Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

Abstract

The purpose of this study is to obtain a profile of students' creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students' questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students' improvement on creative thinking skills can be seen from the average of NGain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students' creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.

Project-Based Learning on Biotechnology Materials to Enhance High School Students' Creativity and Problem-Solving Skills

“…One of the main cognitive factors that must be taken into account when teaching science in the classroom is the ability to think creatively (Sari et al, 2017). The ability to innovate, invent, apply new forms, generate a lot of creative ideas, or transform something that currently existing into something new are all aspects of creative thinking (Malang et al, 2017).…”

“…Creating biotechnology product ideas, students can hone their creative thinking abilities (Natadiwijaya, 2018). That scientific learning involves creativity abilities, particularly in biotechnology (Sari et al, 2017). The lesson is related to the issue of food quality which is getting worse in Indonesia.…”

Peningkatan Pemahaman Konsep Siswa Melalui Model Pembelajaran Ipa Berbasis Physics Education Technology-Problem Solving

“…Pendekatan simulasi jauh lebih baik dibandingkan dengan pendekatan konvensional di bidang pembelajaran IPA. Menurut penelitian yang dilakukan oleh (D. K. Sari et al, 2017), bahwa pembelajaran IPA terpadu melalui lembar kerja peserta didik sebagai penunjang PhET, dapat meningkatkan hasil belajar dan pemahaman konsep siswa. Melalui fenomena-fenomena di atas, PhET telah memberikan kontribusi yang baik kepada peningkatan kualitas pembelajaran sains (Cathlene T.B.…”

Creative Thinking Skills in Sub Material Factor Affecting the Rate of Reaction With the Application of Online-Based Worksheets on Guided Inquiry

“…Besides, many positive impacts are arising from the creative thinking process, this makes creative thinking skills important to be applied in schools to prepare better quality individuals (Hamruni, 2012;Roestiyah, 2012;Sanjaya, 2014). To improve students 'creative thinking skills, it can not only be done in the classroom but learning outside the classroom with the surrounding environment is also able to encourage students' creative thinking skills (Davies et al, 2013;Sari et al, 2017).…”

“…One of the chemistry learning materials that can be used to train creative thinking skills is the reaction rate material, especially in the sub-material of the factors that affect the reaction rate. In this sub-material, students not only use their understanding but must use skills to improve their understanding of the material factors that affect the rate of reaction In the sub material, the factors that affect the reaction rate of students must be able to analyze the facts to support their understanding of this material and teachers actively guide students to find answers to problems given and related to daily life in addition to creative thinking skills, especially in chemistry learning is still classified as low (Fatmawati et al 2019;Kurniati et al, 2018;Sari et al 2017).…”