Student's Creative Thinking Ability with The Lesson Study Design in Biology Content
DOI:
10.29303/jppipa.v7i2.708Published:
2021-04-23Issue:
Vol. 7 No. 2 (2021): AprilKeywords:
creative thinking, design learning, lesson stud, biology contentResearch Articles
Downloads
Additional Files
How to Cite
Downloads
Metrics
Abstract
Some strategies were conducted by educators to create a conducive classroom atmosphere, and create collaborative learning so that students are accustomed to expressing their ideas, and opinions in learning, one of which is by implementing lesson study patterns for learning community. The research focus was to find out students' creative thinking skills in biological materials by using lesson study for learning community learning patterns. The respondents of the study were Grade X IPA students at SMA Negeri 1 Masbagik numbering 33 students. Data collection used a description test of biodiversity. The results of the description test were analyzed using the Scale Range Formula, the description test given referred to indicators of creative thinking ability i.e. fluency, flexibility, and originality and each answer was given a score of 3, 2 and 1. The results of the data analysis were that learning with lesson study patterns for learning community, students were able to produce creative ideas with a moderate category that is above 50%, while for the low and high categories the gain was below 50% in creative thinking indicators namely fluency, flexibility, and originality. To get used to students getting used to creative thinking, it took exercises in the creative thinking process either in the form of essay questions, or tasks that are implemented during the learning processReferences
Adams, J. W. (2013). A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom. Drexel University.
Aguilar, D., & Pifarre, T.M. (2019). Promoting social creativity in science education with digital technology to overcome inequalities: a scoping review. Frontiers Psychology, 10 (1474), 1-16. doi: 10.3389/fpsyg.2019.0147.
Arbia, S.M.,Maasawet, E.T., & Masruhim, M.A. (2020). The development of learning tools oriented industrial revolution 4.0 to improve students' creative thinking skills. International Journal of Sciences: Basic and Applied Research (IJSBAR), 51 (2), 117-131.
Chan, S., & Yuen, M. (2014). Creativity beliefs, creative personality and creativity-fostering practices of gifted education teachers and regular class teachers in Hongkong. Thinking Skills and Create, 14, 109–118. doi. https://doi.org/10.1016/j.tsc.2014.10.003.
Conradty, C., & Bogner, F. (2011). Computer-aided learning: unguided versus guided instruction. Journal of Computational And Theoretical Nanoscience, 4(11), 3310-3316. doi. 10.1166/asl.2011.2040.
Conradty, C., Sotiriou, S.A, & Bogner, F.X. (2020). How creativity in STEAM modules intervenes with self-efficacy and motivation. Education Science,10 (70), 1-15. doi:10.3390/educsci1.
Daud, A. M., Omar, J., Turiman, P., & Osman, K.. (2012). Creativity in science education. Procedia - Social and Behavioral Sciences, 59, 467-474.
Diki. (2013). Creativity for learning biology in higher education. LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University, 3 (1), 1-13.
Evans, J.R. (1991). Creative thinking in the decision and management sceinces, 1st ed. Ohio: South-Western Publishing Co.
Fatmawati, B. (2014). Identifikasi berpikir kreatif mahasiswa melalui metode mind mapping. Bioedukasi.7 (2), 35-41.
Garcês, S. (2018). Creativity in science domains: a reflection. Atenea 517. I Sem. 2018 I Sem, 201, 241-253.
Guptaand, P., & Sharma, Y. (2019). Nurturing scientiï¬c creativity in science classroom. Resonance, 561-574. doi: https://doi.org/10.1007/s12045-019-0810-8.
Husna, I. A. & Kurniasih, A. W. (2019). Student’s creative thinking ability in problem-posing activities viewed from self-efficacy. Unnes Journal of Mathematics Education, 8(3), 202-208. doi: 10.15294/ ujme. v8i3.36593.
Inprasitha, M., & Changsri, N. (2014). Teachers’ beliefs about teaching practices in the context of lesson study and open approach. Procedia - Social and Behavioral Sciences, 116, 4637 – 4642. doi: 10.1016/j.sbspro.2014.01.999.
Kanauan, W., & Inprasitha, N. (2014). Collaboration between Inservice teachers and student intern in thai lesson study. Procedia - Social and Behavioral Sciences, 116, 28 – 32. doi: 10.1016/j.sbspro.2014.01.163
Lince, R. (2016). Creative thinking ability to increase student mathematical of Junior high school by applying models numbered heads together. Journal of Education and Practice, 7(6), 206 – 212.
Ngang, T.K., & Sam, L.C. (2015). Principal Support in Lesson Study. Procedia - Social and Behavioral Sciences, 205, 134 – 139. doi: 10.1016/j.sbspro.2015.09.040.
Risnanosanti, Susyla. D, & Syofiana. M. (2019). Developing students critical thinking ability through lesson study. IOP Conf. Series: Journal of Physics: Conf. Series 1320 (2019) 012005 IOP Publishing. doi:10.1088/1742-6596/1320/1/01200, 1-8.
Ritter SM, Gu X., Crijns M., & Biekens, P. (2020) Fostering students’ creative thinking skills by means of a one-year creativity training program. PLoS ONE, 15(3), 1-18. doi:https://doi.org/10.1371/journal.pone.0229773.
Sandika, B., & Fitrihidajati, H. (2018). Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education. Jurnal Pendidikan Biologi Indonesia, 4(1), 23-28. doi:https://doi.org/10.22219/jpbi.v4i1.5326.
Saptenno, A.E., Tuaputty, H., Rumahlatu, D., & Papilaya, P.M. (2019). The improvement of learning motivation and creative thinking skills of senior high school students through modified problem based learning model. Journal for the Education of Gifted Young Scientists, 7(4), 1175-1194.
scientific process skills. SHS Web of Conferences 48, 01060 (2018). ERPA, 1-8. doi:https://doi.org/10.1051/shsconf/20184801060.
Sekar, D.K.S. (2017). The analysis of creative thingking ability in science subject matter of the fourth grade students in SD No. 2 Pemaron Buleleng Sub-Distric. Journal of Psychology and Instruction, 1(1), 19-27.
Skot, C.K., & Møller, H. (2020). Adaptation of lesson study in a Danish context: Displacements of teachers’ work and power relations. Teaching and Teacher Education, 87, 102945, 1-10. doi. https://doi.org/10.1016/j.tate.2019.102945 .
Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity. International Journal of STEM Education, 7 (25), 1-22. https://doi.org/10.1186/s40594-020-00223-6.
Sugiyono. (2019). Metode peneitian pendidikan. Bandung: Alfabeta.
Suparji, Nurlaela, L., & Putra, B.A.W. (2018). Strategy to develop the ability of creative thinking using problem-based learning model in light vehicle engineering competences of vocational. Education. Advances in Social Science, Education and Humanities Research (ASSEHR), 201, 83-86.
Wadah, N., Rosyidah, A., Makmur, W., Susilo, H., & Indriwati, S. (2018). Empowering biology students creative thinking skills in biology learning of 21st century: guided inquiry-based lesson study. In Proceedings of the 2nd International Conference on Learning Innovation (ICLI), 153-158. doi: 10.5220/0008409201530158.
Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. UNNES International Conference on Research Innovation and Commercialization 2018, KnE Social Sciences, 408–421. doi 10.18502/kss.v3i18.4732.
Wolthuis, F., Veen, K., Vries, S., & Hubers, M.D. (2020). Between lethal and local adaptation: Lesson study as an organizational routine. International Journal of Educational Research, 100, 101534, 1-12. doi. https://doi.org/10.1016/j.ijer.2020.101534
Author Biographies
Baiq Fatmawati, Departement Of Biology Education, Hamzanwadi University, Selong
Nunung Ariandani, Departement Of Biology Education, Hamzanwadi University, Selong
Maya Sasmita, SDN 4 Rumbuk, Selong, West Nusa Tenggara
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).
