Developing creative-problem-solving-based student worksheets for transformation geometry course

Abstract

<p class="ABS-C">Students’ reasoning ability in understanding the concepts in the Transformation Geometry course is still low. One of the causes is that there are no teaching materials, namely Student Worksheets that provide opportunities for students to be actively involved in creative learning processes; as a result, their reasoning skills are not well crafted. Therefore, it is necessary to develop a Student Worksheet that can strengthen students’ creative techniques and reasoning. The purpose of this study was to determine the feasibility of Student Worksheet products in terms of validity, practicality, and effectiveness. This research is an ADDIE development research whose stages comprise analysis, design, development, implementation, and evaluation. The instruments used in this study were validation sheets, student response questionnaires, learning outcomes, and learning implementation observation sheets. The results of this study were Creative Problem Solving (CPS) based Student Worksheet products in Geometry Transformation courses, and Student Worksheet eligibility, declared feasible in terms of (a) Validity; the worksheet validation results were in the <em>very good</em> category (4.36) (b) Practicality; the results of student response questionnaires to Student Worksheets were in a <em>good</em> category (31.16), and (c) effectiveness; the results of the test of student learning outcomes were in a <em>good</em> category (72%).</p>

Identification of instructional learning design by Alan Hoffer’s model and its effect on students’ creative thinking in mathematics

“…Additionally, educational material has an unexpected effect on students as making them more active in class and as a consequence increases their creative thinking. This in line with some studies that reported the increase of students' creative thinking in the classroom (Brookfield, 2020;Chen & Lo, 2019;González & Deal, 2019;Kristanti et al 2018;Schoevers, Leseman, Slot, Bakker, Keijzer & Kroesbergen, 2019). Using this design will increase logic conclusions, which improve the higher thinking levels and make students more active in learning with having feedback (Deeley & Bovill, 2017;Dickson, Harvey, & Blackwood, 2019;Suryani et al, 2020;Tan, Whipp, Gagné & Van Quaquebeke, 2019;Van Popta, Kral, Camp, Martens, & Simons, 2017).…”

Students' Creative Thinking Ability Through Creative Problem Solving based Learning

“…Some researchers also use CPS which is associated with students' creative thinking abilities, including Lin (2017) concluding that there is an effect on divergent thinking skills, creatively solving problems on students using CPS. Kristanti et al (2018) apply CPS in their learning and find that through the implementation of CPS, students are able to strengthen their creative techniques and adaptive reasoning. Research from Wilany & Rahman (2020) which uses creative problem-solving methods, found that there is a significant effect of this method and by using creative problems, students can find the best solutions for their problems.…”

Pengembangan LKS IPS Berbasis Creative Problem Solving untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa di Sekolah Dasar

“…Penelitian terdahulu yang dilakukan oleh Kristanti (2018) menyebutkan bahwa LKS berbasis Creative Problem Solving layak digunakan ditunjukkan dengan validasi yang memiliki kriteria baik dan meningkatkan kemampuan dalam berpikir kreatif siswa. Berdasarkan penelitian terdahulu, peneliti optimis untuk mengembangkan LKS IPS berbasis Creative Problem Solving untuk meningkatkan kemampuan berpikir kreatif siswa kelas 4 Sekolah Dasar.…”