Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes

Ramdani, Agus; Artayasa, I Putu; Yustiqvar, Muhammad; Nisrina, Nina

doi:10.21831/cp.v40i3.41758

Cited by 13 publications

(14 citation statements)

References 39 publications

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“…Other research using learning models or media that causes students to be active in their learning also shows similar results. For example, the application of the open inquiry model (Ramdani & Artayasa, 2020;Ramdani et al 2021), the Project Based Learning learning model (Sukarso et al 2019;Wijayati et al 2019), the application of augmented reality media (Faradillah & Maulida. 2022) can improve students' creative thinking skills.…”

Section: The Effect Of the It-srl Model In Improving Creative Thinkin...mentioning

confidence: 99%

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Algiani¹,

Artayasa²,

Sukarso³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Given the importance of globalization and the need to train students' thinking skills and broad knowledge to prepare them to face the demands of the 21st century work, education from the start needs to look more critically at educational practices and learning methods that should be directed. This study seeks to examine the effect of applying the guided inquiry model with the Self Regulated Learning approach to students' creative dispositions and creative thinking skills in high school biology learning. To achieve this goal, a sample of 70 students at one of the State Senior High Schools in Mataram, NTB. Subjects were purposively grouped into the experimental class, namely learning using the Guided Inquiry Model with the Self Regulated Learning (IT-SRL) Approach and the control class using the Ordinary Guided Inquiry (IT) model. Data on students' creative dispositions were obtained from a creative disposition questionnaire while data on students' creative thinking skills were obtained from tests of creative thinking skills which were compiled based on indicators of creative thinking skills. Hypothesis testing in this study uses. The results of the ANCOVA test showed that students who were taught using the guided inquiry model using the self-regulated learning (IT-SRL) approach had better creative dispositions and creative thinking skills than students who were taught using the inquiry method (IT).

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Section: The Effect Of the It-srl Model In Improving Creative Thinkin...mentioning

confidence: 99%

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Algiani¹,

Artayasa²,

Sukarso³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Based on the description above, it can be said that in lectures, learning material must be more focused on student learning needs. This is intended to make students have adequate insight into learning (Ramdani et al, 2021). The course material is determined based on the principle of meaningfulness for students as prospective teachers.…”

Section: The Students' Learning Needs In Bipa Lecturesmentioning

confidence: 99%

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Pratiwi

Suyitno²,

Fawzi³

et al. 2022

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BIPA (the acronym of Bahasa Indonesia untuk Pelajar Asing) is one of the Indonesian-language learning programs for foreign learners. Understanding entry-level of student competencies are very useful as a starting point for preparing learning according to their learning needs in future lectures. This study aimed to describe how to assess student competence before conducting the lecture to determine their learning needs. This study used a qualitative and quantitative approach conducted in BIPA lectures involving seven lecturers as informants and 159 students as samples. Data were collected through document analysis, interviews, and tests. Qualitative data were used to describe the essential learning materials studied in BIPA lectures. Quantitative data were analyzed using the statistical tool 'Pearson Product Moment to assess entry-level competencies of students before taking courses. The results showed that the entry-level of students were in a low category. The correlation showed that the Grade Point Index (GPI) achieved in the previous lecture did not contribute significantly to student understanding in BIPA lectures because of the different substantial topic of the subjects. The low entry-level test scores reflect the students have not mastered the essential materials for BIPA lectures so they need to study them seriously. These findings can be used as a reference in determining the learning needs of students in the BIPA special program lectures. Therefore, these findings are useful for designing learning and determining policies that can meet the learning needs of students.

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“…This research is pre-experimental using a one-shot case study design with a non-randomised control group pre-test and post-test model, as shown in Table 1 (Allen, 2017;Ramdani et al, 2021). Based on this design, each class is given a pre-test and post-test and application of the same Industrial Revolution 4.0-based TPACK model.…”

Section: Research Modelmentioning

confidence: 99%

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

Tawil

Tampa²,

Said³

et al. 2022

CJES

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Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum effect size is in the medium category. The research sample consisted of 70 junior high school natural science teachers, each class with 35 teachers. The collected data were analysed using paired sample t-test, n-gain calculation and effect size. The results showed that the increase in teacher skill scores was significant; the average n-gain score of teachers’ skills was in the medium category; the average score of the average n-gain of teachers’ skills was not different between classes A and B; and the effect size is in the moderate effect category. The conclusion of this study is that teacher professional education programme activities are effective in implementing the TPACK model. The TPACK model can improve the skills of teachers’ higher-order thinking skills in teaching science in schools. Keywords: Science, teacher, technological, pedagogical, content knowledge

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Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes

Cited by 13 publications

References 39 publications

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

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