The implementation of asking and group competition learning strategies to improve students’ creative thinking skills

Wulandari, Desi Fitria; Rustaman, Nuryani Y.; Setiawan, Anjar; Hamidah, Ida

doi:10.1201/9781315166575-73

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…All indicators have been validated by experts and have met the proper rules although there are several aspects that must be corrected. This is in line with the results of previous studies [24][25][26][27]18]. Each expert assesses the product to determine the strengths and weaknesses of a product [28] because validity is one of the criteria for the feasibility of development results [29].…”

Section: Module Validationsupporting

confidence: 85%

Development of Integrated Science Modules to Train Students' Critical Thinking Skills

Adawiyah¹,

Badruzsaufari²,

Yunus³

2020

JAEP

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This development research is aimed to evaluate the validity, practicality, and effectiveness of the integrated science concept module that has been developed to practice the critical thinking skill of the eighth-grade students in the odd Semester. The subject of the research are the the eighth-grade students of MTs Al Azhar Barito Kuala. This research is conducted in the academic year 2019/2020. The data of module validity is gained through the assessment of 3 experts. The data of module practicality includes the assessment of module implementation and students' responses on small group test. The data about module's effectiveness is gained from; 1) the result of students' critical thinking, 2) the result of cognitif students' assesment and 3) students' response on the learning activities and the practice in the field test. Data of the research were collected through test and observation and then were analyzed descriptively. The results of the research showed that the integrated science module to practice the students' critical thinking skills could be stated to be valid in all aspects, including design, format, material, language, presentation, supporting innovation of the module and the improvement of teaching learning activities. The module was also considered practical because it was easy to be used by the students. These can be seen from 1) the implementation in the small group test that obtained scores of 91,67% for module 1 and 94,44% for module 2 and 2) positive response from students toward learning process. The effectiveness of the science module was also fulfilled. This was based on the findings in the research i.e: 1) the average of students' critical thinking skills on small group test reaches a good category (3≤4), 2) students' critical thinking skills on the field test which at least reaches a good category (3≤4), and 3) cognitif assesment results gained through the field test was in a good category (80≤100%).

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Section: Module Validationsupporting

confidence: 85%

Development of Integrated Science Modules to Train Students' Critical Thinking Skills

Adawiyah¹,

Badruzsaufari²,

Yunus³

2020

JAEP

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“…Putri and colleagues [66] concluded that project-based learning makes a great deal of difference in the development of creative thinking in primary school. Wulandari and colleagues [16] proposed a Physics Learning Strategy based on asking activities and group competition, and they allowed students to take part in some learning activities, such as cooperative learning, competition in the group, and so on. The results of their experiment showed that the Physics Learning Strategy could effectively foster students' creative thinking.…”

Section: Creative Thinkingmentioning

confidence: 99%

“…Existing studies involving AI courses have confirmed that they tend to be conducted in the form of collaborative learning, and they aim to develop students' creative thinking by offering them challenging themes and platforms for problem solving in groups [14]. Some studies have suggested that collaborative learning is an effective approach to the cultivation of students' creative thinking [15,16]. Collaborative learning allows students to take part in some group activities, such as collective discussion and brainstorming, which could promote the development of their cognition [17,18].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Liu

Huang

et al. 2022

Sustainability

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Digital technology plays a unique role in the cultivation of students’ creative thinking, which helps them solve poorly structured problems with effective and original solutions. This study applied collaborative learning in a digital-technology-supported artificial intelligence (AI) course and aimed to explore the impact of collaborative learning on fourth-grade students’ creative thinking. According to whether a leadership role was assigned by a teacher and a final consensus was built in the group, four patterns of collaborative learning were designed for comparison in order to determine which pattern was more effective for the promotion of students’ creative thinking. In total, 37 fourth-grade students taking part in the study were divided into four groups, and each group adapted one of four patterns of collaborative learning. The Torrance Creative Thinking Test (TTCT-Figure) was used to test the pre- and post-creative thinking of the four groups of students. A paired-sample t-test was used to analyze the pre- and post-tests of students’ creative thinking to verify whether all four patterns of collaborative learning could improve the students’ creative thinking. One-way ANOVA was used to analyze the post-test results of the four groups’ creative thinking to determine the differences in the creative thinking of the four groups of students. The results indicated that the patterns of collaborative learning used by G1, G3, and G4 were effective in improving students’ creative thinking, but the pattern for G2 was not. Moreover, there were significant differences in the cultivation of students’ creative thinking via AI courses among these four patterns of collaborative learning. The G4 students, who had an assigned leadership role and consensus building, showed the greatest improvement in creative thinking. In particular, without an assigned leadership role and consensus building, students’ flexibility of creative thinking would be improved to a greater extent. Teachers can adapt the findings of this study in order to consciously train team leaders in the collaborative learning process and guide them to reach a consensus to achieve the goal of fostering creative thinking in digital-technology-supported courses. To be specific, teachers should let students participate in group collaborative learning in a free way to cultivate their flexibility.

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Pembangunan Instrumen Karakter Kreatif Pelajar Pendidikan Teknikal Dan Latihan Vokasional (TVET)

Wahab

Saud

2021

ANP-JSSH

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Kreativiti ialah keupayaan untuk melihat sesuatu daripada perspektif baharu, serta keupayaan untuk melihat dan menyelesaikan masalah dengan cara yang berbeza. Karakter pula didefinisikan sebagai sifat atau ciri perwatakan yang membezakan seseorang daripada yang lain. Dengan menggunakan kaedah analisis kandungan dan kajian literatur, kajian pendahuluan ini ditulis berlandaskan kepada beberapa sumber seperti jurnal dan media elektronik yang akan meneroka dan mengenalpasti elemen-elemen yang dominan dalam pembinaan karakter pelajar (Scci-TVET). Kajian lanjutan akan dilaksanakan secara gabungan kualitatif dan kuantitatif atau lebih dikenali sebagai mixed-method dengan memilih jenis reka bentuk penerokaan bagi mendapatkan maklumat yang lebih jelas dan tepat. Dapatan kajian telah mengenal pasti enam elemen yang berkaitan karakter murid kreatif berdasarkan teori kreativiti Sternberg iaitu: kepintaran, pengetahuan, gaya berfikir, personaliti, motivasi dan persekitaran. Melalui instrumen karakter yang didasarkan pada teori-teori kreativiti yang telah dikemukakan diharapkan dapat meningkatkan kreativiti pelajar pada bidang TVET.

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The implementation of asking and group competition learning strategies to improve students’ creative thinking skills

Cited by 3 publications

References 1 publication

Development of Integrated Science Modules to Train Students' Critical Thinking Skills

Development of Integrated Science Modules to Train Students' Critical Thinking Skills

The Effects of Different Patterns of Group Collaborative Learning on Fourth-Grade Students’ Creative Thinking in a Digital Artificial Intelligence Course

Pembangunan Instrumen Karakter Kreatif Pelajar Pendidikan Teknikal Dan Latihan Vokasional (TVET)

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