Preliminary study of guided inquiry-based e-module development based on research results to improve student’s creative thinking skills and cognitive learning outcomes

Abstract

The advancement of the educational paradigm in the XXI century requires individuals to become qualified Human Resources (HR). Qualified individuals are individuals who are able to organize, utilize, and be able to develop their skills, one of which is creative thinking skills. How to optimize the application of creative thinking skills, it is necessary to implement learning by integrating creative thinking skills in each course. In accordance with one of the achievements of the profile of the Human Anatomy and Physiology course, which is being able to plan investigations independently, creatively and innovatively by finding, analyzing, and solving problems in the field of Human Anatomy and Physiology. This research is a preliminary study in identifying problems that occur in undergraduate students of Biology Education UM so that solutions can be found in an effort to improve creative thinking skills and student cognitive learning outcomes. This type of research is descriptive research. The data collection instruments consisted of a questionnaire and test questions for creative thinking skills and students’ initial cognitive learning outcomes. The research data were analyzed using descriptive statistics. The results of the preliminary study in the form of giving test questions to see the initial ability of creative thinking skills and student cognitive learning outcomes showed that the mean score of creative thinking skills was 4.28 and the mean score of cognitive learning outcomes was 41.42, including in the low category. Low creative thinking skills and student cognitive learning outcomes are related to student difficulties in understanding the concepts contained in the teaching materials used. Teaching materials in the form of e-modules have never been used by students in learning (65%). The learning method that is often applied is the presentation and discussion method (96%). Based on the preliminary study conducted, it can be concluded that guided inquiry-based e-modules can be developed based on the results of research to improve students’ creative thinking skills and cognitive learning outcomes.