The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Muna Fauziah,Kundharu Saddhono,Tri Murwaningsih,Sri Marmoah

doi:10.12973/eu-jer.9.2.537

Abstract

<p style="text-align:justify">This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergent-thinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.</p>

Highlights

21st century education has become a hot topic of discussion among intellectuals
According to Wallace et al (2012), Thinking Actively in a Social Context (TASC) model stages include (1) gathering and organizing knowledge based on problems, (2) identifying problem-solving ideas, (3) generating problem-solving ideas, (4) deciding and determining the best ideas for solving problems, (5) implementing the ideas in the problem-solving process, (6) evaluating the results of problem solving related to student knowledge, (7) communicating the results of problem solving in the classroom to get advice and input, and (8) learning from experience
Based on the results of the analysis in the discussion section, the conclusions that can be drawn are as follows: (1) TASC learning model is more effective than CPS on students' divergent-thinking skills and CPS learning model is more effective than Direct Instruction (DI) on students’ divergent-thinking skills; (2) Students who have the climber type of AQ have better divergent-thinking skills than camper and quitter students

Summary

Introduction

21st century education has become a hot topic of discussion among intellectuals. The discussion is about the pattern of education of the Indonesian people oriented to the development of human resources (Mahanal et al, 2016). Everyone's creativity or divergent-thinking skill is closely related to their future in being able to give different ideas, innovate, develop, and adapt to the environment (Akcanca & Ozsevgec, 2019) This expectation is in line with the Minister of Education and Culture Regulation Number of 2016 concerning the competency standards of primary and secondary education graduates and Number of 2016 concerning Content Standards of Primary and Secondary Education. There are some distinctive features of divergent-thinking skills, namely the abilities of generating ideas (fluency), using ideas in any condition (flexibility), creating novelty ideas (originality), and developing ideas in detail (elaboration) (Acar & Runco, 2014; Addis et al, 2014) With these abilities, students can experience possibilities that have. AQ can give an idea of the power struggle of the students in working on the problems so that students are trained to have divergent-thinking skills

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Discussion

Conclusion