Pengaruh Strategi Pembelajaran Active Knowledge Sharing terhadap Kemampuan Berpikir Kreatif Siswa Kelas X

Amirullah, Gufron; Marlina, Ani; Pramita, Anggi Yuliyani; Suciati, Rizkia; Astuti, Yuni

doi:10.29405/j.bes/3266-733636

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…Students can increase their knowledge (Ariasa et al, 2014;Halimah et al The Active Knowledge learning model is a learning model which is used to provide knowledge to an organization, agency, or company to share knowledge, techniques, experiences, and ideas they have with other members (Giriyanti & Oktarina, 2013;Syahriani, 2015). The Active Knowledge Sharing learning model has several advantages, namely that it can make students active in forming a learning team, provide a social effect of active learning by sharing knowledge and exchanging opinions in gathering information, students can interact with fellow students in groups to lead to teamwork, and teach other students if there is a material that has not been understood (Amirullah et al, 2019;Rusnilawati, 2016). In this Active Knowledge Sharing learning model, students are invited to exchange ideas with their groups or ask questions with other groups to obtain information collected from other students.…”

Section: Resultsmentioning

confidence: 99%

Active Knowledge Sharing Learning Model Assisted By Mind Mapping Media In Ppkn Competency

Raisita

Asri

Putra

2021

JET

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Learning that is still monotonous causes low student learning activities, especially in PPKn content. This study aims to prove empirically whether there is a significant difference in the knowledge competence of the PPKn group of students who are taught using the Active Knowledge Sharing learning model assisted by Mind Mapping media with groups of students who are taught conventionally in the fourth grade of elementary school. The research method used is a quasi-experimental design or quasi-experimental research with a non-equivalent pre-test post-test control group design. This design cannot fully control the variables from outside that affect the implementation of the experiment. The population in this study was 392 students from all grade 4 students in Gugus IV. The experimental class consisted of 35 students, and the control class totaled 34 students. The sampling method used cluster random sampling, in this technique, the draw is not an individual but a class that has been formed previously without researchers' intervention to create a new class. The data collection used a multiple-choice objective test instrument with one correct answer. The average gain score pre-test and post-test PPKn knowledge competence show the experimental group obtained a result of 0.611 higher than the average competency knowledge of PPKn control class that is 0.474. Hypothesis testing of pre-test and post-test data can be analyzed using the t formula gain score test. The results of tcount = 2.187 and ttable at a significance level of 5% df 67 = 1.996. Therefore tcount> ttable, H0 is rejected and Ha is accepted, meaning that there is a significant difference in the competence of PPKn knowledge between the experimental and the control group. So it can be concluded that there is a significant effect of the Active Knowledge Sharing learning model assisted by Mind Mapping media on the fourth-grade students' PPKn knowledge competency.

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Section: Resultsmentioning

confidence: 99%

Active Knowledge Sharing Learning Model Assisted By Mind Mapping Media In Ppkn Competency

Raisita

Asri

Putra

2021

JET

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“…Classes using the POE model experienced improvement, albeit lower than those using the PBL model. This is because the POE model inadequately trains students to use reasoning based on a single truth and to draw general conclusions, where students still struggle to make generalizations of knowledge and draw conclusions between initial hypothesis disparities and experimental results from tables and graphs (Amirullah, 2019). This can be observed during the learning process, where only a few students pay attention to the material provided by the teacher, and students lack the willingness and motivation to learn, resulting in low levels of activity and critical thinking abilities.…”

Section: Methodsmentioning

confidence: 99%

Comparative Analysis of Critical Thinking Usinfg Problem-Based Learning (Pbl) and Predict Observe Explain (Poe) Models in Cell Material

Pranoto

2024

JPP

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This study aims to examine the difference in critical thinking abilities using the Problem-Based Learning (PBL) and Predict-Observe-Explain (POE) models in the topic of cells. The research design employed in this study is quasi-experimental with a Nonequivalent Control Group design. The population in this research consists of two classes of XI IPA, totaling 60 students. Sampling was conducted using the Saturation sampling technique. The instrument used to measure critical thinking abilities was a set of ten essay-type questions. The average scores of pretest and posttest critical thinking abilities of students using the POE and PBL models were as follows, respectively: 54.83; 72.75 and 52.67; 78.83. The data results for critical thinking abilities across 5 indicators using the PBL and POE models were 79.90 and 71.50, respectively, categorized as high. The t-test results indicate that critical thinking abilities using the PBL model are superior to those using the POE model. The N-gain test results reveal that both models are equally effective in enhancing students' critical thinking abilities.

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“…Several factors contribute to this condition, including teachers who rarely or never encourage students to think creatively [38]. Students are less encouraged to acquire critical thinking skills during the learning process [39]. If this problem is not addressed, it will undoubtedly affect students' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills

Sudirta¹,

Wayan

Setemen³

et al. 2022

Int. J. Emerg. Technol. Learn.

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In response to the demands of the twenty-first century to educate human resources to compete in a global environment, learner autonomy and the ability to think creatively are two crucial aspects for students in vocational education. It is in response to the fact that teachers change their teaching methods to be more creative. It became one of the main reasons for conducting research on the effect of blended learning in online learning with self-assessment on learner autonomy and creative thinking skill. This study used a quasi-experimental design in the form of a pretest-posttest control group design. The total number of students in this study was 70, with 36 in the experimental group and 34 in the control group. Data collection was achieved by the use of tests and questionnaires. A test instrument in the form of a description of 10 questions was used to assess critical thinking skills, and a questionnaire instrument with 30 statements was utilized to assess learner autonomy. Quantitative descriptive analysis and inferential statistical analysis were employed as data analysis methods and techniques. The manova data analysis technique was applied in this study, and the outcomes were 0.00 < 0.05. According to the findings of the study, blended learning with self-assessment had a partial or simultaneous effect on learner autonomy and creative thinking. However, the students’ creative thinking skill in clothing design was the most influential variable. As a result, self-assessment-assisted blended learning became a learning recommendation for increasing learner autonomy and creative thinking skill.

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Pengaruh Strategi Pembelajaran Active Knowledge Sharing terhadap Kemampuan Berpikir Kreatif Siswa Kelas X

Cited by 3 publications

References 1 publication

Active Knowledge Sharing Learning Model Assisted By Mind Mapping Media In Ppkn Competency

Active Knowledge Sharing Learning Model Assisted By Mind Mapping Media In Ppkn Competency

Comparative Analysis of Critical Thinking Usinfg Problem-Based Learning (Pbl) and Predict Observe Explain (Poe) Models in Cell Material

The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills

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