Pengaruh Pendekatan Pendidikan Matematika Realistik Berbasis Open Ended Terhadap Kemampuan Berpikir Kreatif Siswa

Dwipayana, I Kadek Agus Alit; Diputra, Komang Sujendra

doi:10.23887/jet.v2i3.16380

Cited by 14 publications

(14 citation statements)

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“…Creative thinking includes higher-order thinking skills such as analysis, testing, communication, problem-solving, and scientific process skills (Redifer et al, 2021;Yildiz & Guler, 2021;Zhang et al, 2021). 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).…”

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

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“…But the reality is learning mathematics and tend to get bored when studying math (Nenotaek et al, 2019;Turgut & Turgut, 2018). Another finding states that students have difficulty learning mathematics (Ananda, 2018;Dwipayana et al, 2018;Machaba, 2018;Paroqi et al, 2021). Difficulties in learning mathematics are found in difficulties in remembering, understanding, and applying mathematical concepts.…”

Section: Introductionmentioning

confidence: 99%

The Team Accelerated Instruction Model Improves Mathematics Learning Outcomes

Japa

2022

mimb.pgsd undiksha

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Teacher learning activities are less creative and innovative, especially in learning mathematics. Teachers also very rarely give assignments. Teachers do not apply innovative models, and teachers do not motivate students to learn. The interviews showed that the low learning outcomes of mathematics in students were due to the difficulty of developing students' understanding when studying. The purpose of this study is to analyze the effect of the TAI model on mathematics learning outcomes. This type of research is quasi-experimental. The total population is 125. The number of samples is 82. The data collection method is a test. The instrument that collects data is the question sheet. The data analysis techniques are descriptive and inferential statistics. The study's t-test analysis results obtained a significance value (2-tailed) of 0.000. Thus, it can be interpreted that there is a significant difference in mathematics learning outcomes following TAI learning with conventional learning. So, TAI can improve mathematics learning outcomes. This research implies that the application of TAI causes students' mathematics learning outcomes to increase. Students are enthusiastic and active during the learning activities.

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“…Education 4.0 is marked by the development of electronics that can be used as learning media. In this era, the development of ICT is very dynamic and can be momentum for teachers to improve the quality of learning in the classroom (Dwipayana et al, 2018;Haji et al, 2015;Oktavian & Aldya, 2020). Technology-based learning activities are considered very interesting by some students because students are also used to using technology in everyday life (Devi et al, 2020;Sudana et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Animated Video on the Topic of Plants and Their Functions in Science Learning

Suwastawan

Renda²

2022

mimb.pgsd undiksha

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Teachers only use textbooks obtained from schools. Package books are considered less helpful for students because, without teacher guidance, students cannot understand the material well. This study aims to develop an animated video learning media on plant parts and their functions in science learning for fourth grade in elementary schools. This type of research is the development of the ADDIE model. The research subjects were two material experts and two media experts. The test subjects consisted of 2 teachers and three fourth-grade elementary school students. This study uses a questionnaire (questionnaire), interviews, observation, and documentation. This study uses a rating scale instrument. In this study, two data analysis techniques were used, namely qualitative descriptive analysis and quantitative descriptive analysis. The research results from learning material experts are 93.3% (Very Valid), and teaching media experts are 88.9% (Very Valid). The results of the practicality test from the teacher are 95.5% (very feasible), and the results of the student response test are 97.2% (very possible). It was concluded that animated videos were suitable for use in learning. This research implies that teachers in learning can use videos.

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Pengaruh Pendekatan Pendidikan Matematika Realistik Berbasis Open Ended Terhadap Kemampuan Berpikir Kreatif Siswa

Cited by 14 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 Team Accelerated Instruction Model Improves Mathematics Learning Outcomes

Animated Video on the Topic of Plants and Their Functions in Science Learning

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