Students’ learning creativity by the implementation of contextual-based learning in the subject of natural science

Authors

Fifi Faridah , Salahudin Salahudin , Mariamah Mariamah , Muhamad Ajwar

DOI:

10.29303/jpm.v16i5.2828

Published:

2021-11-22

Issue:

Vol. 16 No. 5 (2021): November 2021

Keywords:

Creativity, Science learning, Contextual

Articles

Downloads

How to Cite

Faridah, F., Salahudin, S., Mariamah, M., & Ajwar, M. (2021). Students’ learning creativity by the implementation of contextual-based learning in the subject of natural science. Jurnal Pijar Mipa, 16(5), 659–663. https://doi.org/10.29303/jpm.v16i5.2828
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

One of the competencies needed by students in understanding science concepts is learning creativity. Reality shows that science learning in schools still experience various obstacles. One of which is the low learning creativity of students. The purpose of this study is to develop student learning creativity through contextual-based science learning. This study is an experimental study with a research sample consisting of two classes. The instrument used to measure students' learning creativity was an essay test. The data analysis used was t-test. The results of the analysis obtained a significant value (2-tailed) of 0.000, in the value was less than 0.05, so it is concluded that Ho is rejected or Ha is accepted, which interprets that the application of contextual-based learning can increase student learning creativity.

References

Noviyanti, E. (2017). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Literasi Sains di Sekolah Dasar.In Prosiding Seminar Nasional (pp. 43-55).

Anggraeni, A. Y., Wardani, S., & Hidayah, A. N. (2020). Profil Peningkatan Kemampuan Literasi Kimia Siswa Melalui Pembelajaran Inkuiri Terbimbing Berbasis Kontekstual. Jurnal inovasi Pendidikan Kimia, 14(1), 2512-2523.

Saragi, E., & Simbolon, N. (2015). Penerapan Strategi Pembelajaran Contextual Teaching And Learning Dalam Meningkatkan Kreativitas Belajar Siswa Pada Pembelajaran Sains. INPAFI (Inovasi Pembelajaran Fisika), 3(1).

Alamsyah, N. (2016). Penerapan pendekatan saintifik untuk meningkatkan kreativitas dan hasil belajar siswa dalam mata pelajaran IPA. JP (Jurnal Pendidikan): Teori dan Praktik, 1(1), 82-96.

Anggraeni, A. Y., Wardani, S., & Hidayah, A. N. (2020). Profil Peningkatan Kemampuan Literasi Kimia Siswa Melalui Pembelajaran Inkuiri Terbimbing Berbasis Kontekstual. Jurnal inovasi Pendidikan Kimia, 14(1), 2512-2523.

Siregar, H. (2020). Kreativitas siswa dalam mata pelajaran ipa. Journal Evaluation in Education (JEE), 1(1), 21-26.

Effendi, M. (2016). Integrasi pembelajaran active learning dan internet-based learning dalam meningkatkan keaktifan dan kreativitas belajar. Nadwa, 7(2), 283-309.

Septiana, R., Gani, R. A., & Elizabeth, Y. (2019). Hubungan kreativitas belajar siswa dengan hasil belajar ilmu pengetahuan alam. PROCEEDINGS-OPEN ACCESS JOURNAL, 1(01), 06-10.

Manobe, S. M., & Wardani, K. W. (2018). Peningkatan Kreativitas Belajar Ipa Menggunakan Model Problem Based Learning Pada Siswa Kelas 3 SD. Didaktika Dwija Indria, 6(8).

Setiyorini, N. D. (2018). Pembelajaran Kontekstual IPA Melalui Outdoor Learning di SD Alam Ar-Ridho Semarang. Al-Mudarris: Journal Of Education, 1(1), 30-38.

Farida, U., Agustini, F., & Wakhyudin, H. (2017). Efektivitas Model Pembelajaran Scramble Berbasis Kontekstual Terhadap Kemampuan Berpikir Kritis IPS Siswa Kelas III SD Negeri Kebondalem 01 Batang. Jurnal Ilmiah Sekolah Dasar, 1(3), 192-199.

Maknun, D. (2014). Penerapan pembelajaran kontekstual untuk meningkatkan literasi sains dan kualitas argumentasi siswa pondok pesantren daarul uluum pui majalengka pada diskusi sosiosaintifik IPA. Jurnal Tarbiyah, 21(1).

Rati, N. W., Kusmaryatni, N., & Rediani, N. (2017). Model pembelajaran berbasis proyek, kreativitas dan hasil belajar mahasiswa. JPI (Jurnal Pendidikan Indonesia), 6(1), 60-71.

Nugraha, A. R., Kristin, F., & Anugraheni, I. (2018). Penerapan Model Pembelajaran Project Based Learning (Pjbl) Untuk Meningkatkan Kreativitas Dan Hasil Belajar Ipa Pada Siswa Kelas 5 Sd. KALAM CENDEKIA PGSD KEBUMEN, 6(4.1).

Kusumawati, N. (2017). Penerapan Metode Active Learning Tipe Team Quiz Untuk Meningkatkan Keaktifan Bertanya Dan Kreatifitas Siswa Pada Mata Pelajaran Ipa Kelas V Sdn Ronowijayan Ponorogo. Jurnal Bidang Pendidikan Dasar, 1(2), 26-36.

Kurniawan, A. D. (2013). Metode inkuiri terbimbing dalam pembuatan media pembelajaran biologi untuk meningkatkan pemahaman konsep dan kreativitas siswa SMP. Jurnal Pendidikan IPA Indonesia, 2(1).

Setyowati, R., & Purba, R. T. (2017). Peningkatan kreativitas siswa kelas 4 SD melalui model pembelajaran contextual teaching and learning (CTL). ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED, 7(2), 293-307.

Pamungkas, A., Subali, B., & Linuwih, S. (2017). Implementasi model pembelajaran IPA berbasis kearifan lokal untuk meningkatkan kreativitas dan hasil belajar siswa. Jurnal Inovasi Pendidikan IPA, 3(2), 118-127.

Ajwar, M., & Yulianci, S. (2019). Penggunaan Open Ended untuk Meningkatkan Kreativitas Belajar Mahasiswa pada Mata Kuliah Konsep Dasar IPA. Jurnal Pendidikan Mipa, 9(1), 10-14.

Busyairi, A., & Sinaga, P. (2021). Pengembangan Instrumen Tes Model Ideation-Explanation Untuk Mengukur Kemampuan Berpikir Kreatif Dalam Pemecahan Masalah. Jurnal Pijar Mipa, 16(1), 57-63.

Sari, F., Jufri, A. W., & Sridana, S. (2017). Keefektifan Bahan Ajar IPA Berbasis Pendekatan SAVI untuk Meningkatkan Kreativitas Peserta Didik SMPN 3 Mataram. Jurnal Pijar MIPA, 12(2), 107-111.

Author Biographies

Fifi Faridah, Program Studi Pendidikan Teknologi Informatika, STKIP Taman Siswa Bima, Bima, Indonesia

Salahudin Salahudin, Program Studi Penjaskesrek, STKIP Taman Siswa Bima, Bima, Indonesia

Mariamah Mariamah, Program Studi Pendidikan Matematika, STKIP Taman Siswa Bima, Bima, Indonesia

Muhamad Ajwar, Program Studi Pendidikan Guru Sekolah Dasar, STKIP Taman Siswa Bima, Bima, Indonesia

License

The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.

2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).