimental study with a post-test only control group and Man Whitney U test, and an Independent-sample T test as data analysis. The research subjects used were class X Social Science-1 and X Social Science-2 as an experimental group using the CCL model, while class X Social Science-3 as a control group using a conventional learning model. The results showed a significant effect from applying the CCL Model on SCS and PSA with a significant score of 0.001 < 0.05. This study proves that applying the CCL Model can develop SCS and PSA.
ABSTRAKPerkembangan teknologi menuntut guru dalam menghadirkan proses pembelajaran yang inovatif dan kreatif. Media pembelajaran yang terintegrasi dengan teknologi dapat menjadi daya tarik bagi siswa dalam meningkatkan kompetensi abad 21. Pengabdian ini bertujuan untuk mengetahui pengaruh pelatihan Gamification berbasis Game Based Virtual Learning Environment (VLE) terhadap kemampuan Guru dalam memahami basic gamification element. Metode kegiatan berupa pelatihan dengan menggunakan pretest dan posttest untuk mengukur kompetensi Guru dalam memahami basic gamification element. Tahapan pelaksanaan dilakukan dengan empat tahap yang terdiri dari: : 1) tahap assessment, 2) tahap persiapan, dan 3) tahap implementasi program dan 4) tahap evaluasi program. Subjek penelitian adalah Guru terutama Guru Geografi. Analisis data menggunakan Uji paired sample test dengan nilai N-Gain Score. Hasil pelatihan menunjukkan bahwa Guru dapat meningkatkan kemampuan dalam memahami basic gamification element melalui praktik. Kata kunci: gamification; game-based virtual learning environment; geoedu workshop. ABSTRACTTechnological developments require teachers to present innovative and creative learning processes. Learning media integrated with technology can be an attraction for students in improving 21st-century competence. This service aims to determine the effect of Gamification training based on Game Based Virtual Learning Environment on the teacher's ability to understand basic gamification elements. The activity method is training using a pretest and posttest to measure teacher competency in understanding basic gamification elements. The implementation stage is carried out in four stages consisting of 1) the assessment stage, 2) the preparation stage, 3) the program implementation stage, and 4) the program evaluation stage. The research subjects were teachers, especially geography teachers. Data analysis used a paired sample test with an N-Gain Score. The training results show that teachers can improve their understanding of basic gamification elements through practice. Keywords: gamification; game-based virtual learning environment; geoedu workshop.
Pemerataan fasilitas pendidikan termasuk sekolah harus diperhatikan secara khusus agar mudah dijangkau oleh masyarakat termasuk masyarakat Kabupaten Banyuwangi. Perkembangan teknologi yang begitu pesat mampu mempermudah menganalisis perencanaan pembangunan fasilitas pendidikan menggunakan Sistem Informasi Geografis (SIG) yang digunakan untuk evaluasi pemerataan fasilitas pendidikan sesuai standard perencanaan lingkingan nasional. Metode yang digunakan yaitu metode dekriptif dengan pendekatan kuantitatif. Sampel yang digunakan yaitu SMA/MA Negeri di Kabupaten Banyuwangi. Jenis data yang digunakan yaitu data spasial titik lokasi koordinat sekolah SMA/MA Negeri di Kabupaten Banyuwangi dan lokasi sebaran permukiman. Analisis data yang digunakan yaitu menggunakan analisis Buffering dan analisis Nearest Neighbor pada aplikasi Q-GIS untuk mengetahui keterjangkauan dan pola persebaran lokasi SMA/MA terhadap lokasi. Hasil analisis menunjukan 46,65% wilayah permukiman menjangkau lokasi SMA/MA dan 64,35% wilayah permukiman tidak terjangkau lokasi SMA/MA atau seluas 593,46 km2 dari 1272,15 km2 permukiman yang mampu menjangkau lokasi SMA/MA. Hasil analisis Nearest Neighbor menujukan pola persebaran lokasi SMA/MA Negeri di Banyuwangi tergolong dalam klasifikasi pola persebaran acak dengan skor Nearest Neighbor Index sebesar 0,93 ditinjau dari 21 titik lokasi SMA/MA Negeri. Hal ini mengartikan bahwasannya lokasi SMA/MA Negeri belum terjangkau oleh keseluruhan permukiman masyarakat Banyuwangi dan belum tersebar merata.
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