Implementation of Problem-Based Learning with Green Chemistry Vision to Improve Creative Thinking Skill and Students’ Creative Actions

M Nuswowati,R Ramlawati,E Susilaningsih,S Kadarwati

doi:10.15294/jpii.v6i2.9467

Abstract

The aims of the research are to increase creative thinking skills and creative action through the implementation of Problem-Based Learning (PBL) model with green chemistry insight. The research design of mixed method experimental models embedded with a pretest-posttest control group was applied to measure the effectiveness of the application of the of Problem-Based Learning (PBL) model with green chemistry insight at the end of the learning activities to increase creative thinking skills and creative action of students in solving various environmental problems. The results showed that creative thinking before and after implementation of the experimental class is 82.42 and N-Gain 0.73 (high category), while that in the control class is 69.85 and N-Gain 0.32 (medium category). The assessment of the creative action begins from investigating groups of problem-solving ideas written on the outcome of the discussion groups. The consultation with the lecturer is carried out for the implementation of tasks, exhibit, communication (presentation), and rewriting in the form of reports in more detail results/ products of the creative activity that has been done and also the sustainability of the action. The application of the Problem-Based Learning (PBL) model with green chemistry insight is able to increase creative thinking skills and creative action of the students.

Highlights

There are still many learners in Indonesia who have not been able to relate the scientific knowledge he studied with the phenomena that occur in his environment
The method of this research is mixed method design with experimental models embedded through pre-test post-test control group to measure the effect of applying Problem-Based Learning Model (PBL) with the vision of green chemistry at the end of learning activity toward the improvement of creative thinking skill and creative action of the student in solving various environmental problems
The results showed that creative thinking skills of experimental class before and after application were

Summary

Introduction

There are still many learners in Indonesia who have not been able to relate the scientific knowledge he studied with the phenomena that occur in his environment. This can happen because learners do not have the experience to link it during the learning process/lectures. Environmental issues are still an actual problem and a global issue (Tan, 2007). Environmental problems have an essential potential to be raised in chemistry learning. The benefits that can be felt directly would be very interesting and meaningful for learners. Lessons devoted to solving actual problems need to be designed through

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Conclusion