Creative Learning Model Research Articles

Improving students mathematical higher order thinking through the implementation of the creative problem-solving model of High School Students

This study aims to describe the increase in mathematical higher order thinking abilities of high school students through creative problem-solving learning models. This study was a quasi-experimental, with the design of the nonequivalentpretest-posttest control group in class X, the high school in Ciamis, Indonesia. The results of the study showed that there were differences in the comparison of the increase in students’ higher order thinking abilitiess through creative learning models of problem-solving and direct learning. Students who achieve a high increase category are more in the creative problem-solving class compared to the direct learning class. The advantages of creative problem-solving learning at the stage of expressing opinions. Students tend to express opinions openly so that many ideas emerge to choose effective strategies.

A Design on Teaching and Learning Method for Creative Talent in the FOURTH INDUSTRIAL REVOLUTION

Purpose; The purpose of this study is to examine the problems of the traditional teaching method, and to clarify how the teaching and learning methods for creative talents is reflected through the design on teaching and learning method for creative talent in the age of artificial intelligence(AI). The design of the creative teaching and learning model proposed in this study is largely classified into two stages, In-class(Offline Practice Learning Steps) and After-class(Post-Class Inquiry and Project-Based Learning). And the mechanism that connects learning states organically rather than independently separate concept, but is analyzed based on a questionnaire evalu-ation on the concentration and immersion of classes and the understanding of creative teaching and learning methods. And this paper explores that learners who will be at the center of future society have the power to think through concentration and immersion in solving their own difficult problems based on their experience of teach-ing and learning methods in university education. In this process, creativity is expressed. They will also feel happy with a sense of accomplishment, confidence, and satisfaction while solving difficult problems. This is why prob-lem-based learning is necessary in university education. The teaching and learning method proposed in this study is to induce learners to think freely based on dialogue rather than discussion, and to lead the class by achieving the concentration and immersion in class, thus leading to a sense of achievement. The teaching-learning model, which incorporates elements that can solve problems on their own with convergent and logical thinking, has become an opportunity to reveal the importance of fostering creative talent for the artificial intelligence era.

ПРАКСЕОЛОГІЧНИЙ ПІДХІД ЯК ОСНОВА ЕФЕКТИВНОГО ЗАБЕЗПЕЧЕННЯ ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ ДЕРЖАВНИХ СЛУЖБОВЦІВ В УКРАЇНІ

У статті розглянуто сутність праксеологічного підходу у професійній підготовці державних службовців в Україні із урахуванням досвіду окремих європейських країн. Визначено особливості праксеологічного підходу при застосуванні такого виду професійної освіти, як підвищення кваліфікації.
 Зазначається, що у системі професійної підготовки державних службовців можна виокремити три складники – змістовий, технологічний і особистісний, у контексті дослідження яких необхідно акцентувати увагу на технологічному складнику як такому, що забезпечує реалізацію праксеологічного підходу. Саме праксеологічний підхід у контексті підготовки державного службовця являє собою найважливішу змістову характеристику професійної спрямованості особистості майбутнього професіонала.
 Акцентовано, що головним завданням праксеологічного підходу у процесі підготовки державних службовців є вивчення й упровадження необхідних знань для здійснення ефективної діяльності. Зауважено, що саме ефективність виступає як показник якості професійної підготовки, а також як якісна категорія, що сприяє розвитку та вдосконаленню професійної діяльності державного службовця. Використання праксеології у сфері професійної підготовки державних службовців є основою для розуміння та дослідження професійної службової діяльності з позиції практичних цінностей, зокрема ефективності та результативності. Це важливо у процесі оцінювання результатів службової діяльності.
 Визначено, що ефективність діяльності системи професійного навчання державних службовців може бути досягнута за умови відповідності професійної підготовки та післядипломної освіти вимогам освіти для суспільства, побудованого на знаннях і інформації. Цими вимогами є такі: освіта протягом усього життя; освіта без кордонів, що ґрунтується на інформаційно-комп’ютерних технологіях і доповнює традиційні методи і технології новими можливостями; освіта за креативними моделями навчання та індивідуальними освітніми траєкторіями; освіта, що розвивається на основі фундаментальних знань. Одним із таких видів професійного навчання, що покликаний забезпечити високу освіченість та професійну компетентність державних службовців, є саме підвищення кваліфікації. Варто пам’ятати, що проблему підвищення кваліфікації державних службовців можна розглядати й у межах безперервної освіти. Праксеологічний підхід таке дозволяє. Так, більшість розвинених держав здійснює політику безперервного продовження освіти й підготовки кадрів.
 Специфіка функціонування системи підвищення кваліфікації державних службовців у контексті праксеологічного підходу полягає в тому, що вона є підсистемою державної служби, обслуговує її, готуючи високопрофесійні кадри. Це відбувається через вирішення низки таких завдань: приведення рівня професійних знань, умінь і навичок державних службовців у відповідність до вимог теорії та практики публічного управління; вивчення й застосування на практиці передового світового досвіду й досягнень науки державного будівництва та науки управління; формулювання установок на оволодіння предметом діяльності у сфері державної служби; формування професійних здібностей державних службовців.

MODEL PEMBELAJARAN KOLABORATIF DAN KREATIF UNTUK MENGHADAPI TUNTUTAN ERA REVOLUSI INDUSTRI 4.0

This paper examines how learning models should be applied in schools to respond to the demands of the era of the industrial revolution 4.0 which has become a necessity. The industrial revolution 4.0 is an era that shows the rapid development of technology and has caused many jobs in the past to be distorted. The role of humans is taken over step by step by automatic machines, as a result the number of unemployment is increasing. In order to avoid the negative impact of the industrial revolution 4.0, educational institutions must be able to answer these challenges by selecting and applying learning models in schools that provide the skills or skills needed. The demand for skills that can answer the challenges of the 4.0 revolution era, must be prepared through a directed and comprehensive learning plan. This means that the learning process does not only think and move towards the academic dimension. In the learning process, often students are only prepared to have intellectual intelligence and very little learning gives equal opportunities to students to hone other intelligence. At the same time the learning method is more dominated by the authority of the teacher which is very central and rigid, while the students are positioned as objects that must accept what is presented by the teacher. As a result, students do not have the ability to develop their creativity and potential. Learning models that can answer the challenges of the revolution era 4.0 are collaborative and creative learning models. Through collaborative and creative learning, students are directed to be able to develop their potential and hone their creative thinking skills. The collaborative and creative learning model makes it easy for students to learn and work together and learn to solve problems together. Creative thinking to solve existing problems is a learning process needed to answer the challenges of the industrial revolution 4.0.

Preliminary study of development of students worksheet using creative problem based learning model in physics learning on senior high school

The ability of students to think creatively in finding solutions to a problem is important in learning physics. However, teaching materials that used in school have not integrated learning model that can enhance students’ creative thinking abilities. The solution to improve students’ creative thinking skills is to develop worksheet using the Creative Problem-based Learning (CPBL) model in physics learning on Senior High School. To develop the worksheet, a preliminary study was conducted. This study used a descriptive method with the subjects of physics teacher in Senior High School at Padang. The instruments used are in the questionnaires and interview guidelines. Analyzing of the data is using descriptive analysis. The results showed that the performance analysis and the level of difficulty in learning were in the less category, and the student’s creative thinking abilities in physics learning were in the very less category

Analysis of Creative Thinking Skill and Student Learning Interest through Mind Mapping Based Creative Problem-Solving Learning Model

Creative thinking skill is one of the most important skills in the learning process in 21st century. Creative thinking skills influenced by student’s learning interest. Therefore, creative thinking and learning interest must be cultivated through a proper learning process. This research aims to analyze student’s creative thinking skills and learning interest through mind mapping-based creative problem solving learning models. This research method used mixed methods with a sequential explanatory design. The population of this research was all students of class X with 30 students as the sample. The instrument used an essay test for creative thinking, an interview sheet, and learning interest questionnaire. The results of the n-gain alalysis showed an increase for each indicator of the creative thinking skills with an average of 71.73 included in the high criteria. As for the percentage of student’s learning interest is 79.17% which is included in good criteria. The results of the interview showed that there was different creative thinking patterns for each category where students in solving problems tended to begin by understanding the problem, linking scientific theory with their own knowledge, then developing it based on experience and reasoning. However, seen from the answers and interview results, students with very high creative thinking skills are better at providing ideas or conclusions than students with high, medium, and low categories. The results of the correlation analysis showed that there was a positive and significant relationship between student’s learning interest and four indicators of creative thinking skills.

Creative learning model as implementation of curriculum 2013 to achieve 21st century skills

The 21st century learning model is a way/technique used by teachers to facilitate the best child learning safeguard according to child’s condition, child’s learning environment, and carrying capacity. The characteristics of learner of the 21st century is important for teachers and parents to know how to facilitate their learning. Mitchel Resnick developed a Creative Learning Cycle method that promises to improve 21st century skills. Creative Learning Cycle method is suitable for elementary school. Creative Learning Cycle consists of 5 stages: Imagine, Create, Play, Share and Reflect. The purpose of this research is to create creative learning model as implementation of curriculum 2013 at elementary school in Bandung to reach 21st century skill. This study uses the correlation method between 21st century learning methods, 2013 curriculum, and 21st century skills. Creative Learning Model as a Learning Implementation of Curriculum 2013 has a positive effect on the achievement of 21st Century Skills students though not all of them have a significant influence.

Profile of students critical thinking skills on redox concept in SMA Negeri 8 Semarang

The following study was carried out as a preliminary investigation of students’ critical thinking skills after a learning process in redox reaction matter. The subject of this research was 36 students of science class grade XI school year 2018/2019 in SMA Negeri 8 Semarang. The data analysis technique in this research was done by calculation of the questionnaire results of students’ responses to the questions on redox material. Methods of data collection were done by observation, documentation, teacher interview, and student interview. The instruments of this study consisted of observation sheets, questionnaires, and interview sheets. The results showed that students’ critical thinking skills in redox material concept after learning process included in the category was low achievement. In advanced, we will develop efforts to improve students’ critical thinking skills at SMA Negeri 8 Semarang that will be done by applying creative learning models and use of learning media.

PENERAPAN METODE BERPIKIR KREATIF “HAPPY” UNTUK MENDISAIN KARYA VISUAL ART ARSITEKTUR

This research is a preliminary study, from a study of Creative Learning Models for Gifted Visual Art Children. Architecture is included in the applied 3-dimensional visual art criteria. The research problem is how to apply creative thinking models by Happy that are used by architectural students in designing architectural works. The research method used is descriptive kualitative method. The aim ofthe research is to know the thinking process of architectural students in the work, which will be used as a reference to develop visual art architectural creative thinking methods at the level of children. The results of this study are the application of creative thinking models by Happy can produce works that meet creative criteria, namely flexibility, originality, elaboration, fluency and completeness.

The Development of a Project-Based Science Creative Learning (SCL) as a Learning Proponent of Student PAUD Dehasen Bengkulu University

Early childhood Education Programs (PAUD) learning is currently starting to develop and diversify. Looking at the needs and curriculum nowadays we know that many PAUD schools have used K13 in their learning. The K13 PAUD learning strategy usually leads to a scientific approach. So, it needs to be designed in such a way as a learning strategy that implements supporting models in learning. The purpose of this reserach is to produce an effective development product in the form of a project-based Science Creative Learning (SCL) model as a learning proponent of PAUD students at Dehasen University Bengkulu. The research methode used in this research was Research and Development (R&D) then proceed with the effectiveness test in the classroom by quasi experiment. The results of the research are obtained a textbook which is a product of the development model of the project-based Science Creative Learning (SCL) that can be used as a learning proponent for students of PAUD UNIVED BENGKULU. The textbook has been revised and validated by experts. The effectiveness of the use of textbooks in learning can be seen from the differences in learning outcomes of students of PAUD DEHASEN BENGKULU UNIVERSITY who use textbooks (experimental groups) with those who do not use textbooks (control groups). For the experimental group the lowest score was 67 and the highest was 100. Whereas for the control group the lowest score was 58 and the highest was 83.

The development of the “Bawi Kuwu” learning model in the text writing material of the observation report

The application of the learning model is an operational step to achieving maximum learning goals. Based on the results of the author's observation on Indonesian Language subjects, especially in the field of writing skills, the Report on Observation Results (LHO) is often found to be a problem, students find it difficult to make sentences and paragraphs of LHO text. This is because the teacher often implements an inappropriate learning model, so students have not been able to fully understand the concept of the LHO text. The selection of creative and innovative learning methods and models can influence the ability of students to construct their knowledge well. The application of creative and innovative learning models can also be developed from a local wisdom in each region, for example the local wisdom of Bawi Kuwu folklore in Central Kalimantan. Folklore Bawi Kuwu can be modified into a learning model by paying attention to the cultural value of the story. The Bawi Kuwu (BK) learning model is a group learning model based on the cultural value of folklore in Central Kalimantan and the collaboration between the concept of cooperative jigsaw learning models and peer teaching. The application of the Bawi Kuwu learning pattern in writing the Observation Results Text is very suitable to be applied because in its application the students in the group try to construct their knowledge and convey it to a student in his group with the guidance of the teacher.

Treffinger Creative Learning Model with RME Principles on Creative Thinking Skill by Considering Numerical Ability

Treffinger Creative Learning Model with RME Principles on Creative Thinking Skill by Considering Numerical Ability

PENDIDIKAN KARAKTER MELALUI MODEL PEMBELAJARAN KREATIF BAGI SISWA SEKOLAH DASAR (STUDI DI SDN MENDUNGAN 2 YOGYAKARTA)

The aim of this research is to describe and analyze the implementation of character education through a creative learning model at the elementary school. This research was conducted at Mendungan 2 State Elementary School in April-September 2018. The research used a qualitative method with a descriptive approach. The data collection techniques used were direct observation, in-depth interview, and documentation. The data analysis steps consist of data presentation; data reduction; and verification, whereas the data validity tests include internal validity; external validity; reliability and objectivity. The research results showed that character education in elementary schools has been conducted well, that is, performed through a creative learning method which includes PAKEM learning; contextual teaching and learning (CTL); cooperative learning; and problem based learning. The model was used in thematic teaching which includes religious teaching; civics education; natural science; social science; Indonesian language; health and physical education; art culture and skills education; and dance art. The character values introduced include religious values; love of reading; honesty; discipline; tolerance; hard work; creativity; independence; democracy; nationalism; social care; and environmental care.

Creative Learning Model Toolkit: An Essential Element of Science Learning to Develop Learning Skills in Students

This study aims to (1) produce Creative Learning Model Toolkit (CLMT) on science learning which is appropriate to develop learning skills in students, (2) know the students learning skill that can be developed when using CLMT in science learning, (3) know the validity of CLMT that is used to develop students’ learning skills in science learning. The research method uses Research and Development (R&D), by pointing to Four-D model with 4 main phases namely define, design, develop, disseminate. The instruments used in this study were product validation questionnaire, learning skills observation sheet, and test of cognitive knowledge. Result data of validation toolkit and observation sheets were analysed descriptively while N-gain for test of cognitive knowledge. The result showed that: (1) CLMT have been produced by several approach namely Contextual Teaching Learning, Collaborative Learning and Web based Learning; (2) CLMT could develop student’s learning skills for instance critical thinking, social skill, and ICT literacy; (3) CLMT that was developed was considered as very good category both by expert and N-gain. Moreover, based on the analysis CLMT was appropriate to use in science learning process for develop students’ learning skills.

Improving science process skills of junior high school students through the implementation of collaborative creativity learning (CCL) model in physics learning

The collaborative creativity learning (CCL) model is a collaborative-based scientific creativity learning to improve scientific creativity, science process skills, and collaborative skills of the junior high school students. The purpose of this research is to improve science process skills of junior high school in physics learning through the implementation of CCL model. This research used one group pre-test and post-test design toward 144 students of State Junior High School 2 Jember and State Junior High School 3 Jember (Jember, Indonesia) academic year 2017/2018. The student’s science process skills were measured by using Science Process Skills Instrument (SPSI) with indicators of formulating problems, formulating the hypothesis, identifying variables, formulating the operational definition of variables, designing the data table, carrying out the experiment, analysing the data, formulating the conclusions. The data analysis technique used the Wilcoxon test, n-gain, and Mann-Whitney U test. The results show that: (1) The average post-test score was in the medium category, (2) There is improvement of student’s science process skills at α = 5%, (3) N-gain average score of student’s science process skills was in medium category, and (4) There is no difference (consistent) n-gain on student’s science process skills in all groups. Therefore the CCL model has proven to be effective to improve the science process skills of junior high school in physics learning. The implication of this research is that CCL model can be used as a solution to improve science process skills of junior high school in physics learning.

The Implementation of Creative Problem Solving Learning Model Based on Statistical Ball Props to Improve Student Creativity in Statistics

Education can basically help humans to develop and improve their scientific knowledge, so they are able to deal with the changes that occur in their lives. In this study the researcher observed the class IX of Zainul Ulum Plus Middle School. The study aims to improve student creativity and completeness of students in learning statistical material with the Creative Learning Model Solving based on statistical ball props. The type of research used is classroom action research (CAR). The procedure used is a cycle model. Based on the results of the study, the level of creativity of students in the first cycle was 2.78, then in the second cycle the average level of creativity of students was 2.99 with the category of the level of creativity of good students. While the average student learning outcomes in the first cycle amounted to 77.16 with a percentage of classical completeness of 67% while in the second cycle obtained an average value of 92.75 with a percentage of 100% classical completeness. The average percentage of student learning activities in learning cycle I is 83% and in the second cycle is 86% with the category of good student learning activities. Keywoard: creative problem solving, statistic ball, student creativity

Inclusive Education through the Implementation of Creative Industry Learning Model for Disabilities

Inclusive Education through the Implementation of Creative Industry Learning Model for Disabilities

Developing Teaching Material for Physics Based on Collaborative Creativity Learning (CCL) Model to Improve Scientific Creativity of Junior High School Students

The teaching material for Physics based on collaborative creativity learning (CCL) model is by design to improve scientific creativity, collaborative skills, and science process skills of junior high school students. The focus of this research is to analyze the teaching materials based on CCL model in terms of their validity (content and construct, reliable) and effectiveness to improve students’ scientific creativity in the science lesson, particularly for Physics education. The validity and effectiveness of the teaching material were measured by using Validation Assessment Sheet (VAS) and Scientific Creativity Assessment Sheet (SCAS). The data were analysed through mean validity score, Cronbach’s coefficient alpha, Wilcoxon test, N-gain, and Mann Whitney test. The results of this study include: (1) validity of the the CCL-based teaching materials for Physics fulfill validity criteria (valid and reliable); (2) in terms of components of validity, the CCL-based teaching materials for Physics: (a) there is an increase of students’ scientific creativity with the alpha of α = 0.05, (b) the average score of students’ scientific creativity was in medium category, and (c) there is no significant different improvement (consistent) of scientific creativity skills in all groups. The implication of this developmental research of CCL-based teaching materials for Physics has proven to be valid and effective to increase the scientific creativity of junior high school students, particularly in Motions and Simple Machine chapters.

UPAYA MENINGKATKAN KREATIVITAS SISWA MELALUI MODEL PROJECT BASED LEARNING

This research aims to improve the management of creativity and learning biology learning model through the application of Project Based Learning (the execution) on the subject of environmental pollution in the class X MIA-1 SMA Negeri 1 Sipirok TP 2017/2018. This type of research this is a class action research (PTK) using two cycles of learning. Data collection techniques used are tests and observations with data collection tool berupalembar test of creativity and learning management of biological observation sheets. Based on the results of research conducted, the test results obtained in cycle I, with a total value of 2299, the value of the average number of students who complete 71.84 as many as 9 people (71.87%) and cycle II obtained total value of 2995 with average number of 93.59 students who complete 30 people (93.75%) so that the cycle of I to II an increase in cycle 7 (21.88%). As for the observations against the management of the biological cycle of learning I obtained an average percentage of 70% and on Siculus II becomes 91%. Thus, from cycle to cycle I II occur an increase of 21% from kulaifikasi simply be good criteria. The study was finalized in cycle II because the indicators of success have been achieved and meets the criteria of ketuntasan so that the conclusions of this research is that learning through Project Based Learning (the execution), it can increase creativity and learning areas of biology on the subject of environmental pollution in the class X MIA-1 SMA Negeri 1 Sipirok TP 2017/2018.

Pengaruh Model Pembelajaran Berbasis Masalah terhadap Kemampuan Berpikir Kreatif Matematis

The purpose of this study was to determine the effect of problem-based learning models on mathematical creative thinking abilities of eighth grade students of SMP Negeri 6 Lubuklinggau. This study used the True Experimental Design. In this study, the samples used were two classes, namely the control class and the experimental class. The average score of mathematical creative thinking skills that had been obtained by students in the final test in the experimental class was 19.5517 and in the control class was 14.4783. Both classes were normally distributed and homogeneous both at the pre-test and the post-test. The data collection was analyzed by using the t-test. The results of the t-test analysis were t-value = 2.5400 and t-table (significance level α= 0.05) = 2.001. This showed that t-value> t-table, so it can be concluded that there is a significant effect of problem-based learning models on mathematical creative thinking abilities of eighth grade students of SMP Negeri 6 Lubuklinggau.
 KeyWord: Problem-based, creative mathematical learning model