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Mutiya - Oktariani - One of the best experts on this subject based on the ideXlab platform.
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PENGARUH METODE PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK DI MODERASI OLEH SELF REGULATED LEARNING (STUDI KUASI EKSPERIMEN PADA MATA PELAJARAN EKONOMI DI SMA NEGERI 1 DAN SMA NEGERI 2 PALEMBANG)
2020Co-Authors: Mutiya - OktarianiAbstract:Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh kemampuan berpikir kreatif peserta didik yang menggunakan metode problem solving dan metode problem based learning, untuk mengetahui perbedaan kemampuan berpikir kreatif pada tingkat self-regulated learning tinggi, sedang, dan rendah, dan interaksi antara metode problem solving dan metode problem based learning dengan self-regulated learning terhadap kemampuan berpikir kreatif peserta didik. Penelitian ini merupakan studi kuasi eksperimen dengan desain faktorial 2x3. Adapun alat pengumpulan data menggunakan tes kemampuan berpikir kreatif dan kuesioner self-regulated learning. Analisis data menggunakan inferensial parametris two way anova SPSS Versi 25. Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan pengaruh kemampuan berpikir kreatif peserta didik yang menggunakan metode problem solving dan metode problem based learning, 2) terdapat perbedaan kemampuan berpikir kreatif pada tingkat self-regulated learning, 3) terdapat interaksi antara metode problem solving dan metode problem based learning dengan self-regulated learning terhadap kemampuan berpikir kreatif peserta didik. This study aimed to determine the effect of problem solving learning and problem based learning on creative thinking Skill, the effect of self-regulated learning on creative thinking Skill, and the effect of the interaction between problem solving learning, problem based learning, and self-regulated learning methods on creative thinking Skill. This study was a quasi-experimental study with 2x3 factorial design. The data were collected by using tests creative thinking Skill and self-regulated learning questionnaires. The data were analyzed by using two-way Anova SPSS version 25. The result of the study revealed that: 1) there was an effect of problem solving method and problem based learning method on creative thinking Skill, 2) there was an effect of self-regulated learning method on creative thinking Skill, 3) there was an effect of the interaction between problem solving method, problem based learning method, and self-regulated learning on creative thinking skil
Muhammad Samadya - Liyanto - One of the best experts on this subject based on the ideXlab platform.
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PENGARUH METODE PROBLEM BASED LEARNING DAN GUIDED INQUIRY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DI MODERASI OLEH MOTIVASI BELAJAR (Studi Kuasi Eksperimen Pada Mata Pelajaran Ekonomi di SMA Plus Negeri 17 Palembang)
2020Co-Authors: Muhammad Samadya - LiyantoAbstract:Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh kemampuan berpikir kritis peserta didik yang menggunakan metode problem based learning dan metode guided inquiry learning, untuk mengetahui perbedaan kemampuan berpikir kritis pada tingkat motivasi belajar tinggi, sedang, dan rendah, dan interaksi antara metode problem based learning dan metode guided inquiry learning dengan motivasi belajar terhadap kemampuan berpikir kritis peserta didik. Penelitian ini merupakan studi kuasi eksperimen dengan desain faktorial 3x3. Adapun alat pengumpulan data menggunakan tes kemampuan berpikir kritis dan kuesioner motivasi belajar. Analisis data menggunakan inferensial parametris two way anova SPSS Versi 25. Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan pengaruh kemampuan berpikir kritis peserta didik pada kelas yang menggunakan metode problem based learning dan metode guided inquiry learning, 2) terdapat perbedaan kemampuan berpikir kritis pada tingkat motivasi belajar, 3) terdapat interaksi metode problem based learning dan metode guided inquiry learning dengan motivasi belajar terhadap kemampuan berpikir kritis peserta didik. This study aimed to determine the effect of problem based learning and guided inquiry learning methods on critical thinking Skill, the effect of learning motivation on critical thinking Skill, and the effect of the interaction between problem based learning method, guided inquiry learning method, and learning motivation on creative thinking Skill. this study was a quasi-experimental study with 3x3 factorial design. the data were collected by using tests crritical thinking Skill and learning motivation questionnaires. the data were analyzed by using two-way anova spss version 25. the result of the study revealed that: 1) there was an effect of problem based learning and guided inquiry learning methods on critical thinking Skill, 2) there was an effect of learning motivation on critical thinking Skill, 3) there was an effect of the interaction between problem based learning method, guided inquiry learning method, and learning motivation on critical thinking Skill
Utiya Azizah - One of the best experts on this subject based on the ideXlab platform.
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THE EFFECTIVENESS OF WORKSHEET WITH CHEMO-ENTREPRENEURSHIP ORIENTED ON COLLOID MATTER TO TRAIN CREATIVE THINKING Skill
JPPS (Jurnal Penelitian Pendidikan Sains), 2019Co-Authors: Dwi Yuni Hartini, Utiya AzizahAbstract:The aim of this research is to describe the effectiveness of student worksheet with Chemo-Entrepreneurship oriented on colloid matter to train creative thinking Skill. This research use Research and Development design with one group pretest and posttest method in 12 th grade of SMAN 1 Driyorejo Gresik to know the effectiveness of worksheet. The instrument used in this research was creative thinking Skill test sheet. The worksheet stated effective if the posttest result for each component of creative thinking get percentage >75% with creative thinking ability in high or very high category. The result of research shown that there was an increase in students’ creative thinking Skill abilities. The pretest result shoen that the students’ creative thinking Skill ability were in low and very low category, while the posttest result of creative thinking Skills shown that students’ creative thinking Skills were in the high and very high category with each component of creative thinking such as fluency, flexibility, elaboration and originality thinking got percentage 91,67%, 85,97%, 77,8%, 81,25%.
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IMPLEMENTATION OF PROBLEM SOLVING MODEL TO TRAIN STUDENTS CREATIVE THINKING Skill
Unesa Journal of Chemical Education, 2012Co-Authors: Qory Laila Laila Rusda, Utiya AzizahAbstract:The aim of this research is to know the implementation of problem solving model to train student`s creative thinking Skill. This research subject is the sixth class of science grade XI in Senior High School 1 Sidoarjo. Type of this research is pre experiment with one group pretest-posttest design. Technique that is used to collect data is test method to measure creative thinking Skill level. The result of this research shows that problem solving model can improve creative thinking Skill in medium category with the gain score is 0,3. Keyword: problem solving, creative thinking, solubility productPenelitian ini bertujuan untuk mengetahui keterlaksanaan model pembelajaran problem solving dalam melatih keterampilan berpikir kreatif siswa. Subyek penelitian ini adalah siswa kelas XI IPA 6 di SMA Negeri 1 Sidoarjo. Jenis penelitian yang digunakan adalah praeksperimen dengan desain penelitian pretes postes kelompok tunggal. Teknik pengumpulan datanya menggunakan metode tes untuk mengetahui tingkat keterampilan berpikir kreatif siswa. Hasil penelitian menunjukkan bahwa melalui pembelajaran problem solving keterampilan berpikir kreatif siswa secara klasikal meningkat dengan kategori sedang dengan nilai gain sebesar 0,3. Kata kunci: Problem Solving, Berpikir Kreatif, Kelarutan dan Hasil Kali Kelarutan.
Sutrisno Tri - One of the best experts on this subject based on the ideXlab platform.
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PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KREATIF DALAM MEMAHAMI CERITA PADA SISWA KELAS V SDN CANGKRENG I KECAMATAN LENTENG
'Sekolah Tinggi Agama Islam Negeri (STAIN) Pamekasan', 2020Co-Authors: Sutrisno TriAbstract:AbstrakPenelitian ini bertujuan mengkaji pengaruh penggunaan model pembelajaran berbasis masalah terhadap kemampuan berpikir kreatif pada pembelajaran bahasa Indonesia. Obyek penelitian dalam penelitian ini adalah kelas V SDN Kolor II Sumenep. Meliputi 2 kelas yang digunakan dalam penelitian ini diantaranya, VA sebagai kelompok eksperimen, dan VB sebagai kelompok control. Kelas V SDN cangkreng I sebagai kelas uji coba, dimaksudkan kelas yang digunakan untuk menguji instrumen yang akan digunakan untuk mengambil data kemampuan berpikir kreatif siswa. Penelitian yang berpendekatan kuantitatif ini, ditinjau dari sudut perolehan nilai tes kemampuan berpikir kreatif yang skor atau nilainya dijumlahkan dan dianalisis menggunakan uji t-2 sampel independent. Pada uji validitas diperoleh r-hitung ≥ r kreatif (0,349) maka instrument dikatakan valid dan dapat digunakan. Pada uji reliabel r-hitung > r kreatif (0,60), yaitu nilai Alpha sebesar 0,966 yang berarti lebih besar dari 0,60. Dengan demikian keseluruhan item instrumen adalah reliabel. Hasil pengujian hipotesis dapat diketahui dari data yang telah dianalisis dengan t hitung 3,730 > t-tabel 2,00 (α=0,05). Dapat disimpulkan bahwa probabilitas kesalahan dalam penelitian ini masih di bawah 0,05. Pengujian hipotesis dapat diputuskan, bahwa dengan tingginya harga t-hitung sebesar 3,730 memiliki taraf signifikansi 0,000 yang ternyata kedudukannya masih jauh berada di bawah nilai α = 0,05. Dengan demikian penelitian ini berhasil menolak H0 pada taraf signifikansi 5%. Selanjutnya dapat disimpulkan bahwa H1 terbukti benar. Mean pada kelompok eksperimen pretes adalah 54,38 kelompok eksperimen postes adalah 74,38. Sedangkan mean kelompok kontrol pretes adalah 51,94 kelompok Postes adalah 66,94. Hal ini membuktikkan bahwa terjadi peningkatan pada kelas eksperimen yang telah diberikan perlakuan dengan model pembelajaran berbasis masalah. Dengan demikian dapat disimpulkan kemampuan berpikir kreatif siswa pada kelompok eksperimen lebih tinggi daripada kelompok kontrol. Model pembelajaran berbasis masalah berpengaruh positif terhadap kemampuan berpikir kreatif siswa.Kata-kata Kunci: berpikir kreatif, cerita, model pembelajaran berbasis masalah This study aims to assess the effect of the use of problem solving based learning model for creative thinking Skills in Indonesian language. Object of this research is a class V SDN Kolor II Sumenep. Includes 2 classes used in this study include, V A as an experimental group and a control group VB SDN Kolor I . V SDN Cangkreng I class as a class I trial Class tests are intended class is used to test the instruments to be used to retrieve data creative thinking Skills of students. This quantitative research approaches , the terms of the acquisition value of the test 's ability to creative thinking Skills scores or values are summed and analyzed using t-test two independent samples. On the validity of the test obtained count ≥ r r - critical ( 0.349 ), the instrument as valid and can be used. In the test reliably count r > r critical ( 0.60 ) , namely Alpha value of 0.966 which means greater than 0.60. Thus the entire item instrument is reliable. Results of hypothesis testing can be seen from the data that has been analyzed by t 3.730 > t-table 2.00 (α = 0.05). It can be concluded that the probability of error in this study still below 0.05. Hypothesis testing can be decided, that with the high price of 3.730 t-test has significance level of 0.000, which turned out to be his position is still far below the value of α = 0.05. This study therefore managed to reject H0 at significance level of 5 % . Furthermore, it can be concluded that the H1 was proved right. Mean in the experimental group pretest posttest experimental group is 54.38 is 74.38. While the control group mean pretest is 51.94. Postes group is 66.94. This is evidence that an increase in the experimental class that has been given treatment with problem based learning model. Thus we can conclude creative thinking Skills abilities of students in the experimental group was higher than the control group. Problem based learning model a positive effect on students' ability to creative thinking Skills. Key Word : Model problem beased learning, Creative Thinking Skill
Doaa K. Hassan - One of the best experts on this subject based on the ideXlab platform.
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Consequential creativity
International Journal of Technology and Design Education, 2016Co-Authors: Tamer S. Hamza, Doaa K. HassanAbstract:Creativity is an original cognitive ability and problem solving process which enables individuals to use their intelligence in a way that is unique and directed toward coming up with a product. Architectural education is one of the fields in which human creativity has been exhibited; because, it can be defined as a design study that correlates with other disciplines: social sciences, management, history, operational research, philosophy, graphic design, math and etc. These features which distinguish architecture from other disciplines ascribe different kind of responsibilities for architectural education; since beside technical and professional Skills, an architect must have imagination and to be creative at many levels. Thus, this research aims at proving that students can be trained in creative thinking via acquiring specific Skills and systematic techniques, which directly acts on design product. The study methodology depends on the concept of experimental research that targets at exposing students to creative problem solving experience via carrying out a creative training course that concerns “Consequential Creativity”. That experiment examined the potentiality of enhancing the students’ ability of viewing problems in non-traditional perspectives that counts on the systematic procedures of problem solving. Tools for assessment before and after training have been implemented. The Experiment findings proved that the students’ creative thinking Skill has been clearly improved after attending the course. Therefore, training in creative thinking can be considered as independent courses or within specific architectural curricula.