The Ability to Think Creatively on SSCS Using Schoology Apps, How is the Student’s Language Metacognitive Awareness?

Saddhono, Kundharu; Hasanudin, Cahyo; Fitrianingsih, Ayu

doi:10.18280/isi.240402

Cited by 22 publications

(21 citation statements)

References 17 publications

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“…This is a pronunciation exercise for words, phrases, or sentences that are difficult to say sequentially because they are packed with the same repetition of sounds (Vas, 2007). The phrase that can be used in tongue twister games is wood house, so kind, is sleeping, postcode, sweet rambutan, stories book (Saddhono, Hasanudin, & Fitrianingsih (2019). Although phoneme errors often result in exchanges between stimuli (eg she shells sea sells), they also produce repetitions of the same item (Henson in Acheson & MacDonald, 2009).…”

Section: Discussionmentioning

confidence: 99%

Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject

Hasanudin¹,

Fitrianingsih²

2020

EUROPEAN J ED RES

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This study aimed to describe seven indicators of students' verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were se ven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience.

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Section: Discussionmentioning

confidence: 99%

Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject

Hasanudin¹,

Fitrianingsih²

2020

EUROPEAN J ED RES

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“…In flipped classroom, students develop their creative thinking. Saddhono, Hasanudin, and Fitrianingsih said creative thinking is always needed in everything, especially in solving problems given by the teacher/lecturer [23].…”

Section: Discussionmentioning

confidence: 99%

The Use of Wondershare Filmora Version 7.8.9 Media Apps in Flipped Classroom Teaching

Hasanudin¹,

Fitrianingsih²,

Saddhono³

2019

RCES

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The purpose of this study is to investigate the concept of flipped classroom method in the teaching of Indonesian language 2013 curriculum using wondershare filmora version 7.8.9 media apps. The theory of Kuhlthau was established in this study that used six stages of composing, namely 1) choosing the topic, 2) exploring the informations, 3) determining the focus of the research, 4) preparing the data source, 5) preparing the data presentation, and 6) compiling the report. The sources of data are obtained from national and international journals, Indonesian and foreign textbooks. Through this study, it was found that there are seven stages in implementing flipped classroom method. The results indicate that those stages are adjusted to 2013 curriculum to produce the syntax of flipped classroom method using scientific approach. The findings of this study may serve as the innovation in teaching Indonesian language by implementing wondershare filmora version 7.8.9 media apps. The teaching materials in form of videos can be easily accessed by students.

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“…In line with this, Bloom's Taxonomy informs indicators of creative thinking from affective approaches including curiosity, imagination, attitudes to face challenges and risks, motivation, and self-confidence (Fauzi et al, 2019). Meanwhile, Saddhono et al (2019) stated that creative thinking is one part of creativity consisting of creative thinking, creative habits, creative actions, and creative products.…”

Section: Creativitymentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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The Ability to Think Creatively on SSCS Using Schoology Apps, How is the Student’s Language Metacognitive Awareness?

Cited by 22 publications

References 17 publications

Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject

Verbal Linguistic Intelligence of the First-Year Students of Indonesian Education Program: A Case in Reading Subject

The Use of Wondershare Filmora Version 7.8.9 Media Apps in Flipped Classroom Teaching

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

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