Creative Problem Solving Learning Research Articles

High school students’ modelling ability in creative problem-solving

This research is a descriptive study to see the application of the Creative Problem Solving learning model in the learning process and the problem-solving abilities of students in linear programming. The study was conducted at one of the high schools in Palembang with the subject of all students in class XI MIA 5. The learning process was adjusted to the phases of the Creative Problem Solving model. Researchers use problem-solving questions on the student sheet and test questions. Data collection techniques in this study using the results of student worksheets.

Students’ high-level thinking skills in creative problem solving learning model

This research is a quantitative research. This study aims to look at students’ higher order thinking skills to solve linear equations after learning with creative problem solving models is given. The subjects of this study were the XI grade students of SMA N 5 Palembang. The data collection technique used was a test in the form of a description consisting of three questions. Based on data analysis that students’ high-level thinking skills in learning linear equations are categorized low.

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.

PENGARUH METODE CREATIVE PROBLEM SOLVING (CPS) MODEL TREEFINGER TERHADAP HASIL BELAJAR PERAKITAN KOMPUTER PADA SISWA KELAS X TEKNIK KOMPUTER JARINGAN SMK N 1 RAO SELATAN

This research was quantitative research that used a true experiment research approach and a posttest-only control as the research design. This research conducted in SMK 1 Rao Selatan. The population in this research was the grade X students of computer engineering and network major in SMK 1 Rao Selatan. The technique sampling in this research was a total sampling or also called as a population research. In determining the experiment class and control class, the researcher used rolls of paper. Grade X of TKJ 2 elected as experiment class and grade X TKJ 1 elected as control class. The result of this research were average the students learning outcomes in experiment class was about 80,90 while in control class was about 74,84. From analysis test showed normal and homogeny data. The test result on the level significance a0,05 (the level of confidence 95%) obtained score thitung=3,498 and ttabel=2,000 so obtained Thitung>Ttabel (3,498>2,000). Therefore, Ho rejected and Ha accepted in this research. So, the conclusion was there a significant influence in Creative Problem solving (CPS) learning method with Treefingermodel toward learning outcomes of assembly computer of grade X students in program computer network engineering SMK 1 Rao Selatan.

Penerapan Pembelajaran Creative Problem Solving (CPS) Berbasis Scienstific Approach Terhadap Kemampuan Berpikir Kreatif Dan Kreativitas Dalam Memecahkan Masalah

The background of this study is that the learning process still uses conventional learning (lecture method) so that there are problems with the ability of creative thinking and student creativity in solving problems. The purpose of this study is to find out the implementation of Scientific Problem Solving (CPS) based Learning to improve the ability to think creatively and Creativity in solving problems.This research method used an experiment with prepostes control group design which was carried out in Kapetak State Middle School SMP2 with 39 students in the experimental class and 38 students in the control class.The results of this study concluded that (1) The implementation of learning using the CPS-based scientific model seemed that the teacher was able to carry out good learning. This is indicated by the implementation of all the CPS-based scientific model syntax indicators by teachers with an average total implementation of the learning process of 87.78% with a very good category. (2) Implementation of the application of scientific-based CPS learning model in teaching and learning activities can improve students' creative thinking skills. This is reflected in the average value of creative thinking achieved by the control class is 65.33, and the average value of creative thinking in the experimental class is 78.89 in the good category. Hypothesis test results are sig. 0.000 <0.05, then the initial hypothesis (H0) is rejected. This means that there are differences in the average creative thinking of students between the experimental class and the control class. (3) There are differences and enhancements in students' creativity in solving problems between those who use the Scientific Creative CPS learning model and those who use learning material lectures on the Excretion System in human students where the experimental class has increased from a pretest value of 55.13 to 75.43, with a value normalized gain 0.43 which is Medium. Whereas in the mean control class from pretest 52.85 it rose to 60.96 in the posttest average, with the normalized gain value of 0.16 which included the low criteria (4) Student responses Regarding creative thinking skills and creativity solving problems after the science learning activities with the CPS learning model Scientific based through questionnaires obtained an average value of 55.18 and categorized as good. This means that the learning model has an influence on the skills of creative thinking and creativity in solving problemsKeywords: Creative thinking; Creativity solving problems; Creative Problem Solving (CPS)

Metode Creative Problem Solving (CPS) dengan Media Berbasis Information Communication Technology (ICT) untuk Meningkatkan Prestasi Belajar

Peningkatan prestasi belajar siswa menjadi salah satu keberhasilan proses belajar-mengajar, dimana semakin baik usaha siswa dalam belajar, maka semakin baik prestasi belajar siswa. akan tetapi persoalannya tidak semua siswa memiliki peningkatan prestasi belajar. Persoalan tidak adanya peningkatan prestasi belajar siswa menjadi persoalan dalam proses belajar mengajar untuk segera dicarikan solusinya. Hal ini juga terjadi di SMK Negeri I Surakarta Jurusan Administrasi Perkantoran pada mata pelajaran memahami prinsip-prinsip penyelenggaraan administrasi perkantoran mengalami persoalan dalam prestasi belajar yang diberikan dikelas X AP 1 dan X AP 2.
 Jenis penelitian yang digunakan peneliti dalam penelitian ini ialah penelitian tindakan kelas dimana pengambilan data menggunakan wawancara, obesrvasi, dokumentasi, tes hasil belajar mengajar. Sedangkan validitas data yang digunakan dalam penelitian ini ialah teknik trianggulasi, selanjutnya analisis data yang digunakan yaitu melakukan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan.
 Hasil penelitian dengan metode pembelajaran Creative Problem Solving dengan media berbasis Information Communication Technology (ICT) ini dilakukan dalam dua siklus. Tiap siklus dilaksanakan dalam 4 kali pertemuan, dimana masing-masing pertemuan berlangsung selama 90 menit. Penerapan Metode pembelajaran Creative Problem Solving dengan media berbasis Information Communication Technology (ICT) telah dapat meningkatkan prestasi belajar siswa. Dimana pada penerapan metode pembelajaran Creative Problem Solving dengan media berbasis Information Communication Technology (ICT), siswa diajak untuk serta dalam semua proses pembelajaran, tidak hanya mental tetapi juga melibatkan fisik. Dengan variasi pembelajaran yang terdiri dari diskusi kelompok dan presentasi membuat siswa merasakan suasana belajar yang lebih menyenangkan dan materi yang disajikan dalam bentuk slide menjadi lebih mudah dipahami.

PERBANDINGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) DAN CREATIVE PROBLEM SOLVING (CPS) TERHADAP MINAT DAN HASIL BELAJAR KIMIA SISWA

The purpose of this study is to describe the comparison of Think Talk Write learning models and Creative Problem Solving learning models to the interests and learning outcomes of chemistry in basic chemical law material. This research was conducted in January-May 2019. The research conducted was a kind of quasi-experimental research. The population of this study was class X MIA, totaling 136 students in SMAN 8 Kota Bengkulu in the academic year 2018/2019. Sampling was carried out after the normality and homogeneity test, so the X MIA 2 class was selected using Think Talk Write and X MIA 3 models that used the Creative Problem Solving model with a total of 68. Analysis of the data used was mean, normality test, test homogeneity, interest questionnaire analysis, N-Gain Score test and hypothesis test (t test). In general, both of these learning models are able to increase students 'interest and learning outcomes of chemistry, where the percentage of students' interest in learning chemistry in the Think Talk Write model is 80.5% and categorized as good, for the class of Creative Problem Solving model the percentage is 76.6% and also categorized as good. For the value of N-Gain score on Think Talk Write (TTW) class is and categorized as high while in the Creative Problem Solving class is 0.62 and is categorized as medium. The t-test results on the affective aspects are sig. (2-tailed) of 0.015 and on the cognitive aspect of 0.001. It states that there are significant differences in the interest and learning outcomes of chemistry that apply the Think Talk Write (TTW) learning model and Creative Problem Solving

The problem-solving ability in terms of self-efficacy with Creative Problem-Solving Learning

The problem-solving ability in terms of self-efficacy with Creative Problem-Solving Learning

PENERAPAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING DENGAN MEDIA VISUAL DALAM MEMAHAMI KONSEP MATEMATIKA

The aim of this study is to differ the Creative Problem Solving learning model and the Constructivism learning model in understanding mathematical concepts. This research was conducted at PB Islamic High School. Soedirman Cijantung East Jakarta precisely in class X. The research method used to test these differences is the quasi-experimental method. Population of class X students of Islamic High School PB. Soedirman Cijantung used as a sample of 54 students, with the sampling technique used is cluster random sampling. The research instrument used was a test ability to understand mathematical concepts in the form of a description of 10 questions that had been tested previously. Based on the results of the analysis and discussion, then in this study it can be concluded that based on the analysis with the t-test, t_count> ttable is obtained. From the test results obtained the ability to understand mathematical concepts using the Creative Problem Solving learning model is higher than the Constructivism learning model. So it can be concluded that there is a different effect between the application of the Creative Problem Solving learning model and the Constructivism learning model on the ability to understand mathematical concepts.

The strategically ambiguous assignment: an approach to promoting critical and creative thinking in visual communication

This study begins with the assumption that visual and related literacies are essential frameworks to foster not only students’ learning of visual communication principles, but also 21st century skills such as creative problem solving and self-directed learning. We focus on assignment directions as a particular instructional component. In contrast to step-by-step directions, strategically ambiguous assignments prompt students to determine the best solutions and course of actions that meet project criteria and suit their abilities. Using a thematic analysis, we analysed student reflections to inquire how students felt about these differences and how students articulated their creative process. In both cases, students learned essential components of visual communication. Notably, the strategically ambiguous assignment prompted students to be more aware of how messages are constructed and take greater pride in their work whereas the clear directions prompted more reflection about the technicalities of working with software.

Capability of mathematical strategic thinking through quantum learning based on creative problem solving

The object of this research is to study the quality of quantum learning based on creative problem solving concerning about an enhancement of mathematical strategic thinking of senior high school students. This research is focusing on each level of students’ initial ability of mathematics (high, middle, low) between the students who acquired quantum learning based on creative problem solving and those who have received expository learning. The author used quasi-experimental method with pre-test and post-test control group design to conduct this research. And also, its population are senior high school students class X in SMAN 10 Bogor. The results showed that students with high initial mathematical abilities and through quantum based creative problem solving (QBCPS) learning had a higher improvement in mathematical strategic thinking ability than students who received expository (EPSTR) learning.

Keefektifan Model Pembelajaran Creative Problem Solving (CPS) Terhadap Prestasi Belajar Matematika Smp Negeri 3 Ngabang

AbstractMathematics learning in SMP Negeri 3 Ngabang is still not optimal. The problem experienced is the lack of student involvement in the learning process. this is also related to the selection of inappropriate learning models. This affects the low student achievement. The purpose of this study was to determine the effectiveness of Creative Problem Solving (CPS) learning model on student mathematics learning achievement. The research method used is a quantitative method with comparative studies. The prerequisite test carried out normality test and homogeneity test. Hypothesis testing using the t-test. The results of the study show that the model CPS learning is effective against mathematics learning achievement compared to direct learning models. The results of the final data analysis showed the proportion of experimental class students had reached individual KKM with the results of tcount> ttable or 5.64> 1.68 Based on the average difference test obtained tcount= 1.751> 1.67 = t table and = 5%. Keywords: learning, learning achievement.

Differences in Reflective Thinking Ability Between Creative Problem Solving and Discovery Learning Models Based on Gender

This study aims to see the differences in students' mathematical reflective thinking ability between students which is taught with the Creative Problem Solving learning model and the Discovery Learning learning model if it is viewed from gender. The Data Analysis of research result used two-way Anova to see the effect of gender and learning models on students' mathematical reflective thinking ability. After finding the effect of Gender and the learning model,the advanced test of post-Anova by using the Scheffe’ method. The results are as the following : There is Gender influence on students' mathematical reflective thinking ability, there is an influence of the learning model on students' mathematical reflective thinking ability, there is no interaction between Gender and learning models on students' mathematical reflective thinking ability and post-Anova test with Scheffe’ 's method, the results show that there are differences in mathematical reflective thinking ability between the Creative Problem Solving model and the Discovery Learning model. Keywords: Creative Problem Solving¸ Discovery Learning, Reflective Thinking Ability DOI : 10.7176/JEP/10-23-04 Publication date : August 31 st 2019

The Effect of CPS Learning Model with CTL on Student Mathematical Learning Outcomes

Learning is the main activity of the education process. The researcher compared the results of students' mathematics learning with conventional model learning models and used a combination of Creative Problem Solving (CPS) models with the Contextual Teaching Learning (CTL) approach to learning. Based on the results of the calculation of data analysis using dk (25) and the significance level (0.05), then obtained t_table (1.708). From the above calculation it is known that t count > t table (9.72> 1.708). Thus the working hypothesis () can be collected, and it can be said that learning with the Creative Problem Solving (CPS) model with Contextual Teaching Learning (CTL) influences the results of mathematics learning. The results of this study are also supported by the activities of teachers more motivating students on the importance of paying attention to and understanding the material taught and cooperation and responsibility for the success of a learning process Keywords: CPS, CTL, learning outcomes

The Effectiveness of Creative Problem-Solving Learning Model in Mathematics Learning

This research aimed at assessing the effectiveness of the creative problem-solving learning model in 8th grade of mathematics learning. The assessment of the effectiveness of learning model was reviewed based on three aspects, namely students’ activities, students’ responses to the learning model, and students’ learning outcomes. The type and approach, which used in this research, were quantitative descriptive with the research subjects of 8th-C class; moreover, the subjects consisted of 32 students. The instruments used to assess the effectiveness of the learning model were the students’ activity observation sheet, students’ responses questionnaire, and test sheet. The results of the research showed that the students’ activities were categorized as very good, in which the percentages were 84.38%. The students’ responses were categorized as very good with a percentage of 82.53%. The students’ learning outcomes in a classical manner could be said as complete with the completeness of 71.88%. Therefore, it can be concluded that the implementation of creative problem-solving learning model in mathematics learning can be said as effective.

The ability of mathematical creative thinking viewed from student learning interest of class VIII in learning CPS contextual approach

The purpose of this study was to determine the effectiveness of Creative Problem Solving learning model with a contextual approach to students' mathematical and creative thinking ability. The population in this study were all students of class VIII SMP Mataram Semarang academic year 2017/2018 spreading in four classes. Sampling was done with selected random sampling technique and resulted class VIII-A as control group and VIII-C as experimental group. Data collection methods used were the test of creative thinking ability, the scale of interest in learning, observation and interview. Proportion test results obtained z_calculation = 2.77 then h_i was accepted, so it can be concluded the percentage of classical completeness. The t test results showed that the difference of two average obtained t_hitung = 8.63 and z_table = 1.68. Since t_calculation > t_table, it can be concluded that the mean of mathematical creative thinking abilities test of experimental class students who got CPS learning with contextual approach was more than the average of the data of mathematical creative thinking abilities tested in control group which achieved Discovery Learning. The proportion difference test resulted z_hitung = 5.67 and z_tabel = 1.64. Since z_count> z_tabel, the proportion of thorough students in the class using the CPS model with contextual cognition was greater than the proportion of students who completed the study in the classroom using the Discovery Learning model. From the result of difference test of average and proportion, it can be concluded that result of the test of the ability of mathematical creative thinking on students in experimental group which applied Creative Problem Solving learning with contextual approach was better than the control group which applied Discovery Learning. Based on the analysis, it can be known the implementation result of Creative Problem Solving learning model with an effective contextual approach in the delivery of material probability class VIII SMP Mataram Seamrang academic year 2017/2018. Students with a high learning interest had a high level of creative thinking ability. Students with fair interest in learning gained enough criterion. Meanwhile, students who had a low interest in learning had low level of creative thinking ability.

Mathematics Instructional Package Based on Creative Problem Solving to Improve Adaptive Reasoning Ability and Creative Thinking Ability

This study aims to produce a valid and effective mathematics instructional package use creative problem solving (CPS) models for improving adaptive reasoning ability and the creative thinking ability in mathematics. The instructional package development model used was to modify the Borg and Gall model, and refer to the Dick and Carrey instructional design model. The sample in this research was Chemical Engineering students at State Polytechnic of Sriwijaya. Data collection instruments used were expert validation sheets and tests of adaptive reasoning ability and tests of creative thinking ability in mathematics. The data collected is in the form of data about the quality of the product being developed, namely validity and effectiveness, as well as potential effects of the use of learning packages that have been produced. The instructional package framework developed consists of an introduction, problem exploration, concept strengthening, information extraction, problem solving, concept development, summary, and evaluation, emphasizing freedom of opinion and material developed based on CPS learning. The results showed that the instructional package developed had met the criteria of expected validity and effectiveness. The results of the study using the instructional package showed an increase in creative thinking abilities and adaptive reasoning abilities.

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

Pengaruh Model Creative Problem Solving (CPS) Terhadap Kemampuan Berpikir Kritis Matematis Pada Materi Relasi dan Fungsi

The purpose of this study was to determine the effect of the Creative Problem Solving (CPS) learning model on students' critical thinking skills in the material relations and functions and student responses to the CPS learning model. This research is a quasi-experiment. The results of the study obtained a regression equation Y = 62.1621 + 15.7094X with a coefficient of determination of 23% which indicates that there is a positive influence. The average value of mathematical critical thinking abilities of students who take part in the learning with the CPS model is 77.87, while expository learning is 62.16. Analysis of student responses to the CPS learning model was obtained: (1) 97.3% expressed interest in the CPS learning model and 2.7% expressed no interest; (2) A total of 98.2% stated that there were benefits obtained by students using the CPS learning model and 1.8% stated that there were no benefits obtained; (3) A total of 90.74% stated that there were no obstacles experienced during the learning process using the CPS learning model and 9.26% stated that they experienced problems; (4) 96.22% expect that the CPS learning model is used in the learning process and 3.78% do not expect to be used. So, it was concluded that the student response was very positive towards the CPS learning model because the percentage that stated the agreement was 95.62% greater than the one who expressed disagreement namely 4.38%.

EVALUASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING PADA SISWA KELAS X SMA NEGERI KOTA JAMBI

This study aims to determine the ability of solving mathematical problems through creative problem solving learning model higher than the direct learning model on the students of class X state senior high school of Jambi city. This research is an experimental research because of causal relationship. The way this study is to compare one or more comparison group that have received treatment. The sample of this research is class X MIA 1 as experiment class which is taught by creative problem solving model, while control class is X MIA 2 which is taught by direct learning model. From the result of research and discussion that have been done can be concluded that the ability of solving mathematical problems of students who are studied through the creative problem solving (experiments) learning model obtained an average of 71,9 and students in the learning through direct learning model (control) average 63,3. Of the two clasess obtained tcount is 4,17 and ttable is 1,66 then in this case H0 is rejected and H1 accepted at 95% confidence level. Then it can be concluded that the problem solving ability of mathematical students taught through creative problem solving learning model is higher that the students taught through direct learning model in class X state senior high school of Jambi city.Keywords: Mathematical Problem Solving Ability, Creative Problem Solving Learning Model, Direct Learning Model.