The development of learning instruments using the creative problem-solving learning model to improve students’ creative thinking skills in mathematics

Sari, Darmaida; Ikhsan, Muhammad; Abidin, Zainal

doi:10.1088/1742-6596/1088/1/012018

Cited by 13 publications

(16 citation statements)

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“…Most CPS models have a role to develop divergent and convergent thinking, but the most important aspect is the ability to generate a number of innovative ideas (divergent) (Chen & Chen, 2019). CPS is a learning model that directs students to be more creative with the following steps: (1) clarification of the problem, (2) expression of opinions, (3) evaluation and selection, and (4) implementation (Sari et al, 2018). CPS promotes the acquisition of various types of skills so that the students can analyze their ideas to the fullest, overcome learning difficulties, facilitate their abilities, be more creative, active, and enjoy participating (Kanchanachaya & Shinasharkey, 2015;Wang, 2019).…”

Section: Figure 1 Chart Of Tasc Model Stagesmentioning

confidence: 99%

“…The results of their research show that TASC learning model has an effect on students' problem-solving skills in the natural resource material. There are still many researches about the learning model with learning motivation, criticaland creative-thinking skills (Sari et al, 2018). Some researches on TASC and CPS models have never been linked to divergent-thinking skills.…”

Section: Figure 1 Chart Of Tasc Model Stagesmentioning

confidence: 99%

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The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

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This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

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Section: Figure 1 Chart Of Tasc Model Stagesmentioning

confidence: 99%

Section: Figure 1 Chart Of Tasc Model Stagesmentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…The CPS learning model could accommodate students to train their ability in solving the problem. Through implementing this learning model, the students are habituating to solve the problem creatively (Putra, Widodo, Jatmiko, & Mundilarto, 2018;Sari, Ikhsan, & Abidin, 2018;Vidal, 2010;Zidulka, 2017). This information is in line with John Dewey's theory.…”

Section: Resultsmentioning

confidence: 99%

“…One learning model based on the scientific approach is Creative Problem Solving (CPS) learning model. The CPS learning model is a learning model that systematically refers to students' creativity in solving problems (Putra, Widodo, Jatmiko, & Mundilarto, 2018;Sari, Ikhsan, & Abidin, 2018;Vidal, 2010;Zidulka, 2017). The model is in line with the scientific approach where students must act as scientists to find their own knowledge.…”

Section: Introductionmentioning

confidence: 99%

Empowering scientific thinking skills through creative problem solving with scaffolding learning

Ratnasari¹,

Suciati²,

Maridi³

2019

JPBI

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Scientific thinking is a crucial skill for students in facing 21st-century challenges. The aim of this study was to analyze the effect of Creative Problem Solving (CPS) with scaffolding learning implementation on students' thinking skills. The study employed quasi-experimental design in which the sample was 96 of population was 270 students. The sampling technique used was cluster random sampling. The data obtained from the test instrument constructed from four aspects observed. The data was analyzed using dependent t-test. The results showed that there was an influence of the CPS with scaffolding on students' scientific thinking skills. Thus, CPS with scaffolding learning effectively empowered the students’ scientific thinking skills.

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“…Research contributes to designing modules that integrate creative thinking skills. The design of this module can be used by teachers in developing learning resources so that students have creative thinking skills.Abstract Creative thinking plays an important role in argumentation and creative [1]. Mathematics has five student learning and is part of the higher-order thinking competencies, namely mathematics problem solving, skills that need to be developed in students.…”

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confidence: 99%

Design of Teaching Material for Problem-Based Learning to Improve Creative Thinking Skills

Rahman¹,

Suparman²,

Hairun³

2020

ujer

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resource that can be used as a tool to improve the process of creative thinking is a module. This study aims to design a mathematical module based on the Problem-Based Learning model to improve students' creative thinking abilities. This research uses descriptive qualitative. Data collection instruments include validation guidelines and observation guidelines. Observation guidelines are used to identify the appropriate module criteria. Validation guidelines are used to validate module design by experts. Data were analyzed using the Miles Huberman model consisting of data reduction, data display, and conclusion drawing. This research resulted in a module design. The results showed that the quality of design in the category was very good for improving students' creative thinking skills. Research contributes to designing modules that integrate creative thinking skills. The design of this module can be used by teachers in developing learning resources so that students have creative thinking skills.Abstract Creative thinking plays an important role in argumentation and creative [1]. Mathematics has five student learning and is part of the higher-order thinking competencies, namely mathematics problem solving, skills that need to be developed in students. Students who mathematical communication, mathematical punishment, have low creative thinking skills will have difficulty solving mathematical connections, and mathematical representation problems that require higher order thinking skills. Teaching of students in Indonesia is still low in these 5 competencies materials that integrate creative thinking skills will help [2]. And mathematics is believed to improve the creative students develop creative thinking skills. One learning thinking of students [3] Associated with the ability to think

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The development of learning instruments using the creative problem-solving learning model to improve students’ creative thinking skills in mathematics

Cited by 13 publications

References 4 publications

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Empowering scientific thinking skills through creative problem solving with scaffolding learning

Design of Teaching Material for Problem-Based Learning to Improve Creative Thinking Skills

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