The Effect of Gifted Students’ Creative Problem Solving Program on Creative Thinking

Çetinkaya, Çağlar

doi:10.1016/j.sbspro.2014.01.830

Cited by 21 publications

(10 citation statements)

References 1 publication

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“…Salah satu cara yang dapat diupayakan yaitu dengan mendukung dan mengembangkan peserta didik menjadi lebih kreatif dan memiliki keterampilan dalam berkomunikasi juga keterampilan dalam memecahkan masalah. Keterampilan yang harus dimiliki oleh siswa berkaitan dengan penalaran verbal-numerik, pemikiran secara abstrak, mengingat informasi sesuai dengan keabsahan data (Cetinkaya, 2014). Pengembangan keterampilan peserta didik dapat melalui berbagai inovasi dalam pembelajaran salah satunya dengan menggunakan model yang tepat dan sesuai dengan karakteristik peserta didik juga sesuai dengan yang diharapkan oleh pengajar.…”

Section: Upaya Mengurangi Miskonsepsi Pada Pembelajaran Fisika Melaluunclassified

Upaya Mengurangi Miskonsepsi pada Pembelajaran Fisika melalui Penerapan Model Creative Problem Solving

Yunita¹,

Nana²

2020

Preprint

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The purpose of this paper is to describe efforts to reduce misconceptions in learning physics through the application of creative problem solving models. This writing is motivated by the large number of students who still experience misconceptions in learning physics. For this reason, efforts need to be made to reduce misconceptions in learning physics by applying the creative problem solving model. The method used in this paper is the study of literature by studying some literature to be analyzed and made conclusions. The results of this paper indicate that the application of this creative problem solving model can be a solution in an effort to reduce misconceptions in learning physics. Because, creative problem solving models can improve students' understanding of concepts and skills, so students will better understand the concept by searching for themselves and solving problems independently but still not free from teacher guidance. Teachers can also actively involve students in the physics learning process.

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Section: Upaya Mengurangi Miskonsepsi Pada Pembelajaran Fisika Melaluunclassified

Upaya Mengurangi Miskonsepsi pada Pembelajaran Fisika melalui Penerapan Model Creative Problem Solving

Yunita¹,

Nana²

2020

Preprint

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“…the main academic content and practice 21st-century skills (such as collaboration, communication, and critical thinking) with the PBL approach. This study provides theoretical and quantitative evidence about how the PBL approach has gone beyond the traditional education system [31].…”

Section: Table 4 Statitic Test On Creative Thinkingmentioning

confidence: 99%

The 21st Century Capacity Development Strategy in the Subject of Motorcycle Chasis Maintenance at State Vocational High School (VHS)-1 of Gombong Kebumen

Putra¹,

Samani²,

Suparji³

et al. 2020

Proceedings of the Proceedings of the 1st International Conference on Management, Business, Applied Science, Engineering and Su

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This study aims to develop problem-based learning tools to develop the ability of vocational high school students in the context of facing the 21 st-century. The method used is the experimental method, with research instruments in the form of learning devices that include syllabus, learning implementation plans, modules, and thinking skills tests critical, creative, communication and collaboration. Data collection is done by tests and observations. Data analysis was carried out by analyzing the test of independent sample t-tests to distinguish 21st-century abilities between students of the experimental class and the control class and using test n-gain analysis and effect size to see the effectiveness of the treatment given to students' ability to deal with the 21st-century. shows that the device of problem-based learning models can improve students' abilities which include critical, creative, communication and collaboration skills in the context of facing the 21st-century.

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“…Penelitian-penelitian empiris mengenai penerapan pembelajaran Creative Problem Solving (CPS) untuk meningkatkan keterampilan berpikir kreatif sebelumnya sudah pernah dilakukan Wang et al (2002), Centikaya (2013), dan Leisema (2013). Perbedaannya adalah, penelitian yang dilakukan oleh Wang (2002) Hasil penelitian sebelumnya memperlihatkan bahwa proses pemecahan masalah dengan strategi brainstorming dapat meningkatkan keterampilan berpikir kreatif siswa namun tidak efektif untuk meningkatkan kemampuan kognitif mereka.…”

Section: Pendahuluanunclassified

“…Dengan dimikian, keterampilan berpikir lancar dan keterampilan berpikir lentur sangat diperlukan dalam tahapan ini (Treffinger, et al, 2006). Perolehan ini juga diperkuat oleh hasil penelitian yang dilakukan oleh Wang (2002), Centikaya (2013), dan Laisema et al (2013 yang menemukan bahwa strategi CPS dapat lebih meningkatkan keterampilan berpikir lancar dan berpikir lentur siswa jika dibandingkan dengan strategi nonCPS/konvensional. Gambar 4.c) memperlihatkan bahwa untuk keterampilan berpikir kreatif dalam menemukan ide ditinjau dari segi kelancaran (fluency), kelenturan (flexibility), dan keaslian (originality) untuk kedua kelas sama-sama mengalami peningkatan.…”

Section: Gambar 3 Skor Gain Keterampilan Berpikir Kreatif Dalam Pemeunclassified

Strategi Pembelajaran Creative Problem Solving (Cps) Berbasis Eksperimen Untuk Meningkatkan Kemampuan Kognitif Dan Keterampilan Berpikir Kreatif

Busyairi¹,

Sinaga²

2015

JPMIPA

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This study aimed to get an idea related to the development of cognitive abilities and creative thinking skills in problem solving student after being given treatment with CPS-based experimental learning and conventional learning. The method used in this research is a quasi-experimental design with the randomized pretest-posttest control group design. The research sample group of 58 high school students who are divided into two classes (class 29 experimental and 29 control group). The collected data was then analyzed using N-gain calculation, t-test, and the calculation of effect size. The result showed that the students' cognitive abilities for both classes equally increased by the moderate category. For the creative thinking skills of students in problem solving, experimental class increased by categories was increased while the control class with low category. Based on the test results show that the application of learning hypothesis-based experiments CPS can significantly improve the cognitive abilities and skills of creative thinking in solving problems of students compared to the application of conventional learning. In addition, based on the calculation of effect size indicates that the application of experiment-based learning CPS effective in improving cognitive ability and creative thinking skills in problem solving students with moderate category.Keywords: creative problem solving, experiment, cognitive abilityABSTRAKPenelitian ini bertujuan untuk mendapatkan gambaran terkait peningkatan kemampuan kognitif dan keterampilan berpikir kreatif dalam pemecahan masalah siswa setelah diberikan perlakuan dengan pembelajaran CPS berbasis eksperimen dan pembelajaran kovensional. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain the randomized pretest-posttest control group design. Sampel penelitian sebanyak 58 siswa SMA yang dibagi ke dalam dua kelas (29 kelas eksperimen dan 29 kelas kontrol). Data yang terkumpul kemudian dianalisis dengan menggunakan perhitungan N-gain, Uji-t, dan perhitungan effect size. Hasil analisis data menunjukkan bahwa kemampuan kognitif siswa untuk kedua kelas sama-sama mengalami peningkatan dengan kategori sedang. Untuk keterampilan berpikir kreatif dalam pemecahan masalah siswa, kelas eksperimen mengalami peningkatan dengan ketegori sedang sedangkan kelas kontrol meningkat dengan kategori rendah. Berdasarkan hasil uji hipotesis menunjukkan bahwa penerapan pembelajaran CPS berbasis eksperimen secara signifikan dapat lebih meningkatkan kemampuan kognitif dan keterampilan berpikir kreatif dalam pemecahan masalah siswa dibanding penerapan pembelajaran konvensional. Selain itu, berdasarkan hasil perhitungan effect size menunjukkan bahwa penerapan pembelajaran CPS berbasis eksperimen efektif dalam meningkatkan kemampuan kognitif dan keterampilan berpikir kreatif dalam pemecahan masalah siswa dengan kategori sedang.Kata kunci: creative problem solving, eksperimen, kemampuan kognitif

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The Effect of Gifted Students’ Creative Problem Solving Program on Creative Thinking

Cited by 21 publications

References 1 publication

Upaya Mengurangi Miskonsepsi pada Pembelajaran Fisika melalui Penerapan Model Creative Problem Solving

Upaya Mengurangi Miskonsepsi pada Pembelajaran Fisika melalui Penerapan Model Creative Problem Solving

The 21st Century Capacity Development Strategy in the Subject of Motorcycle Chasis Maintenance at State Vocational High School (VHS)-1 of Gombong Kebumen

Strategi Pembelajaran Creative Problem Solving (Cps) Berbasis Eksperimen Untuk Meningkatkan Kemampuan Kognitif Dan Keterampilan Berpikir Kreatif

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