The Effectiveness of the Student Activity Sheet (SAS) on Teaching-Learning and Creativity (TLC) Model to Increase Creativity Competence
The purpose of this study explains the effectiveness of the student activity sheet model to enhance scientific creativity and student learning outcomes and student responses to the learning process. The research design used pre-experimental with one group pretest-posttest design. The study's subject was the student activity sheet (SAS) model and the implementation of primary teacher Education undergraduate students who programed a science introductory concept course during the 2019.1 registration at Open University. Data collected using test methods and questionnaires with product cognitive test instruments, cognitive process tests, scientific creativity tests and student questionnaire responses. Data analyzed by t-test and the proportions calculated. Normality test and homogeneity test are done before the t-test is applied. Increased creativity and student learning outcomes are calculated using normalized N-Gain. The results showed: 1) Improvement of students' scientific creativity after joining learning in the medium category. 2) Improving student learning outcomes after participating in learning in the good category. 3) Student responses to the learning process in the positive category. Based on the above, it can be concluded that the application of student activity sheet model used in learning activities to improve scientific creativity competency and student learning outcomes is effective.
Astutik, S., & Prahani, B. K. (2018). Developing teaching material for physics based on Collaborative Creativity Learning (CCL) model to improve scientific creativity of junior high school students. Jurnal Penelitian Fisika dan Aplikasinya, 8(2), 91-105. https://doi.org/10.26740/jpfa.v8n2.p91-105
Ayas, M. B., & Sak, U. (2014). Objective measure of scientiﬁc creativity: Psychometric validity of the creative scientiﬁc ability test. Thinking Skills and Creativity, 13, 195–205.
Demir, S., & Sahin, F. (2014). Assessment of prospective science teachers’ metacognition and creativity perceptions and scientific toys in terms of scientific creativity. Procedia-Social and Behavioral Sciences, 152, 686 – 691.
Dwikoranto., Madlazim., & Erman. (2019). Project based laboratory learning as an alternative learning model to improve sciences process skills and creativity of physics teacher candidate. Journal of Physics: Conference Series, 1387, 012074. https://doi.org/10.1088/1742-6596/1387/1/012074
Dwikoranto, Munasir, Setiani, R., Suyidno, Surasmi, W.A., Tresnaningsih, S., & Sambada, D. (2020). Effectiveness of project based laboratory learning to increase student’s science process skills and creativity. Journal of Physics: Conference Series, 1491, 012006. https://doi.org/10.1088/1742-6596/1491/1/012006
Dwikoranto, Setiani, R., Madlazim, & Erman. (2019). Validity of project based laboratory learning: an innovative physics laboratory learning to prepare sciences process skills and creativity of physics teacher candidate. International Conference and Technology, 1, 912-917. https://doi.org/10.2991/icst-18.2018.184
Dwikoranto, Surasmi, W. A, Suparto, A., Tresnaningsih, S., Sambada, D., Setyowati, T., Faqih, A., & Setiani, R. (2018). Designing laboratory activities in elementary school oriented to scientific approach for teachers SD-Kreatif Bojonegoro. Journal of Physics: Conference Series, 997, 012041. https://doi.org/10.1088/1742-6596/997/1/012041
Eggen, P. D., & Kauchak, D. P. (2013). Educational psychology: Windows on classrooms (9th edition). Pearson.
Fryer, M. (2012). Some key issues in creativity research and evaluation as seen from a psychological perspective. Creative Research Jurnal, 24(1), 21-28.
Gorghiu, G., Draghicescu, L. M., Cristea, S., Patrescu, M. & Gorghiu, L. M. (2015). Problem-based learning: An efficient learning strategy in the science lessons context. Procedia-Social and Behavioral Sciences, 191, 1865–1870.
Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L., & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62, 43–50.
Gronlund, N. E. (1985). Measurement and evaluation in teaching (5th ed.). Macmillan.
Hu, W., & Adey, P. (2010). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
Hu, W., Wu, B., Jia, X., Yi, X., Duan, C. & Meyer, W. (2013). Increasing student’s scientiﬁc creativity: The “learn to think” intervention program. The Journal of Creative Behavior, 47(1), 3–21.
Jamal, A., & Suyidno. (2015). Pemahaman kreativitas, keterampilan proses, dan sikap kreatif mahasiswa melalui pembelajaran kreatif pada matakuliah IPA dasar. Prosiding Seminar Nasional Tahun 2015, 1, 361-369.
Jewett, J. W., & Serway, R. A. (2008). Physics for scientists and enginers (7th ed.). Cengage Learning.
Kellogg, L., Hurley, K., & Kip, K. (2011). The partnership for 21st century Skills.
Liu., & Lin. (2013). Primary teachers' beliefs about scientific creativity in the classroom context. International Journal of Science Education, 36(10), 1551-1567.
McCarty, C. (2010). Teaching for creativity: A study in reflective practice [Unpublised Doctor of Philosophy]. The University of Technology Sydney.
Moutinho, S., Torres, J. T., Fernandez, I., & Vasconcelos, C. (2015). Problem-based learning and nature of science: A study with science teachers. Procedia-Social and Behavioral Sciences, 191, 1871– 1875.
Mueller, J. S., Melwani, S., & Goncalo, J. A. (2012). The bias against creativity: Why people desire but reject creative ideas. Psychological Science, 23(1), 13–17.
Mukhopadhyay R., & Sen, M. K. (2012). Investigation of creativity in physics in the context of learning in association with deep approach to study. Journal of Humanities and Social Science, 4(2), 24-30.
Mukhopadhyay R., & Sen, M. K. (2013). Scientific creativity-A new emerging field of research: Some considerations. International Journal of Education and Psychological Research, 2(1), 1-9.
Mukhopadhyay, R. (2013). Measurement of creativity in physics: A brief review on related tools. Journal of Humanities and Social Science, 6(5), 45-50.
Mukhopadhyay, R. (2014). Creativity in science education: Major concern of a science teacher. Conflux. Journal of Education, 1(9), 7-11.
Nur, M. (2014). Berpikir kreatif. Penelitian Unggulan Perguruan Tinggi: Universitas Negeri Surabaya.
Rahardjanto, A., Husamah, A., & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179-192. https://doi.org/10.29333/iji.2019.12212a
Rietzschel, E. F., Bernard, A. N., & Wolfgang, S. (2010). The selection of creative ideas after individual idea generation: Choosing between creativity and impact. British Journal of Psychology, 101, 47–68.
Rotteram, K. (2014). Teaching, learning and creativity (TLC) model for science. SSR, 95, 79-84.
Santrock. (2009). Educational psychology. John Wiley & Sons, Inc
Sudarma, M. (2012). Mengembangkan keterampilan berpikir kreatif. Rajawali Press.
Sugiyono. (2010). Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R&D. Alfabeta
Suyidno, & Nur, M. (2015). Pemahaman kreativitas ilmiah mahasiswa dalam pembelajaran kreatif pada matakuliah IPA dasar. Prosiding Seminar Nasional Tahun 2015, 1, 1361-1366.
Suyidno., Nur, M., Yuanita, L., Prahani, B. K., & Jatmiko, B. (2018). Effectiveness of creative responsibility based teaching model on basic physics learning to increase student’s scientific creativity and responsibility. Journal Baltic Science of Education, 17(1), 136-151.
Suyidno, Susilowati, E., Afiruddin, M., Misbah, Sunarti, T., & Dwikoranto. (2019). Increasing students’ responsibility and scientific creativity through creative responsibility based learning. Jurnal Penelitian Fisika dan Aplikasinya, 09(02), 178-188.
Torrance, E. P. (2013). Scientific views of creativity and factors affecting its growth. Daedalus, 94(3), 663-681.
Tri, H, (2011). Langkah-langkah mudah melakukan analisis statistik. Menggunakan SPSS 20. CV ANDI OFFSET
Wibowo, F. C., & Suhandi, A. (2013). Penerapan model Science Creative Learning (SCL) IPA berbasis proyek untuk meningkatkan hasil belajar kognitif dan keterampilan berpikir kreatif. Jurnal Pendidikan IPA Indonesia, 2(1), 67-75.
Copyright (c) 2020 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who want to publish this journal must agree to the following conditions:
- The author grants the first Copyright to the journal Studies in Learning and Teaching with works that are simultaneously licensed under the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) which allows others to share work with authorship recognition initial works and publications in this journal for non-commercial purposes.
- The author can make separate additional contractual arrangements for the non-exclusive distribution of published journal versions of the work (for example, posting it to an institutional repository or publishing it in a book), with recognition of the work. initial publication in this journal.
The publisher publishes and distributes Articles with a copyright notice to SiLeT under the CC BY-NC-ND 4.0 article license.