STUDENTS CREATIVE THINKING SKILLS USING CONSTRUCTIVE CONTROVERSY APPROACH AND CONFLICT RESOLUTION BASED LEARNING.

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STUDENTS CREATIVE THINKING SKILLS USING CONSTRUCTIVE CONTROVERSY APPROACH AND CONFLICT RESOLUTION BASED LEARNING.

Journal Title: International Journal of Advanced Research (IJAR) - Year 2018, Vol 6, Issue 1

Abstract

This research began with the development of learning instrument. The purpose of this study was to describe students? creative thinking skills on exponential and logarithmic material at the first grade of Science class in East Java. This research was Classroom Action Research in nature. The learning instruments used werelesson plan, students? work sheet, and learning achievement test with the validity coefficients of 3.84; 3.86; and 3.89 respectively. Learning instruments were developed by fulfilling in the practical category based on the results of analysis of teacher?s activity with a good category in managing classroom learning, marked by 80% success. The percentages of teacher?s success in classroom management in the first and second meeting were 91.18% and 94.12%. Percentage of students? activities in the first and second meeting was 81.48% and 86.11%. Therefore, the study has included the class activity in the practical category. The instructional instruments were developed with the effective category, based on the results of questionnaires filled by the students, compared to the student work sheet and learning achievement test, achieved validity value of 86.37%, with good categories to be used in learning. In addition, the minimum passing criteria determined by the school was ? 71. Based on the results obtained by the students in the student work sheet, creative thinking skills in the first controversy obtained variant extents, 16.67% in flexible thinking, 16.67% in elaborative thinking, 0% in smooth thinking, and 23.44% in original thinking. In the second controversy, the students obtained 31.25% in flexible thinking 31.25%, 16.67% in elaborative thinking, 5.73% in smooth thinking, and 33.33% in original thinking. As such, the students obtained 71.88% creative thinking skillsupon focusing onthe first and second controversy, which meant that the students were categorized as creative. In the first controversy, they obtained 56.77% and in the second one they achieved 86.98%, so it can be concluded that the percentage of creative thinking of the students increased by 30.21%. In the first test result, they obtained creative thinking skills profiled as16.67% flexible thinking, 16.67%thinking elaborative, 0.52% smooth thinking, and 29.69% original thinking, and in second student test results indicated the percentage of creative thinking skills 31.25% flexible thinking, 16.67% elaborative thinking, 7.81%smooth thinking, and 33.33%original thinking. The creative thinking skill evaluated in the testsin the first and second meeting were 76.3%, marked as creative category. Percentage of creative skills obtained by the students in the first meeting was 63.54% and in second meeting was equal to 89.06%, marking an increase of creative thinking skills by 25.52%.

Authors and Affiliations

Rara Mutia, Sunardi a, Slamin. a

Keywords

Creative thinking constructive controversy approach and conflict resolution.

EP ID EP276738
DOI 10.21474/IJAR01/6412
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