Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

Rinta Dian Pratiwi, Ashadi Ashadi, Sukarmin Sukarmin, Dewanto Harjunowibowo

Abstract


This research aimed to analyze the improvement of students' creative thinking skills on the topic of heat and its transfer using the POGIL model. The matter concerning heat and its transfer has some characteristics that enable students to carry out practicum and trigger them to develop their higher-order thinking skills. The method used in this research was pre-experimental with one group pretest-posttest design. A total of 32 seventh grade students at SMPN 1 Jaten Karang Anyar, Central Java, were randomly selected as the participants in this research. To measure the increase in students' creative thinking skills, a multiple-choice test had been developed based on the indicators of creative thinking skills. Based on the results of data analysis, the values of N-gain on the indicators consisting of fluency, flexibility, originality, and elaboration were 0.56, 0.60, 0.46, and 0.53, respectively. Those numbers meant that creative thinking was in the medium category. Further analysis shows that, by using the POGIL model on the topic of heat and its transfer learning, students’ creative thinking skills can be increased, especially on the indicators of fluency and flexibility.

Keywords


active learning; creative thinking; POGIL model

Full Text:

PDF

References


Agustin, R., Liliasari, L., Winarno, N., & Widodo, A. (2017). Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe). Journal of Physics: Conference Series, (812 012103). https://doi.org/10.1088/1742-6596/755/1/011001

Almeida, L. S., Prieto, L., Ferrando, M., Oliveira, E., & Ferr, C. (2008). Torrance Test of Creative Thinking : The Question of Its Construct Validity. Thinking Skills and Creativity, 3, 53–58. https://doi.org/10.1016/j.tsc.2008.03.003

Anoiko. (2011). Creativity. Retrieved from https://oiko.files.wordpress.com/2011/03/2011_wiki_anoiko_creativity1.pdf

Ayyildiz, Y., & Tarhan, L. (2018). Problem-Based Learning in Teaching Chemistry: Enthalpy Changes in Systems. Research in Science and Technological Education, 36(1), 35–54. https://doi.org/10.1080/02635143.2017.1366898

Brown S. (2010). A process-oriented guided inquiry approach to teaching medicinal chemistry. American Journal of Pharm Educ , 74 (7). (2010), 74, 2010.

Chen, C., & Song, M. (2017). Representing Scientific Knowledge: The Role of Uncertainty. Representing Scientific Knowledge: The Role of Uncertainty, (November), 1–375. https://doi.org/10.1007/978-3-319-62543-0

Costa, A. L. (1991). Developing Minds. Alexandria: Association for Supervision and Curriculum Development.

Daryanto. (2009). Panduan Proses Belajar Kreatif dan Inovatif. Jakarta: Buku yang cerdas dan mencerdaskan. (2009), 2009.

Diawati, C., Liliasari, Setiabudi, A., & Buchari. (2018). Using Project-Based Learning to Design, Build, and Test Student-Made Photometer by Measuring the Unknown Concentration of Colored Substances. Journal of Chemical Education, 95(3), 468–475. https://doi.org/10.1021/acs.jchemed.7b00254

Doppelt, Y. (2009). Assessing Creative Thinking in Design-Based Learning, 55–65. https://doi.org/10.1007/s10798-006-9008-y

Faour, H., Hammoudeh, M., & Ghamdi, A. Al. (2012). Enhancing student learning experience and satisfaction using Virtual Learning Environments. 2012 International Conference on Education and E-Learning Innovations, ICEELI 2012, (July), 11–13. https://doi.org/10.1109/ICEELI.2012.6360588

Fraenkel. (2012). How to Design and Evaluate Research in Education. New York: Mc Graw Hill.

Freeman, K. A. (1999). Inviting Critical and Creative Thinking into the Classroom. Boston: University of Massachusetts Boston.

Griffin, P., Care, E., & McGaw, B. (2012). Assessment and Teaching of 21st Century Skills. (P. Griffin, B. McGaw, & E. Care, Eds.). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5

Guilford, J. P. (1988). Some Changes in the Structure-of-Intellect Model. Educational and Psychological Measurement, 48. Retrieved from https://oiko.files.wordpress.com/2011/03/2011_wiki_anoiko_creativity1.pdf

Hanson, D. (2010). Instructor’s Guide to Process-Oriented Guided-Inquiry Learning. (hlm.1- 54) . New York: Department of Chemistry Stony Brook University. (2010), 2010.

Haryati, S. (2018). The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning. International Journal of Pedagogy and Teacher Education, 2(2), 375. https://doi.org/10.20961/ijpte.v2i2.24094

Katz, J., & Anderson, R. C. (2018). A Review of Articles Using Observation Methods to Study Creativity in Education (1980– 2018). Journal of Creative Behavior, 0(0), 1–17. https://doi.org/10.1002/jocb.385

Kim, K. H. (2006). Can We Trust Creativity Tests ? A Review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14.

King, P. M., & Bauer, B. A. (1986). Leadership Issues for Nontraditional-Aged Women Students. In Empowering Women: Leadership Development Strategies on Campus (pp. 77–88). San Francisco.

Klieger, A., & Sherman, G. (2015). Physics Textbooks : Do They Promote or Inhibit Students ’ Creative Thinking. Journal of Physics: Conference Series, 50(3), 305. https://doi.org/10.1088/0031-9120/50/3/305

Kurniasari, H., Sukarmin, & Sarwanto. (2018). Development of Contextual Teaching and Learning Based Science Module for Junior High School for Increasing Creativity of Students. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012035

Li, W., Li, G., Mo, W., & Li, J. (2018). The Influence of STEAM Education on the Improvment of Students' Creative Thinking. In Advances in Social Science, Education and Humanities Research, (Vol. 232, pp. 924–927). https://doi.org/10.2991/icadce-18.2018.200

Meltzer, D.E. (2002). The Relationship between Mathematics Preparation and Conceptual Learning Grains in Physics: A Possible “Hidden Variable” in Diagnostice Pretest Scores. American Journal Physics, 70 (12). (2002), 70, 2002.

Mihardi, S., Harahap, M. B., & Sani, R. A. (2013). The Effect of Project Based Learning Model with KWL Worksheet on Student Creative Thinking Process in Physics Problems. Journal of Economics and Sustainable Development ISSN, 4(18), 93–107.

Mulhayatiah, D., Purwanti, P., Setya, W., Suhendi, H. Y., Kariadinata, R., & Hartini, S. (2019). The Impact of Digital Learning Module in Improving Students’ Problem-Solving Skills. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 11–22. https://doi.org/10.24042/jipfalbiruni.v8i1.3150

Perkins, D. N. (1984). Creativity by Design. Educational Leadership.

Phillips, V. K., & Torrance, E. P. (1976). Originality on the Rorschach Ink Blot Test and The Creative Personality. The Journal of Creative Behavior, II(2), 30602.

Qureshi, S., & Ullah, R. (2014). Learning Experiences of Higher Education Students: Approaches to Learning as Measures of Quality of Learning Outcomes. Bulletin of Education and Research, 36(1), 79–100.

Ratnasari, D., Sukarmin, S., Suparmi, S., & Aminah, N. S. (2017). Students’ Conception on Heat and Temperature toward Science Process Skill. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012044

Romli, S., Abdurrahman, & Riyadi, B. (2018). Designing Students’ Worksheet Based on Open- Ended Approach to Foster Students’ Creative Thinking Skills. Journal of Physics: Conference Series, 012050. https://doi.org/10.1088/1742-6596/948/1/012050

Sadler-smith, E. (2014). Wallas’ four-stage model of the creative process : More than meets the eye ? University of Surrey.

Şen, Ş., & Yılmaz, A. (2015). the Effects of Process Oriented Guided Inquiry Learning Environment on Students’ Self-Regulated Learning Skills. Problems of Education in the 21st Century, 66(January), 54–66.

Shidiq, A. S., & Yamtinah, S. (2019). Pre-Service Chemistry Teachers’ Attitudes and Attributes toward The Twenty-First Century Skills. In Journal of Physics: Conference Series (Vol. 1157). https://doi.org/10.1088/1742-6596/1157/4/042014

Subekti, J. (2015). Pengaruh Active Learning untuk Meningkatkan Aktivitas Belajar Siswa pada Materi Pemanasan Global. E Journal UNILA.

Torrance, E. P. (1961). Priming Creative Thinking in the Primary Grades. Chicago Journal, 62(1), 34–41.

Torrance, E. P. (1968). Examples and Rationales of Test Tasks for Assessing Creative Abilities. International Workshop on Possibilities and Limitations of Educational Testing, 2(3), 165–178.

Torrance, E. P. (1973). Non-Test Indicators of Creative Talent Among Disadvantaged Children.

Torrance, E. P., & Aliotti, N. C. (1969). Sex Differences in Levels of Performance and Test-Retest Reliability on the Torrance Tests of Creative Thinking. The Journal of Creative Behavior, 3(1), 52–57.

Torrance, E. P., & Hansen, E. (1965). The Question-Asking Behavior of Highly Creative and Less Creative Basic Business Teachers Identified By a Paper And-Pencil Test. Psychological Report, 17, 815–818.

Treffinger, D. J., & Isaksen, S. G. (2005). The History, Development, and Implications for Gifted Education and Talent Development. Gifted Child Quarterly, 49(4).

Trilling, B., & Fadel, C. (2009). 21st Century Skills. San Francisco: John Wiley & Sons.

Triwiyono. 2011. Program Pembelajaran Fisika Menggunakan Metode Eksperimen Terbimbing untuk Meningkatkan Keterampilan Berpikir Kritis. Jurnal Pendidikan Fisika Indonesia. 7, 80- 83. (2011), 2011.

Walker, L., & Warfa, A. R. M. (2017). Process Oriented Guided Inquiry Learning (POGIL) Marginally Effects Student Achievement Measures but Substantially Increases the Odds of Passing a Course. PLoS ONE, 12(10), 1–17. https://doi.org/10.1371/journal.pone.0186203

Wulandari, R. ., & Dkk. (2015). Instumen Two Tier Test Aspek Pengetahuan untuk Mengukur Ketrampilan Proses Sains (KPS) pada Pembelajaran Kimia untuk Siswa SMA/MA Kelas XI. Jurnal Pendidikan Kimia (JPK), 4(4), 147–155.

Yang, K. K., Lee, L., Hong, Z. R., & Lin, H. S. (2016). Investigation of Effective Strategies for Developing Creative Science Thinking. International Journal of Science Education, 38(13), 2133–2151. https://doi.org/10.1080/09500693.2016.1230685

Yanti. (2016). Pengembangan Modul Berbasis Guided Inquiry Laboratory (GIL) untuk Meningkatkan Literasi Sains Dimensi Konten. Jurnal Inkuiri, 5(2252–7893), 105–111.

Yoon, H., Woo, A. J., Treagust, D. F., & Chandrasegaran, A. L. (2015). Second-Year College Students ’ Scientific Attitudes and Creative Thinking Ability : Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course. Affective Dimensions in Chemistry Education, 217–233. https://doi.org/10.1007/978-3-662-45085-7_11

Yuliati. 2011. Pembelajaran Fisika Berbasis Hands on Activities untuk Menumbuhkan Kemampuan Berpikir Kritis dan Meningkatkan Hasil. (2011), 2011.




DOI: http://dx.doi.org/10.24042/jipfalbiruni.v8i2.4629

Refbacks

  • There are currently no refbacks.


Creative Commons License

Jurnal ilmiah pendidikan fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.