The potential of students’ creative disposition as a perspective to develop creative teaching and learning for senior high school biological science

Sukarso, AA; Widodo, Ari; Rochintaniawati, Diana; Purwianingsih, Widi

doi:10.1088/1742-6596/1157/2/022092

Cited by 11 publications

(18 citation statements)

References 19 publications

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“…A review of the assessment conducted by observers on various aspects of the creativity in the five groups illustrates which aspects of creativity students achieve the highest score. Sukarso et al (2019) explain that creative students will discover something new even from existing things. Likewise, Kenedi (2017) states that one's creativity illustrates the flexibility and fluency in thinking and interacting with others and surrounding environments.…”

Section: Students' Creativity Assessmentmentioning

confidence: 99%

“…In line with those explanations above, Ali et al (2019) state that the development of an innovative product with local wisdom could sharpen students' skills in using technology, developing creativity, thinking critically, and increasing knowledge about various concepts of local wisdom. Similarly, Sukarso et al (2019) illustrate that the application of appropriate teaching methods will influence the process and the creation of innovative products, even if they use something that already exists. The process of combining resources in the surrounding environment through new creative and innovative ways is the essence of entrepreneurship in creating a different external value for the market of the product (Purbaningrum, 2016).…”

Section: Students' Creativity Assessmentmentioning

confidence: 99%

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Developing STEM-Based Student Worksheet to Improve Students’ Creativity and Motivation of Learning Science

et al. 2020

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The Student worksheet based on science, technology, engineering, and mathematics (STEM) has been prepared, validated, and tested on students at SMAN 5 Banda Aceh. The worksheet guided the students to design a salt-making tool with a sunlight-gathering mirror. The worksheet was developed using the ADDIE model of the research and development (R&D) method. The subjects of the study consisted of 31 students divided into some groups consisting of 6 participants for each. The students were given problems and examples of saltproducing tools using a sunlight-collecting mirror. The purpose of this activity was to let them observe and modify according to their creativity. Based on the assessment of the tool model produced by students, the gained score reached an average score of 91 (very good). After the learning process, the learning outcomes increased with an average of 42 to 70. The science learning motivation and creativity scores of the students after the implementation reached 76 (good) and 79 (good).

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Section: Students' Creativity Assessmentmentioning

confidence: 99%

Section: Students' Creativity Assessmentmentioning

confidence: 99%

Developing STEM-Based Student Worksheet to Improve Students’ Creativity and Motivation of Learning Science

et al. 2020

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“…Presentation of creative teaching materials accompanied by brainstorming and discussion activities triggers the emergence of new thoughts, ideas or ideas, seeks information, asks questions, explores ways or types of products related to problems, looks for possibilities that support solutions that will he made. The results of Sukarso et al (2019) indicated that brainstorming mobilized students' creative thinking abilities to produce new, unique and useful ideas which were then developed into student project plans. The effectiveness of brainstorming activities in generating creative solutions, especially in generating new or unique ideas, has been previously proven by Boden's research (1998).…”

Section: Use Of Creative Teaching Materials Using a Modified Wtt Appr...mentioning

confidence: 99%

“…The adoption of active learning strategies is more effective in promoting creativity than traditional learning strategies. Several studies have applied pedagogical approaches based on investigation, problem solving, and interdisciplinary learning, apart from being useful in building long-term knowledge retention, it can also promote student creativity (Sukarso, 2019).…”

Section: Introductionmentioning

confidence: 99%

Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students

Sukarso

Artayasa²,

Bahri³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study examines the use of creative teaching materials in building students' creative thinking skills. The research sample was 53 students of class X one of the public high schools in Mataram. Instruments for learning activities in the form of creative teaching materials modified by the Writing to Teach approach, student books and data collection instruments. Creative dispositions were measured using closed questionnaires on inquisitive, persistent, imaginative, collaborative and disciplined aspects. Students' creative thinking skills were measured using a creative thinking skills test in the form of five essay questions on viruses. The results of the study show that the use of creative teaching materials triggers creative dispositions in the five aspects of inquisitive, persistent, imaginative, collaborative and disciplined aspects, also improves creative thinking skills where the average score of classes using creative teaching materials is higher than the average score in classes using books student package. Students' creative thinking skills improve in all aspects of creative thinking skills (flexibility, fluency, elaboration and originality). This shows that the use of creative teaching materials provides better conditions for the development of students' creative thinking skills.

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“…However, both formal and non-formal learning process require creativity. Creative thinking skills are important in diverse domain such as on a societal level (Hennessey & Amabile, 2010), a personal level (Collard & Looney, 2014), organizations (Mueller, Melwani, & Goncalo, 2012) and schools (Lucchiari, Sala, & Vanutelli, 2019;Rudibyani, 2019;Sukarso, Widodo, Rochintaniawati, & Purwianingsih, 2019) including higher education level (Borodina, Sibgatullina, & Gizatullina, 2019). Encouraging students creative thinking skills is one the basic purpose of today's learning (Gu, Dijksterhuis, & Ritter, 2019;Karp, 2017;Mhlolo, 2017;Singer, Sheffield, & Leikin, 2017;Syahrin, Dawud, Suwignyo, & Priyatni, 2019).…”

Section: Introductionmentioning

confidence: 99%

Indonesian secondary teachers’ creative teaching

2021

ilkonline

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Weak-quality curriculum and instruction, educators' negative views in developing creativity, and a lack of educator flexibility, independency, and well-certified professional development are known as some barriers to implement creative teaching. The present study investigates the convergent, construct and discriminant validity of creative teaching instrument. Moreover, the present study explores the issue of teachers' creative teaching in Indonesian secondary schools by focusing on types of subject (science and social study). We followed a survey research design, using simple random sampling. A total of 150 students, which comprise 65 (43.3%) science teacher (physics, chemistry, mathematics, biology)) and 85 (56.7%) social science teacher (economics, geography, English, Indonesian language, sociology) in secondary school, have finished the questionnaire. The 30 (20%) are male teachers, 120 (80%) are female teachers. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and one-way multivariate analysis of variance (MANOVA) are carried out to analyze the data sample. EFA showed that the teachers' data included a six-factor structure: instructional designs; curiosity; creative thinking; imaginative utilization; problem solving; and excursion. The outputs of secondary-order CFA indicated that the hypocritical model provided an suitable fit to data sample. Finally, results of the present study reveal a not significant difference in creative teaching among groups. However, significant differences of imagination sub constructs were observed between science and social science teachers.

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The potential of students’ creative disposition as a perspective to develop creative teaching and learning for senior high school biological science

Cited by 11 publications

References 19 publications

Developing STEM-Based Student Worksheet to Improve Students’ Creativity and Motivation of Learning Science

Developing STEM-Based Student Worksheet to Improve Students’ Creativity and Motivation of Learning Science

Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students

Indonesian secondary teachers’ creative teaching

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