Analisis Kemampuan Berpikir Kreatif Ditinjau dari Gaya Belajar Siswa Kelas VIII SMP Negeri 1 Sayung Tahun 2019/2020

Musaidah, Evadatul; Purnomo, Djoko; Setyowati, Rina Dwi

doi:10.26877/imajiner.v2i5.6520

Cited by 4 publications

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“…Kemampuan berpikir kritis siswa yang lemah disebabkan salah satunya adalah gaya belajar siswa (Musaidah, Purnomo, and Setyowati, 2020). Hal ini mempersulit tercapainya tujuan pendidikan, salah satunya adalah mengembangkan keterampilan dalam berpikir kritis.…”

Section: Original Articleunclassified

Analisis Kemampuan Berpikir Kritis Pada Materi Asam Basa Ditinjau Dari Gaya Belajar Siswa Kelas Xi Mipa Sman 1 Durenan Trenggalek

Nisak,

Ardhana

2023

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Pada abad 21 ini kemampuan berpikir kritis merupakan sebuah kemampuan yang harus dimiliki terutama oleh siswa. Sehingga tujuan penelitian ini yaitu: 1) Untuk mengetahui profil kemampuan berpikir kritis siswa pada materi asam-basa. 2) Untuk mengetahui apakah terdapat perbedaan berpikir kritis siswa ditinjau dari gaya belajar yang berbeda. Penelitian ini menggunakan pendekatan ex-post facto yang meneliti hubungan sebab-akibat yang tidak dimanipulasi. Jenis penelitian yang digunakan adalah kausal komparatif. Teknik pengambilan sampel menggunakan purposive sampling. Populasi dalam penelitian ini adalah 97 siswa dengan instrumen penelitian yang digunakan yaitu lembar soal, angket, dan wawancara tidak terstruktur. Analisis data hasil penelitian menggunakan statistika deskriptif dan statistika inferensial. Hasil penelitian menunjukkan bahwa 1) Profil kemampuan berpikir kritis siswa masih tergolong sedang yaitu dengan rata-rata nilai 61. 2) Berdasarkan hasil uji SPSS One Way ANOVA nilai Sig. sebesar 0,746 > 0,05 disimpulkan bahwa rata-rata nilai berpikir kritis ditinjau dari gaya belajar tersebut sama secara signifikansi.

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Section: Original Articleunclassified

Analisis Kemampuan Berpikir Kritis Pada Materi Asam Basa Ditinjau Dari Gaya Belajar Siswa Kelas Xi Mipa Sman 1 Durenan Trenggalek

Nisak,

Ardhana

2023

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“…In this activity, students learn in groups for this because students learn in groups to be able to solve problems by finding various kinds of solutions and answers (fluency), as well as students who use an auditory learning style, are very dependent on hearing captured during the learning process, by listening to what students say they can understand. This can bring up creative ideas owned by students, therefore students can complete with various methods of completion (flexibility) (Musaidah et al, 2020). Based on the results of the study Haslinda et al (2020) about the influence of the use of creative problem solving on creativity can prove, that it is useful for finding and finding new ideas, to produce a work that is useful for problem-solving.…”

Section: Test the Variable Hypothesis Of Creative Thinking Skillsmentioning

confidence: 99%

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Kariimah

Susilo

Hastuti

et al. 2022

bino

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Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.AbstrakPembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK. Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.

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“…In addition, other studies have been conducted by (Noviyana et al, 2019), who found that learning styles influence student achievement; these results are almost the same as what was done in writing this journal. Then, the re-search by (Musaidah et al, 2020) suggested a link between learning styles and students' mathematical communication abilities. The learning style used is VAK (visual, auditory, and kinesthetic).…”

Section: Introductionmentioning

confidence: 99%

“…The learning style used is VAK (visual, auditory, and kinesthetic). In contrast, the research conducted by the author uses the VARK learning style (graphic, acoustic, read and write, and kinesthetic) (Musaidah et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis of students' mathematical communication ability on student learning styles

Asgafi,

Anwar,

Choirudin

et al. 2023

ajst

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Students' mathematical communication ability is their ability to communicate mathematical concepts orally and in writing. The inability of students to fulfill indicators of their ability to relate something that happens to mathematical ideas, in addition to the failure of students to explain concepts, situations, and mathematical relationships, is the root cause of students' low ability to communicate mathematically. This study aimed to determine the mathematical communication abilities of students whose learning styles ranged from high to low. This research is descriptive qualitative research. A qualitative approach was chosen because this study used written and oral data. Class VII students of MTs Ma'arif Roudlotut Tholibin Metro, consisting of six male students and ten female students with various learning styles, were the subjects of this study. This study used interviews, learning-style questionnaires, and tests to collect data. Sources of information were obtained from the results of surveys on learning styles, tests, and interviews acquired from students. After being seen and researched, the results show that different learning styles have different abilities in mathematical communication. Based on student learning styles, the test scores for auditory learning styles are 77, visual 65, kinesthetic 62.5, and read and write 70. Therefore, it can be concluded that compared to students who use other learning styles, students with visual learning styles have better mathematical communication abilities.

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Analisis Kemampuan Berpikir Kreatif Ditinjau dari Gaya Belajar Siswa Kelas VIII SMP Negeri 1 Sayung Tahun 2019/2020

Cited by 4 publications

References 0 publications

Analisis Kemampuan Berpikir Kritis Pada Materi Asam Basa Ditinjau Dari Gaya Belajar Siswa Kelas Xi Mipa Sman 1 Durenan Trenggalek

Analisis Kemampuan Berpikir Kritis Pada Materi Asam Basa Ditinjau Dari Gaya Belajar Siswa Kelas Xi Mipa Sman 1 Durenan Trenggalek

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Analysis of students' mathematical communication ability on student learning styles

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