Membangun Keterampilan Berpikir Kreatif Siswa  Melalui Pembelajaran Berbasis Inkuiri Terbimbing

Kurniati, Fitri Dian; Soetjipto, Soetjipto; Indana, Sifak

doi:10.26740/jppipa.v3n1.p15-20

Cited by 10 publications

(9 citation statements)

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“…This type of research uses a quantitative descriptive method that aims to describe a change resulting from treatment on the research subject [14]. This study included one class XI science group (experimental class).…”

Section: Methodsmentioning

confidence: 99%

Implementation of an guided inquiry learning model in the reaction rate theory to improve the student creative thinking skills

Delawanti

Lutfi

2022

J. Pijar MIPA

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This study aims to analyze the implementation of guided inquiry learning, student activities, students' creative thinking skills, and student responses after the guided inquiry model implementation on the reaction rate theory. The investigation uses a quantitative descriptive method with a one-group pretest-posttest design. The data collection method used the observation method, and the tests were tested using the normality test, Paired Sample T-Test, and n-gain. The subjects of this study were the eleventh-grade student at SMAN 7 Kediri, East Java, Indonesia. It shows that guided inquiry learning to improve creative thinking skills has been carried out well. Students use 16% of the time at meeting 1 and 15% at meeting 2 to practice fluency. 23% and 26% at meetings 1 and 2 to practice flexibility, and 11% of meeting time 1 and 8% of meeting 2 is used to practice elaboration. The students' creative thinking skills increased from before and after applying guided inquiry. There were 8 students categorized as quite creative and 24 others less creative before the learning was carried out. After learning, as many as 11 students were categorized as creative, and 21 others were very creative.

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Section: Methodsmentioning

confidence: 99%

Implementation of an guided inquiry learning model in the reaction rate theory to improve the student creative thinking skills

Delawanti

Lutfi

2022

J. Pijar MIPA

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“…Mardhiyah et al (2021) memaparkan beberapa keterampilan pembelajaran di abad 21 seperti keterampilan berpikir kritis, kreatif, komunikasi, pemecahan masalah dan keterampilan karakter. Keterampilan berpikir merupakan salah satu aspek dari kecakapan hidup (life skill) yang perlu diperhatikan, dikembangkan dan ditingkatkan oleh setiap individu melalui pendidikan dan pembelajaran sebagai upaya untuk menyelesaikan permasalahanpermasalahan kehidupan yang akan terjadi kedepannya (Kurniati et al, 2018).…”

Section: Pendahuluanunclassified

Upaya Peningkatan Keterampilan Berpikir Kreatif Siswa Pada Materi Pencemaran Lingkungan Dengan Model Pembelajaran Local Wisdom Integrated Science (Lwis) Terintegrasi Stem

et al. 2023

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Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif siswa kelas VII pada materi pencemaran lingkungan dengan menerapkan model pembelajaran Local Wisdom Integrated Science terintegrasi STEM. Metode penelitian yang digunakan yaitu Pre-experimental dengan desain penelitian One Group Pretest Posttest yang dilaksanakan di MTs Rahmat Sa’id Kabupaten Jombang Tahun Ajaran 2021/2022. Uji Hipotesis menggunakan uji paired sample t-test sedangkan analisis peningkatan keterampilan berpikir kreatif menggunakan uji N-Gain Score. Hasil penelitian menunjukkan bahwa: 1) Ada perbedaan keterampilan berpikir kreatif siswa setelah diterapkan model pembelajaran LWIS terintegrasi STEM dengan nilai signifikansi 0,000 0,05 maka H0 ditolak atau H1 diterima. 2) Peningkatan keterampilan berpikir kreatif siswa mencapai nilai N-Gain Score sebesar 0,36 dengan kategori sedang. 3) Keterlaksanaan penerapan model pembelajaran LWIS terintegrasi STEM sangat baik dengan nilai rata-rata sebesar 95%. 4) Tanggapan siswa terhadap penerapan model pembelajaran LWIS terintegrasi STEM sangat baik dengan nilai rata-rata sebesar 92,98%. Kesimpulan dari penelitian ini yaitu keterampilan berpikir kreatif pada materi pencemaran lingkungan dapat ditingkatkan dengan menerapkan model pembelajaran Local Wisdom Integrated Science terintegrasi STEM. Sarannya, ketika menerapkan model pembelajaran LWIS terintegrasi STEM hendaknya menggunakan kearifan lokal yang ada di daerah siswa dan rekonstruksi penyelesaian masalah tidak hanya sebuah rancangan tetapi sampai pembuatan produk.

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“…Widiansah et al (2019) state that complex, divergent, and metaphorical thought can be expressed in a variety of ways, it is characteristic rather than creative thinking skills. According to (Kurniati et al, 2018) it is important to provide sufficient space for student creativity.…”

Section: A Introductionmentioning

confidence: 99%

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Kariimah

Susilo

Hastuti

et al. 2022

bino

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Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.AbstrakPembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK. Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.

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Membangun Keterampilan Berpikir Kreatif Siswa Melalui Pembelajaran Berbasis Inkuiri Terbimbing

Cited by 10 publications

References 0 publications

Implementation of an guided inquiry learning model in the reaction rate theory to improve the student creative thinking skills

Implementation of an guided inquiry learning model in the reaction rate theory to improve the student creative thinking skills

Upaya Peningkatan Keterampilan Berpikir Kreatif Siswa Pada Materi Pencemaran Lingkungan Dengan Model Pembelajaran Local Wisdom Integrated Science (Lwis) Terintegrasi Stem

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

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