Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Suyidno, Suyidno; Nur, Mohamad; Yuanita, Leny; Prahanı, Binar Kurnia

doi:10.9790/7388-0701025661

Cited by 22 publications

(39 citation statements)

References 25 publications

(55 reference statements)

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“…This also provides the opportunity of cooperation and imagination to produce new and unique ideas in solving the problem. The implementation of CRBL facilitates students in solving problems, understanding the world they live in, adapting to changing societies, and designing new technologies to achieve goals [16].…”

Section: Phase 5: Evaluation and Reflectionmentioning

confidence: 99%

“…Various creative learning models can be used to maximize the scientific process skill to design creative products, one of which is Creative Responsibility Based Learning (CRBL) [16]. Creative responsibility means every individual has the responsibility to be creative and the resulting creative product must be individually and socially responsible.…”

Section: Introductionmentioning

confidence: 99%

“…Science creativity includes unusual uses, problem finding, product improvement, scientific imagination, creative science problem solving, creative experiment design, and creative product design [11][16] [17]. CRBL development has a foundation of cognitive learning theory, complex cognitive processes theory, learning theory and social-cognitive constructivism theory [16]. Syntax of CRBL is summarized on Table 1 [16].…”

Section: Introductionmentioning

confidence: 99%

“…CRBL development has a foundation of cognitive learning theory, complex cognitive processes theory, learning theory and social-cognitive constructivism theory [16]. Syntax of CRBL is summarized on Table 1 [16]. Developing a student's sense of responsibility in the activities of the experiment and analyzing various sources of information referring to the worksheet to solve scientific problems creatively.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

Suyidno¹,

Dewantara²,

Nur³

et al. 2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Physics learning has greatly contributed to the development of technology products. Why do most students face difficultly to design a product creatively? This paper describes the effectiveness of Creative Responsibility Based Learning (CRBL) to maximize the scientific process skill within creative product design. This research was conducted in four classes (physics, chemistry, biology, and science education) Universitas Lambung Mangkurat in 2016. Scientific process skill and creative product design data were obtained from the pre-test and post-test. The data were analyzed by using independent t-test, one-way ANOVA, Tukey test, and bivariate correlation. The tvalue of scientific process skill was -13.156 and the t-value of creative product design was -12.640. It indicated that the average of pre-test and post-test was significantly different. The CRBL affected students' scientific process skill and creative product design. Tukey test results also indicated that all groups had no significant difference with one another. F-value of scientific process skill was 1.236 with sig 0.315, indicated that CRBL increased scientific process skill consistently. F-value of scientific process skill was 3.483 with sig 0.018, indicated that CRBL increased creative product design consistently. Bivariate correlation test indicated that there was a correlation between scientific process skill and students' creative product design. The correlation was 0.511. It was concluded that CRBL was effective to maximize the scientific process skill within creative product design. Furthermore, it is recommended that the way to make creative product design is implemented in the daily life.

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Section: Phase 5: Evaluation and Reflectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

Suyidno¹,

Dewantara²,

Nur³

et al. 2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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“…Good mastery of chemical learning can be realized through science process skills [3]. Science process skills are procedural, experimental, and systematical skills of science as the basis of science and investigate the habits of scientific thought or the ability of scientific inquiry [4,5,6]. For this reason, it is important for chemistry teachers to have a good understanding of science process skills.…”

Section: Introductionmentioning

confidence: 99%

Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction

Juniar¹,

Fardilah²,

Tambunan³

2020

Proceedings of the the 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019

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This study aims to determine the differences in science process skills and learning activities of students who are taught using the Guided Inquiry model and Direct Instruction integrated by practicum on colligative nature of electrolyte solutions. The sample was determined through purposive sampling technique, by taking 2 classes (XII MIA-1 as the experimental class-I which applied Guided Inquiry and XII MIA-2 as the experimental class-II which applied Direct Instruction. The data collection was done by pre-test and post-test for learning outcome with 20 multiple choice tests and for science process skills with six essay test. The results showed that there were differences in the average value of science process skills with t-count > t-table were 8.76 > 2.0345, while the difference in the average value of learning attitude were 88.54 (Very Good) and 77.43 (Good).

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The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students’ Scientific Creativity

Astutik¹,

Prahanı²

2018

INT J INSTRUCTION

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Using Collaborative Creativity Learning (CCL) model that is integrated with PhET simulation, this study aims to improve students' scientific creativity in natural science lesson. This research is an experimental study. The sample in this study is 144 junior high school students. The practicality and effectiveness of CCL model that is integrated with PhET simulation was measured by using practical learning observation sheet, scientific creativity test sheet, and student response questionnaire. The data was analysed using t-test, descriptively and qualitatively. The CCL model that is integrated with PhET simulation to improve students' scientific creativity has been proven to be: 1) Practical (applicable in learning and practical and reliable category) and 2) Effective includes: (a) a significant increase in students' scientific creativity at α = 5%, (b) the average n-gain of students' scientific creativity was medium, and (c) the student's response to each component of learning was very positive. The implication of this research is that CCL model that is integrated with PhET simulation can be used as a solution to improve students' creativity in natural science lesson.

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Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Cited by 22 publications

References 25 publications

Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction

The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students’ Scientific Creativity

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