Implementation of Problem-Based Learning with Green Chemistry Vision to Improve Creative Thinking Skill and Students’ Creative Actions

Nuswowati, Murbangun; Susilaningsih, Endang; Ramlawati, R.; Kadarwati, Sri

doi:10.15294/jpii.v6i2.9467

Cited by 62 publications

(63 citation statements)

References 12 publications

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“…Such cognitive processes helped students to incorporate ideas so as to make them perceived more solutions or ideas. This is in line with the findings of Fatimah, (2015), Nuswowati & Taufiq (2015), Nuswowati et al, (2017) who revealed that creativity would improve when someone is facing a problem since s/he would think of various solutions that make her/him more creative.…”

Section: The Correlation Of Spatial Intelligence and Students' Achievsupporting

confidence: 90%

Spatial Intelligence and Students’ Achievement to Support Creativity on Visuospatial-Based Learning

Suprapto

Ahmad

Chaidir

et al. 2018

JPII

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This research intended to know how the spatial intelligence and students' achievement support the creativity of prospective student teachers. This study was conducted on the subject of plant anatomy with visuospatial-based learning. The visuospatial-based learning model used in this study is called the wimba learning model. The method of this research was a quantitative /quasi-experiment with the pre- and post-test group design. The population was fourth-semester students in four classes of Biology Education who took Plant Anatomy course in 2017 in a university situated a small town, West Java, Indonesia. The sample of this research was two classes picked using the purposive sampling regarding their homogenous sampling of having the same relative ability. The treatments for each class was that the use of the deductive and inductive approach. The variables measured were spatial intelligence, students’ achievement and creativity of TCIA (Test of Creative Imagery Abilities). The data processing adopting multiple correlation tests with SPSS was to see the relationship between the variables. The results showed that spatial intelligence and students’ achievement could support creativity at a moderate level, indicated by the value of Rdeductive = 0,451 and Rinductive = 0,474, Rinductive > Rdeductive, which meant that the inductive approach was better to support creativity. In conclusion, spatial intelligence and students’ achievement could support creativity, especially the inductive approach. The results of this study could be useful to improve the creativity of prospective biology teachers.

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Section: The Correlation Of Spatial Intelligence and Students' Achievsupporting

confidence: 90%

Spatial Intelligence and Students’ Achievement to Support Creativity on Visuospatial-Based Learning

Suprapto

Ahmad

Chaidir

et al. 2018

JPII

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“…In line with this, the students in both schools were observed to be careless when it comes to the measurements while weighing and making solutions, disposal of substances, and the arrangement of practicum tools. Similarly, Nuswowati et al (2017) also found that chemistry learning students lacked environmental conservation traits. Departing from these findings, the researchers intended to establish worksheets based on problems that could raise students' environmental conservation awareness by adopting the green chemistry and ethnoscience approach.…”

Section: Introductionmentioning

confidence: 90%

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

Sudarmin

Zahro

Pujiastuti

et al. 2019

JPII

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In today's global era, thinking skills are essential to be mastered by students. This research intended to develop and implement PBL-based worksheets integrated with green chemistry and ethnoscience to improve thinking skills, which included generic science skills and critical thinking skills. These skills were observed through learning outcomes, which were divided into three domains, i.e., cognitive, psychomotor, and affective. The cognitive aspect was assessed through pre-and post-test results, the psychomotor domain was valued through an essay test and observational sheets, and the affective domain was evaluated using questionnaires and observational sheets. This research was conducted with XI graders of MAN I Semarang and SMA Pekalongan. There were three rounds implemented; first, preliminary research which has observed the problems in chemistry learning, particularly on the hydrolysis topic and continued to the development of worksheets, then validated. The next round was the implementation of the worksheets. The N-gain test was used to see the influence of the developed worksheets on the increase in critical thinking skills and generic science skills. The critical thinking scored 0.58 (moderate), while the generic science, which covered scale awareness and logical inference, scored 0.63 (moderate) and 0.73 (high), respectively. A paired t-test results revealed that there was a remarkable increase in the logical inference and awareness of scale. Moreover, the results of the study found that the applied worksheets were practical for cognitive, affective, psychomotor seen from the learning outcomes.

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“…Meanwhile, creative thinking is a thinking process that is oriented to a good and correct answer that needs to be trained to students because it can help students respond to a problem from various perspectives and are able to produce many ideas in solving the problem (Kusumaningrum and Djukri, 2016;Perry and Karpova, 2017). Furthermore, Nuswowati et al (2017) suggests that creative thinking has four indicators, i.e fluence is the ability to produce many ideas, flexibility is the ability to produce varied ideas, originality, is the ability to produce original new ideas, and elaboration is the ability develop or add ideas to produce more detailed and innovative ideas.…”

Section: The Basic Theory Of Creative Thinking Skillsmentioning

confidence: 99%

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Putranta

Supahar

2019

Journal for the Education of Gifted Young Scientists

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This paper is based on the background of the problem of the low high order thinking skills in students, especially in the skills to think creatively and conceptual understanding. Conceptual understanding that students have in relation to physics learning material has an important role in developing students' high order thinking skills in solving problems of daily life creatively. The method used in this research is descriptive qualitative research method with literature studies. The results of this study were obtained a synthesis of physics-tier tests (PysTT) to measure conceptual understanding and students' creative thinking skills, which are the basis for the development of PysTT based on real-life problems experienced by students realistically. In addition, PysTT is also one of the assessment instruments whose development is based on aspects of students' conceptual understanding of physics matter in everyday problems by prioritizing aspects of identifying and formulating problems, identifying scientific evidence and phenomena, arranging conclusions, and communicating conclusions creative. In addition, the results of the validity and reliability physics two-tier tests to measure students' conceptual understanding and creative thinking skills were 0.81 and 98.82%, which were included in the very good and reliable category. The ability to conceptual understanding and creative thinking skills of students who are measured using the physics two-tier test is very good because it is more than the value of the specified minimum completeness criteria.

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Implementation of Problem-Based Learning with Green Chemistry Vision to Improve Creative Thinking Skill and Students’ Creative Actions

Cited by 62 publications

References 12 publications

Spatial Intelligence and Students’ Achievement to Support Creativity on Visuospatial-Based Learning

Spatial Intelligence and Students’ Achievement to Support Creativity on Visuospatial-Based Learning

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

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