Pengembangan Instrumen Tes Kemampuan Berpikir Kreatif Berbasis Pendekatan Konflik Kognitif

Abstract

The ability to think creatively is part of the affective domain that also determines the success of learning. The researcher intends to conduct developmental research to produce a viable creative thinking tool. So that it can be used as a tool to assess students' creative thinking ability. This research is a development research or Research and Development (R&D) with the 4D model, namely Define, Design, Develop and Disseminate. In this study, it was only performed up to the development phase, namely expert validation and practitioner validation. The tools developed were descriptive questions. The sample used were class X high school students. Based on the expert validator's rating, the demand for creative thinking averaged 3.25 in all aspects with a very good category and a content validation value of 0.71 in the valid category. Meanwhile, the practitioner validator rating achieved the feasibility of the mean value of all aspects of 3.71 with the very good category and the content validation of 0.89 with the valid category. Thus, it can be concluded that the creative thinking assessment tool is suitable to be used to measure students' creative thinking level

Pengaruh Model Problem Based Learning Berbantuan Fishbone Materi Biologi terhadap Kemampuan Berpikir Kreatif Siswa

“…Kemampuan berpikir kreatif terdapat empat indikator yakni: 1) (Fluency) berpikir lancar, membuat bermacam ide, 2) (flexibility) berpikir luwes, mengemukakan gagasan, jawaban, atau pertanyaan yang bervariasi, yang dilihat dari suatu masalah dan sudut pandang berbeda, 3) (originality) berpikir orisinal, menghasilkan gagasan, ungkapan yang unik dan baru, 4) (elaboration) elaborasi, membangun sesuatu dari ide-ide lainnya (Darusman, 2014). Jadi kemampuan berpikir kreatif sebagai komponen yang penting bagi siswa dan guru untuk tumbuh yang harus dapat diidentifikasi pada kemampuan berpikir individu dengan alat ukur yang efektif dan reliabel (Faresta et al, 2020). Keterampilan berpikir kreatif siswa dilihat ketika mereka menemukan penyelesaian terbaik untuk menyelesaikan masalah.…”

Kemampuan Bertanya Versus Hasil Belajar Kognitif Mahasiswa: Analisis Korelasi Kemampuan Bertanya Pada Level Mahasiswa Ipa

“…Aktivitas bertanya mampu memberikan informasi yang dibutuhkan oleh seseorang dengan mudah dan mampu menghubungkan informasi yang telah dimiliki dengan informasi baru yang didapatkan, sehingga dapat diproses menjadi pengalaman dan pengetahuan baru (Rahmatullah et al, 2021). Pemahaman kognitif merupakan salah satu hasil belajar yang mudah untuk dinilai, namun sebaiknya tidak menjadi hasil belajar utama yang digunakan sebagai dasar pengambilan keputusan peningkatan hasil belajar peserta didik, karena tidak semua peserta didik memiliki hasil belajar kognitif kurang baik namun telah mengikuti proses belajar dengan sangat baik seperti mampu memiliki keterampilan bertanya dan keterampilan menjawab pertanyaan (Amin, 2021;Faresta et al, 2020;Sukaisih et al, 2020) .000 N 60 60…”

The Effect of Scientific Approach on Junior High School Students’ Scientific Creativity and Cognitive Learning Outcomes

“…Notebooks and smartphones are two primary examples of communication technologies becoming more complex and valuable for human productivity. Rapid technical progress is based not only on a high level of knowledge but also on an element of creativity contained in technological innovations that are required to respond to the issues that exist in the current period of globalization (Faresta et al, 2020;Seprianto & Hasibuan, 2021). The abilities required to perform a task, particularly a student, to innovation strategy in an era of globalization and rapid technological advancements in the globe are compiled in twenty-first-century talents (21st Century Skills) (Bozkurt Altan & Tan, 2020).…”

“…Students' issues at MJHSL are basic portrayals of students in Indonesia at the regional and national levels. Middle school learners are more likely to study alongside their peers without considering the abilities they may need in the future (Faresta et al, 2020). Students aged 12 to 15 today gain extremely few skills from schooling; students at this age often increase their cognitive abilities through audio-visual media such as YouTube, TikTok, and others (Chotijah Fanaqi, 2021).…”

“…Learning that assists in the construction of knowledge and helps to connect students with maximizing their skills is critical (Sánchez et al, 2021). Creativity is one of the talents that kids will require to live their lives shortly (Faresta et al, 2020).…”