The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students’ Scientific Creativity

Abstract

Using Collaborative Creativity Learning (CCL) model that is integrated with PhET simulation, this study aims to improve students' scientific creativity in natural science lesson. This research is an experimental study. The sample in this study is 144 junior high school students. The practicality and effectiveness of CCL model that is integrated with PhET simulation was measured by using practical learning observation sheet, scientific creativity test sheet, and student response questionnaire. The data was analysed using t-test, descriptively and qualitatively. The CCL model that is integrated with PhET simulation to improve students' scientific creativity has been proven to be: 1) Practical (applicable in learning and practical and reliable category) and 2) Effective includes: (a) a significant increase in students' scientific creativity at α = 5%, (b) the average n-gain of students' scientific creativity was medium, and (c) the student's response to each component of learning was very positive. The implication of this research is that CCL model that is integrated with PhET simulation can be used as a solution to improve students' creativity in natural science lesson.

Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

“…creativity); innovative talent; high-tech innovation ability; technical and technological innovation; social innovation; technological innovation; industrial innovation; novel solutions; creative problem solving; disruptive innovation; creative approaches; educational innovation; innovation (product, process, service, business model, disruptive, radical designdriven, social and responsible innovation); critical judgement; critical inquiry; creative, digital literacy; product and service innovation; critical stance; critical thinking abilities; innovativeness; creativeness; and critical writing competence. 2, 3, 4, 5, 7, 10, 13, 16, 17, 18, 19, 20, 21, 23, 25, 26, 27, 28, 29, 30, 31, 33, 36, 37, 38, 39, 40, 41, 43, 44, 46, 49, 50, 51, 52, 53, 55, 59, 60, 61, 62, 63, and 64. [ 3, 8, 10, 15, 22, 25, 27, 36, 44, 55, 59, 5,7,8,10,15,17,18,21,22,23,24,26,31,32,36,44,49,50,53,55,56,…”

“…2, 3, 4, 5, 7, 10, 13, 16, 17, 18, 19, 20, 21, 23, 25, 26, 27, 28, 29, 30, 31, 33, 36, 37, 38, 39, 40, 41, 43, 44, 46, 49, 50, 51, 52, 53, 55, 59, 60, 61, 62, 63, and 64. [ 3, 8, 10, 15, 22, 25, 27, 36, 44, 55, 59, 5,7,8,10,15,17,18,21,22,23,24,26,31,32,36,44,49,50,53,55,56,59,and 64. Total: 23 (continued) 1,2,3,5,7,…”

“…Last, future research needs to engage the competency framework employed in this scoping review study with a view to enhancing, improving, interrogating and critiquing it. competences (22); technical and technological innovation (23); technical innovation (28) Innovation (stand-alone & with other words) ¼ 26 (4,4,5,5,5,7,10,18,23,23,23,25,26,26,26,28,29,31,33,33,36,36,37,38,40,41) Digital skills ¼ 3 (1,22,22). ; digitisation ¼ 1 (38); digitalisation ¼ 1 (40) Skills/Competencies based on specific aspects of 4IR technologies Data analytics; knowledge to simulate; knowledge of security standards and communication standards; knowledge of servers; ability to learn how to maintain new machines 3; applicative skills tied to specific situations, technologies, and work processes; high technical, informatics and computational skills (5); big data analysis; and programming skills (6); programming skills (13); technical competencies (e.g.…”

“…Information skills/competencies or Information related skills/competencies ¼ 7 (information, systems and technology 7; information, media and technology skills (7); the ability to find, organise and retrieve information (8); information-communication skills (21); information sharing (35); information process (40); information, media and technology skills (41)). large amounts of data; competences for Industry 4.0 (50); data literacy/data literacies; technical, computational and statistical competencies (51); data management; servitisation (53); high-performance computing skills; coding/software engineering/app building skills; software testing skills (55); computer programming, and knowledge of specific software tools) (56) Outliers: fundamental literacy (48); disruptive, radical design-driven, social and responsible innovation (49); data infrastructure literacy (51); design thinking; new skills through continuous learning; user experience design skills (55); investigative and experimental skills (56) Pedestrian: tacit knowledge 44; self-learning solutions; self-direction capabilities (45); responsibility (46); literacy skills (47); people skills (49); career and learning skills (52); Internet literacy skills 55; 21st century skills/competences; self-direction; planning; risk taking; conflict management (59); critical stance (60); basic skills 61; critical writing competence (64) Unclear/Vague: unlimited variability of behaviour; multi-purpose skills; interdisciplinary skills; flexibility to perform adaptive abilities (44); multiand interdisciplinary skills (45); heterogeneous skills (49); transferrable skills; digital skills for the general workforce (56); specific competencies (58); global awareness…”

Learning outcome of mathematics and science: Features of Indonesian madrasah students

“…Rao and Hossain (2011) also state that the views of the teachers or managers are dichotomous, and they distinguish Islamic subjects from between general science. (2) The improvement of MTs student mathematics and science learning outcomes can be achieved through the use of media, teaching materials, good quality (valid, practical, and effective) and innovative teaching and learning including: innovative learning models based on inquiry to improve learning outcomes, process performance and also high-level skills (Astutik & Prahani, 2018;Jatmiko et al, 2016;Pandiangan et al, 2017;Prayogi, Yuanita, & Wasis, 2018;Siswanto et al, 2018;Suyidno et al, 2018;Yunus, Sanjaya, & Jatmiko, 2013;Zulkarnaen, Supardi, & Jatmiko, 2017).…”