The Effectiveness of the Student Activity Sheet (SAS) on Teaching-Learning and Creativity (TLC) Model to Increase Creativity Competence

Abstract

The purpose of this study explains the effectiveness of the student activity sheet model to enhance scientific creativity and student learning outcomes and student responses to the learning process. The research design used pre-experimental with one group pretest-posttest design. The study's subject was the student activity sheet (SAS) model and the implementation of primary teacher Education undergraduate students who programed a science introductory concept course during the 2019.1 registration at Open University. Data collected using test methods and questionnaires with product cognitive test instruments, cognitive process tests, scientific creativity tests and student questionnaire responses. Data analyzed by t-test and the proportions calculated. Normality test and homogeneity test are done before the t-test is applied. Increased creativity and student learning outcomes are calculated using normalized N-Gain. The results showed: 1) Improvement of students' scientific creativity after joining learning in the medium category. 2) Improving student learning outcomes after participating in learning in the good category. 3) Student responses to the learning process in the positive category. Based on the above, it can be concluded that the application of student activity sheet model used in learning activities to improve scientific creativity competency and student learning outcomes is effective.

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

“…The Student Activity Sheet (SAS) for the Basic Social Sciences Concepts course has been validated by expert validators, who have consistently given it high ratings averaging 8.68 and classifying it as "very good" (see Table 1). This demonstrates that the SAS is well-designed and relevant to educational goals (Dwikoranto et al, 2020;Suyidno et al, 2016). The reliability of the SAS as an educational tool is further confirmed by the consistent scores across different validators, aligning with educational research that emphasizes the importance of consistent and reliable assessment methods (Young et al, 2017).…”

“…The Student Activity Sheet (SAS) was developed as an educational tool for the Social Sciences Basic Concepts course. To enhance its credibility and efficacy for academic purposes, the SAS underwent a thorough validation process by three expert validators (Chin & Siew, 2015;Dwikoranto et al, 2020). The validation process covered various aspects of the SAS, including didactics, content, presentation, and time, to ensure its alignment with educational standards and practical usability in an educational setting (Liu & Lin, 2014).…”

“…The validation results of the Scientific Creativity Test instrument for supporting research in the Basic Concepts of Social Sciences course, which focuses on indicators such as the creative process, creative person, creative product, and creative environment, are crucial for assessing the effectiveness of the test in measuring scientific creativity (Ayas & Sak, 2014;Dwikoranto et al, 2020) within the context of social sciences education (Nursiwan & Hanri, 2023). The validation process, as presented in Table 2, provides insights into the reliability and validity of the test instrument, offering a comprehensive evaluation of its ability to capture essential aspects of scientific creativity (Nursiwan & Hanri, 2023).…”

“…Additionally, although there is a growing recognition of the importance of creativity in educational success, the methodologies used to teach and assess creative skills have not kept pace. Existing measures, while wellintentioned, have often failed to validate and effectively develop the desired creative abilities in students (Dwikoranto et al, 2020). This gap is evident in primary teacher education programs, where concerns about the declining quality of graduates persist (Harvey et al, 2010).…”

Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools

“…That is why educational reforms such as UNESCO have called for learner-centered teaching approaches in order to enhance the quality of education and to promote creativity in students. Thus, Dwikoranto et al (2020) advise tutors to use every opportunity to encourage the fostering of creativity among the students. The successes of the learner-centered approaches in creativity development have been recorded in recent studies by Koranteng et al (2020) and Antwi et al (2019) in Ghana.…”