Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students
AuthorsAA Sukarso , I Putu Artayasa , Syamsul Bahri , Afriana Azizah
Issue:Vol. 8 No. 6 (2022): December
Keywords:Creative Teaching Materials, Creative Disposition, Creative Thinking Skills
Articles "Regular Issue"
How to Cite
This study examines the use of creative teaching materials in building students' creative thinking skills. The research sample was 53 students of class X one of the public high schools in Mataram. Instruments for learning activities include creative teaching materials modified by the Writing to Teach approach, student books, and data collection instruments. Creative dispositions were measured using closed questionnaires on curious, persistent, imaginative, collaborative, and disciplined aspects. Students' creative thinking skills were measured using a creative thinking skills test in the form of five essay questions on viruses. The results of the study show that the use of creative teaching materials triggers creative dispositions in the five aspects of inquisitive, persistent, imaginative, collaborative, and disciplined aspects, and also improves creative thinking skills where the average score of classes using creative teaching materials is higher than the average score in classes using books student package. Students' creative thinking skills improve in all aspects of creative thinking skills (flexibility, fluency, elaboration, and originality). This shows that the use of creative teaching materials provides better conditions for the development of student's creative thinking skills.
Ankabi, M. (1989) Status of implementation of the national policy as it relates to intructional materials. Negeria Education Research Association (NERA). 253-261.
Boden, M. A. (1998). Creativity and artificial intelligence. Artificial Intelligence, 103(1–2), 347–356.
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle.
Chelang, C. (2014). Effects of practical investigation on scientific creativity amongst secondary schools biology students in Kericho district , Kenya . Journal of Education and Practice, 5(8), 43–51.
Ching Leen, C., Hong, H., Ning Hoi Kwan, F., & Wan Ying, T. (2014). Teaching Creative and Critical Thinking in Singapore Schools. In NIE Working Paper Series, 2. Retrieved from http://hdl.handle.net/10497/17709
Chrysikou, E. G., & Thompson-Schill, S. L. (2011). Dissociable brain states linked to common and creative object use. Human Brain Mapping, 32(4), 665–675. https://doi.org/10.1002/hbm.21056
Crismond, D. (2001). Learning and using science ideas when doing investigate-and-redesign tasks: A study of naive, novice, and expert designers doing constrained and scaffolded design work. Journal of Research in Science Teaching, 38(7), 791–820. https://doi.org/10.1002/tea.1032
Cromie, W. J. (2003). Creativity tied to mental illness: Irrelevance can make you mad. Harvard Gazette. Retrieved from https://news.harvard.edu/gazette/story/2003/10/creativity-tied-to-mental-illness/10.21831/ reid.v3i1.13294
De Haan, R. L. (2009). Teaching creativity and inventive problem solving in science. CBE Life Sciences Education, 8(3), 172–181. https://doi.org/10.1187/cbe.08-12-0081
Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A. B., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341(6153), 1455–1456. https://doi.org/10.1126/science.1240487
Haigh, M. (2007). Can investigative practical work in high school biology foster creativity? Research in Science Education, 37(2), 123–140.
Hanke, U. (2011). Effects of Creative Dispositions on the Design of Lessons. The Open Education Journal, 4(1), 113–119. https://doi.org/10.2174/1874920801104010113
Ivcevic, Z. (2009). Creativity Map: Toward the Next Generation of Theories of Creativity. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 17–21. https://doi.org/10.1037/a0014918
Kudrowitz, B. M., & Wallace, D. (2013). Assessing the quality of ideas from prolific, early-stage product ideation. Journal of Engineering Design, 24(2), 120–139. https://doi.org/10.1080/09544828.2012.676633
Lamb, S., Doecke, E., & Maire, Q. (2017). Key Skills for the 21st Century: An evidence-based review. New South Wales. Department of Education. 1-70. Retrieved from https://inventorium.com.au/wp-content/uploads/2020/06/Key-Skills-for-the-21st-Century-Analytical-Report.pdf
Lubow, R. E. (2010). Latent inhibition. Psychological Bulletin, 79(6), 398–407. https://doi.org/10.1017/CBO9780511730184.002
Lucas, B., Claxton, G., & Spencer, E. (2013). Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments. OECD Education Working Papers, No. 86. https://doi.org/10.1787/19939019
Luckie, D. B., Aubry, J. R., Marengo, B. J., Rivkin, A. M., Foos, L. A., & Maleszewski, J. J. (2012). Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry. American Journal of Physiology - Advances in Physiology Education, 36(4), 325–335. https://doi.org/10.1152/advan.00017.2012
Marwiyah, S., Kamid, K., & Risnita, R. (2015). Pengembangan Instrumen Penilaian Keterampilan Berpikir Kreatif Pada Mata Pelajaran IPA Terpadu Materi Atom, Ion, dan Molekul SMP Islam Al Falah. Jurnal Edu-Sains, 4(1), 26-31. https://doi.org/10.22437/jmpmipa.v4i1.2365
McNally, J. (2006). Confidence and loose opportunism in the science classroom: Towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education, 28(4), 423–438. https://doi.org/10.1080/09500690500404474
Moeed, A. (2013). Science investigation that best supports student learning: Teachers understanding of science investigation. International Journal of Environmental and Science Education, 8(4), 537–559. https://doi.org/10.12973/ijese.2013.218a
Nijstad, B. A., De Dreu, C. K. W., Rietzschel, E. F., & Baas, M. (2010). The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European Review of Social Psychology, 21(1), 34–77. https://doi.org/10.1080/10463281003765323
Oppezzo, M., & Schwartz, D. L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning Memory and Cognition, 40(4), 1142–1152.
Rodríguez, G., Pérez, N., Núñez, G., Baños, J. E., & Carrió, M. (2019). Developing creative and research skills through an open and interprofessional inquiry-based learning course. BMC Medical Education, 19(1), 1–13.
Runco, M. A. (2017). Comments on Where the Creativity Research Has Been and Where Is It Going. Journal of Creative Behavior, 51(4), 308–313. https://doi.org/10.1002/jocb.189
Sinaga, P. (2015). Factors influencing pre-service physics teacher’ skill of writing teaching materials. Proceeding of International Seminar on Mathematic Science and Computer Science Education (MSCEIS. 2015). https://doi.org/10.1063/1.4941184
Sukarso, A. A., & Muslihatun, M. (2021). Mengembangkan Keterampilan Berpikir Kreatif, Sikap dan Kemampuan Bekerja Ilmiah Melalui Pembelajaran Praktikum Proyek Riset Otentik. Jurnal Ilmiah Profesi Pendidikan, 6(3), 467-475. https://doi.org/10.29303/jipp.v6i3.268
Sukarso, A., Widodo, A., Rochintaniawati, D., & Purwianingsih, W. (2019). The potential of students’ creative disposition as a perspective to develop creative teaching and learning for senior high school biological science. Journal of Physics: Conference Series, 1157(2019) 022092. 10.1088/1742-6596/1157/2/022092
Tin, T. B., Manara, C., & Tri, D. (2010). Views on creativity from an Indonesian perspective. English Language Teaching (ELT) Journal, 64(1), 75-84.
Torrance, E. P. (1979). An Instructional Model for Enhancing Incubation. The Journal of Creative Behavior, 13(1), 23–35.
Tran, L. T. B., Ho, N. T., & Hurle, R. J. (2016). Teaching for Creativity Development: Lessons Learned from a Preliminary Study of Vietnamese and International Upper (High) Secondary School Teachers’ Perceptions and Lesson Plans. Creative Education, 7(7), 1024–1043. http://dx.doi.org/10.4236/ce.2016.77107
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-based Learning, 12(1), 3–6. https://doi.org/10.7771/1541-5015.1649
Van Rens, L., Pilot, A., & Van Der Schee, J. (2010). A framework for teaching scientific inquiry in upper secondary school chemistry. Journal of Research in Science Teaching, 47(7), 788–806. https://doi.org/10.1002/tea.20357
Vazquez, A.V., McLoughlin, K., Sabbagh, M., Runkle, A.C., Simon, J., Coppala, B. P., and Pazicni, S. (2012). Eriting-to-teach: a new pedagogical approach to elicit explanative writing for undergraduate chemical students. Journal of Chemical Education, 89(8), 1025-1031. https://doi.org/10.1021/ed200410k
Copyright (c) 2022 AA Sukarso, I Putu Artayasa, Syamsul Bahri, Afriana Azizah
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).