Considering Students’ Propensity of Divergent or Convergent in Executing Science Project
DOI:
10.29303/jppipa.v10i9.9134Published:
2024-09-30Issue:
Vol. 10 No. 9 (2024): SeptemberKeywords:
Categorization, Convergent, Divergent, Science Project, Thinking PropensityResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study examines student performance in project-based learning by assessing their tendencies toward divergent or convergent thinking. A questionnaire was developed to help teachers identify and maximize the thinking potential of individual students during the learning process. The research involved 149 junior high school students from West Lombok for validity and reliability testing and 84 respondents for the categorization trial. Instruments were validated by experts using descriptive methods and percentage scores. Validity was determined through product moment correlation coefficients, while reliability was assessed using alpha reliability coefficients. Categorization utilized non-level (nominal) categorization methods. The study employed a pre-experimental approach with a one-shot case study design, involving 33 eighth-grade students in a local natural pesticide project. Student performance was evaluated through practical skill assessments and comprehensive portfolios. Data analysis used percentage and comparative statistical methods. Results showed the questionnaire contained 40 items—20 each for divergent and convergent thinking—with an expert validation score of 89.50, rated excellent. All items were valid, with correlation values exceeding the critical threshold (rtable = 0.16). Reliability scores were high for divergent and convergent groups (0.64 and 0.72) and satisfactory for all items (0.55). The questionnaire effectively categorized up to 20% of subjects into divergent and convergent groups. The study revealed significant performance differences between the two groups and recommends mixing students with divergent and convergent propensity in group projects to enhance outcomes.
References
Alamolhodaei, H. (2001). Convergent/Divergent cognitive styles and mathematical problem solving. Journal of Science and Mathematics Education in Southeast Asia, 24(2), 102–117. http://www.recsam.edu.my/R&D_Journals/YEAR2001/2001Vol24No2/102-117.pdf
Arikunto, S. (2016). Arikunto. 2016. Prosedur Penelitian (Suatu Pendekatan Praktik). Jakarta: Rineka Cipta. Rieneka Cipta.
Azwar, S. (2012). Penyusunan Skala Psikologi, Edisi 2. Pustaka Pelajar.
Badan Standar Kurikulum dan Asesmen Pendidikan. (2022). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Menengah.
Chamorro-Premuzic, T., & Reichenbacher, L. (2008). Effects of personality and threat of evaluation on divergent and convergent thinking. Journal of Research in Personality, 42(4), 1095–1101. https://doi.org/10.1016/j.jrp.2007.12.007
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based Learning: a Literature Review. Mdrc : Building Knowledge to Improve Social Policy, P-12 Education, 2.
Coren, S. (1995). Differences in divergent thinking as a function of handedness and sex. The American Journal of Psychology, 108(3), 311–325. https://doi.org/10.2307/1422892
Danili, E., & Reid, N. (2006). Cognitive factors that can potentially affect pupils’ test performance. Chemistry Education Research and Practice, 7(2), 64–83. https://doi.org/10.1039/B5RP90016F
de Vink, I. C., Willemsen, R. H., Lazonder, A. W., & Kroesbergen, E. H. (2022). Creativity in mathematics performance: The role of divergent and convergent thinking. British Journal of Educational Psychology, 92(2), 484–501. https://doi.org/10.1111/bjep.12459
Goldschmidt, G. (2016). Linkographic Evidence for Concurrent Divergent and Convergent Thinking in Creative Design. Creativity Research Journal, 28(2), 115–122. https://doi.org/10.1080/10400419.2016.1162497
Grohman, M., Wodniecka, Z., & KŁsak, M. (2006). Divergent thinking and evaluation skills: Do they always go together? Journal of Creative Behavior, 40(2), 125–145. https://doi.org/10.1002/j.2162-6057.2006.tb01269.x
Guilford, J. P. (1959). Personality. McGraw Hill Book Company, Inc.
Horne, J. A. (1988). Sleep loss and “divergent” thinking ability. Sleep, 11(6), 528–536. https://doi.org/10.1093/sleep/11.6.528
Kaufman, J. C., & Sternberg, R. J. (2010). The Cambridge Handbook of Creativity. Cambridge University Press.
Kepmenpendikbudristek. (2022). Pedoman penerapan kurikulum dalam rangka pemulihan pembelajaran. In Kepmenpendikbudristek (pp. 1–112). jdih.kemendikbud.go.id
Krajcik, J. S., & Blumenfeld, P. C. (2005). Project-Based Learning. In The Cambridge Handbook of The Learning Science (pp. 317–334).
Kwon, O. N., Park, J. S., & Park, J. H. (2006). Cultivating divergent thinking in mathematics through an open-ended approach. Asia Pacific Education Review, 7(1), 51–61. https://doi.org/10.1007/BF03036784
Levine, J. M., & Moreland, R. L. (2004). Collaboration: The social context of theory development. Personality and Social Psychology Review, 8(2), 164–172. https://doi.org/10.1207/s15327957pspr0802_10
Mölle, M., Marshall, L., Wolf, B., Fehm, H. L., & Born, J. (1999). EEG complexity and performance measures of creative thinking. Psychophysiology, 36(1), 95–104. https://doi.org/10.1017/S0048577299961619
Pavelich, M. J. (1982). The Goals of General Chemistry Using General Chemistry to Promote the Higher Level Thinking Abilities. Journal of Chemical Education, 59(9), 721–724. https://doi.org/10.1021/ed059p721
Pavellch, M. J. (1982). Using general chemistry to promote the higher level thinking abilities. Journal of Chemical Education, 59(9), 721–724. https://doi.org/10.1021/ed059p721
Puccio, G. J., Heeler, R. A., & Cassandro, V. J. (2004). Reactions to creative problem solving training: Does cognitive style make a difference? The Journal of Creative Behavior, 38(3), 192-216. https://doi.org/https://doi.org/10.1002/j.2162-6057.2004.tb01240.x
Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 144–152. https://doi.org/10.1037/aca0000227
Runco, M. A. (1991). The Evaluative , Valuative , and Divergent Thinking of Children. The Journal of Creative Behavior, 25(4), 311–319.
Runco, M. A. (1993). Divergent Thinking, Creativity, and Giftedness. Gifted Child Quarterly, 37(1), 16–22. https://doi.org/10.1177/001698629303700103
Runco, M. A., Abdulla, A. M., Paek, S. H., Al-Jasim, F. A., & Alsuwaidi, H. N. (2016). Which Test of Divergent Thinking Is Best? Creativity. Theories – Research - Applications, 3(1), 4–18. https://doi.org/10.1515/ctra-2016-0001
Runco, M. A., & Okuda, S. M. (1988). Problem Discovery, Divergent Thinking, and Creative Process. Journal of Youth and Adolescence, 17(3), 211–220.
Sufyadi, S., Harjatanaya, T. Y., Adiprima, P., Satria, M. R., Andiarti, A., & Indriyati Herutami. (2021). Panduan Pengembangan Projek Penguatan Profil Pelajar Pancasila Jenjang Pendidikan Dasar dan Menengah (SD/MI, SMP/MTs, SMA/MA). In Pusat Asesmen dan Pembelajaran Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. http://ditpsd.kemdikbud.go.id/hal/profil-pelajar-pancasila
Sugiyono. (2010). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. CV Alfabeta.
Webb, M. E., Little, D. R., Cropper, S. J., Roze, K., Webb, M. E., Little, D. R., Cropper, S. J., Roze, K., Webb, M. E., Little, D. R., Cropper, S. J., & Roze, K. (2017). The contributions of convergent thinking , divergent thinking , and schizotypy to solving insight and non-insight problems insight problems. Thinking & Reasoning, 6783(March).
Wießner, I., Falchi, M., Maia, L. O., Daldegan-Bueno, D., Palhano-Fontes, F., Mason, N. L., Ramaekers, J. G., Gross, M. E., Schooler, J. W., Feilding, A., Ribeiro, S., Araujo, D. B., & Tófoli, L. F. (2022). LSD and creativity: Increased novelty and symbolic thinking, decreased utility and convergent thinking. Journal of Psychopharmacology, 36(3), 348–359. https://doi.org/10.1177/02698811211069113
Yamada, Y., & Nagai, M. (2015). Positive mood enhances divergent but not convergent thinking. Japanese Psychological Research, 57(4), 281–287. https://doi.org/10.1111/jpr.12093
Author Biographies
Ardiana Sholehah, Universitas Pendidikan Mandalika
Baiq Asma Nufida, Universitas Pendidikan Mandalika
Habibi, Universitas Pendidikan Mandalika
Ika Nurani Dewi, Universitas Pendidikan Mandalika
Yusran Khery, Universitas Pendidikan Mandalika
License
Copyright (c) 2024 Ardiana Sholehah, Baiq Asma Nufida, Habibi, Ika Nurani Dewi, Yusran Khery
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).
