Abstract
The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.
Highlights
IntroductionCreativity will occur if supported by expertise, Creativity is one of the competencies that must be owned in the 21st century, so that someone can live comfortably
The C3PDR name is taken from the first letter of the syntax of the model, ie Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection
The results show that the mastery of knowledge and science process skills gives positive contribution to scientific creativity, each of 30% and 20%, the rest is determined by other factors
Summary
Creativity will occur if supported by expertise, Creativity is one of the competencies that must be owned in the 21st century, so that someone can live comfortably. Creativity is a key educational and skills goal of the 21st century and should be supported at school (Chan & Yuen, 2014). C3PDR is one of the teaching model that support implementation creativity at school. C3PDR is a valid, effective and practical teaching model to enhance the scientific creativity (Zulkarnaen, Supardi & Jatmiko, 2017). Creative theories that support the model include Investment Theory (Sternberg, 2006), DIMAI model (Agnoli & Corazza, 2015), Scientific Creativity Structure Model (SCSM) (Hu & Adey, 2002), and componential theory (Amabile, 1996, 2012)
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