Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

Abstract

Abstract-Physics learning has greatly contributed to the development of technology products. Why do most students face difficultly to design a product creatively? This paper describes the effectiveness of Creative Responsibility Based Learning (CRBL) to maximize the scientific process skill within creative product design. This research was conducted in four classes (physics, chemistry, biology, and science education) Universitas Lambung Mangkurat in 2016. Scientific process skill and creative product design data were obtained from the pre-test and post-test. The data were analyzed by using independent t-test, one-way ANOVA, Tukey test, and bivariate correlation. The tvalue of scientific process skill was -13.156 and the t-value of creative product design was -12.640. It indicated that the average of pre-test and post-test was significantly different. The CRBL affected students' scientific process skill and creative product design. Tukey test results also indicated that all groups had no significant difference with one another. F-value of scientific process skill was 1.236 with sig 0.315, indicated that CRBL increased scientific process skill consistently. F-value of scientific process skill was 3.483 with sig 0.018, indicated that CRBL increased creative product design consistently. Bivariate correlation test indicated that there was a correlation between scientific process skill and students' creative product design. The correlation was 0.511. It was concluded that CRBL was effective to maximize the scientific process skill within creative product design. Furthermore, it is recommended that the way to make creative product design is implemented in the daily life.

Integrated Twin Tower (ITT) Based Learning to Think (LTT) Model to Enhance Scientific Creativity and Spiritual of students in the Early Childhood Islamic Education Department

“…Creativity in learning science is known as scientific creativity (Mukhopadhyay & Sen, 2013;Suyidno et al, 2017;Suyidno et al, 2018;Suyidno et al, 2019;Suyidno et al, 2020). Scientific creativity is needed by students to solve various real-life problems (OECD, 2014); adapt to new demands flexibly (Greiff et al, 2014;Stenberg, 2009); scientific discovery and technological innovation (ADB, 2014;Dhir, 2014).…”

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

“…ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ In line with the role of PBL (Arends, 2012), the role of the CRBT model is presenting the ill-defined problem, facilitating responsibility through scientific investigation and scientific creativity tasks, as well as student-centered learning. Therefore: a) developed CRBT model syntax including: (1) generating creative responsibility, (2) organizing creative learning needs, (3) guiding group investigations, (4) establishing responsibility for demonstrating scientific creativity, and (5) evaluation and reflection (Suyidno, Dewantara, Nur, & Yuanita, 2017;Suyidno, Nur, Yuanita, & Prahani, 2017). b) CRBT model characteristics including: (1) the existence of ill-defined problem, presented in the form of open questions.…”

Validity of Project Based Laboratory Learning: An Innovative Physics Laboratory Learning to prepare Sciences Process Skills and Creativity of Physics Teacher Candidate

“…The value of certain aspects of process skills such as observation, manipulating variables, and controlling variables is still under 50. In addition, the product of creativity produced by students is still limited to creative and imaginative ideas, so it is necessary to improve the quality and usefulness of creative products in real life [15]. The practicum guide or Student Activity Sheet as a creative student product which contains process skills (formulating problems, formulating hypotheses, identifying variables, defining operationalization variables, designing data tables, designing procedures, analyzing data, drawing conclusions) is still low since 1982 until now [16,31,15,32].…”

“…In addition, the product of creativity produced by students is still limited to creative and imaginative ideas, so it is necessary to improve the quality and usefulness of creative products in real life [15]. The practicum guide or Student Activity Sheet as a creative student product which contains process skills (formulating problems, formulating hypotheses, identifying variables, defining operationalization variables, designing data tables, designing procedures, analyzing data, drawing conclusions) is still low since 1982 until now [16,31,15,32]. This is consistent with the results of the researchers' preliminary study that there are still problems with students in completing the tasks of physics laboratory courses; among others: (1) lack of basic concepts and basic skills in laboratory materials, (2) skills to identify laboratory problems in physics learning and engineering solutions are not appropriate, (3) the design of tools produced by students has not been able to meet the standards of science teaching aids, and (4) equipment design made by students cannot be operationalized for practicum activities complete with instructions [19].…”