Efektivitas Model OPPEMEI untuk Meningkatkan  Kemampuan Berpikir Kreatif Mahasiswa

Agustiana, I Gusti Ayu Tri; Agustini, Rudiana; Ibrahim, Musimin; Tika, I Nyoman

doi:10.23887/jet.v4i2.25343

Cited by 8 publications

(9 citation statements)

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“…Creative thinking involves flexibility, fluency (Kassim et al, 2014;Agustiana et al, 2020;Huang et al, 2020), novelty, and elaboration (Hardy et al, 2017;Montag-Smit & Maertz, 2017;Dwipayana et al, 2019). Thinking skills are divergent and convergent (Gu et al, 2019;Tri Agustiana et al, 2020;Zhuang et al, 2021). Creative thinking skills can train students to develop many ideas and opinions, ask questions, acknowledge the truth of opinions, and make students able to be open and responsive to different perspectives (Akpur, 2020;Redifer et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills

Pujawan

Rediani

Antara

et al. 2022

JPII

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Students’ literacy and creative thinking skills in the learning process are not optimal. Students only master science concepts without communicating and solving problems in everyday life. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the impact of revised Bloom’s Taxonomy-oriented learning activities on creative thinking skills and scientific literacy. The study had quasi-experimental in a pretest-posttest control group design. The sample of this study was 60 students; 30 students in the experimental class and 30 students in the control class. Data collection methods used were tests and questionnaires. The instrument used was a test instrument in description of 10 questions to test critical thinking skills, a questionnaire instrument consisting of 30 statements, and a questionnaire instrument to measure scientific literacy skills. Data analysis methods used were quantitative descriptive and inferential statistical. The Manova analysis obtained 0.00 0.05. Based on the analysis results, effective learning activities develop creative thinking skills and scientific literacy, either partially or simultaneously. Even though it affects creative thinking skills and scientific literacy, the strongly influenced variable is creative thinking skill, which is indicated by a significant increase in the mean value. Thus, learning activities based on Bloom’s Taxonomy become learning recommendations to develop creative thinking skills and scientific literacy.

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Section: Resultsmentioning

confidence: 99%

Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills

Pujawan

Rediani

Antara

et al. 2022

JPII

View full text Add to dashboard Cite

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“…, and succeed in finding information by thinking at a higher level. Other findings also develop the OPPEMEI model to improve students' creative thinking skills (Agustiana, et al, 2020).…”

Section: Introductionmentioning

confidence: 82%

“…The learning model using the OPPEMEI learning model has been able to improve the creative thinking skills of PGSD students (Agustiana, et al, 2020).The OPPEMEI model isThe learning model is extracted from three innovative student-centered learning models such as Problem based learning, Brain Based learning and inquiry. The extraction starts from the weaknesses and strengths of the three models, both studied theoretically and empirically.…”

Section: Introductionmentioning

confidence: 99%

The Oppemei Model on Creative Thinking Skills Reviewing From Self-Efficacy of Students in Science Learning

I Gusti Ayu Tri Agustiana,

I Nyoman Tika,

I Made Citra Wibawa

2023

mimb.pgsd undiksha

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The The current problem is that it is still very difficult to develop creative thinking skills and self-efficacy in children. This is because there is still a high sense of wanting to win alone and limited learning time at school. The main aim of this research is to analyze the OPPEMEI model for creative thinking skills in terms of the self-efficacy of fourth grade elementary school students in learning science. The population of this research is all 186 grade IV students. This type of research is a quasi-experiment with a non-randomized design.PosttestOnly Control GroupDesignand 2x2 factorial as the analysis design. The classes used as samples were determined using random sampling techniques. Data collection methods use questionnaires and tests. The instrument uses questionnaires and question sheets. Data analysis techniques are descriptive qualitative and descriptive quantitative using two-way analysis of variance (ANOVA). The research results show that there are differences in creative thinking skills between students who follow the OPPEMEI learning model and students who follow the conventional learning model. There are differences in creative thinking skills, in groups of students who have high self-efficacy who follow the OPPEMEI learning model and students who follow conventional learning models. There are differences in creative thinking skills, in the group of students who have low self-efficacy who follow the OPPEMEI learning model and students who follow the conventional learning model. It was concluded that there was an interaction effect between the learning model and self-efficacy on students' creative thinking skills in science subjects.

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“…In the following, a diagram of each stage of the project-based learning model will be presented in Figure 1. holistic-interdisciplinary, student-centered, integrated with practice and focused on product development (Agustiana & Tika, 2013). However, in practice, the results obtained are slightly lower.…”

Section: Project-based Learning Activities At the Natural Sciences Pr...mentioning

confidence: 99%

Formation of the Entrepreneurial Spirit of Prospective Teachers Through Project-Based Learning

Adriyani

Malik

2022

JPMIPA

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This research aims to find out whether the entrepreneurial spirit of prospective Madrasah Ibtidaiyah teachers can be formed with the application of project-based learning models. The type of research used in this study is descriptive quantitative research with sampling techniques in purposive sampling techniques. The sample population selected was Madrasah Ibtidaiyah Teacher Education UIN Walisongo Semarang semester IV class 2018/2019. The research sample used was class IV A, with 40 students. The free variable in this study is a project-based learning model as aloe vera hand sanitizer, young coconut rotary ice cream, jelly candy, dab soap, character's light sleeper, rainbow ice lolly, making salted eggs with onion flavor and rendang flavor, mosquito repellent candles, making BioLim, and manufacture of pandan-scented candlenut hair oil. In contrast, the tied variable is the student's entrepreneurial spirit. The conclusions showed the entrepreneurial spirit of prospective teachers through a project-based learning model in a suitable category with an average score of 14.1. The biserial correlation formula obtained a value of RB 0.54 and KD of 29.24%. The figure means that the project-based learning model is good enough to contribute to the formation of the entrepreneurial spirit of prospective teachers by 29.24%. Student response to the application of project-based learning models to foster the entrepreneurial spirit of future teachers gives a positive reaction with agreed categories. The average score is 3.6.

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Efektivitas Model OPPEMEI untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa

Cited by 8 publications

References 0 publications

Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills

Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills

The Oppemei Model on Creative Thinking Skills Reviewing From Self-Efficacy of Students in Science Learning

Formation of the Entrepreneurial Spirit of Prospective Teachers Through Project-Based Learning

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