ERCoRe Learning Model to Improve Creative-Thinking Skills of Preservice Biology Teachers

Abstract

It is a challenge for higher education in the 21st century to prepare the students with various skills to master, including creative-thinking skills. The present study aims to test the effect of Eliciting, Restructuring, Confirming, Reflecting (ERCoRe) learning model in improving the creative-thinking skills of preservice biology teachers. This quasi-experimental research employed a pretest-posttest control-group design. The samples came from a university in West Sulawesi Province, which was located in Indonesia. They were enrolled in the even semester of the 2018/2019 academic year with the Animal Structure course. The subjects of this research were 84 preservice teachers in 4 classes, which were divided into two experimental classes and two control classes. The number of preservice teachers in the experimental class was 44 and in the control class 40. The experimental class was taught with the ERCoRe learning model and the control class with the lecture and question and answer methods. The instrument of the research consisted of an essay test of creative-thinking skills totaling 13 items. The research data were analyzed using one-way ANCOVA. It was found that the creative-thinking skills of the preservice teachers generated by the ERCoRe learning model were higher than those generated by the conventional model. The use of the ERCoRe learning model influences and can improve the creative-thinking skills of preservice biology teachers at the university in West Sulawesi. The authors recommend that the ERCoRe learning model be used for other subjects as considered to have the potential in developing 21st century skills, especially creative thinking.

Influence of Problem-Based Learning and Blended Learning on Students’ Creative Thinking Ability in Class XI SMAN Plus Riau Province Material Body Defense System

“…Supported by the results of the researchers Yustina et al, (2020a) which state, that in PBL learning students are given problems, then students are creative in sparking many ideas or ideas. The result of the researches Syamsiara et al, (2020) which state, to improve in PBL learning had a positive effect and increased, related problems in everyday life with specific topic of discussion that help students discuss. Andari et al, (2019) by giving the problems students encounters in everyday life make motivated to learn and increase their motivation to learn.…”

Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

“…The reason for remaking the mind map is to know the changes in the students' knowledge after experiencing the previous stages and to reinforce the knowledge gained. The mind map allows students to create visual images to improve their learning [54], and it can be used as metacognitive tools that enable them to make a connection with the learning material in a meaningful way [55] The Mind mapping stage makes the teacher play a role in guiding the students to experience learning that enables them to discover principles and construct their understanding independently [56] [57].…”

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

“…The enhancement of students' creative thinking skills is needed in the 21st century in order to optimally compete in various work sectors (Anazifa & Djukri, 2017;Kivunja, 2015;Nur et al, 2020). This development also helps students solve daily problems and provides them with an edge in the working sector, both in open new businesses and as employees of a company (Malik & Setiawan, 2015).…”