Application of Contextual Teaching and Learning Model to Improve Disposition and Creative Thinking Skills of High School Students
DOI:
10.29303/jpm.v19i3.6551Published:
2024-05-18Issue:
Vol. 19 No. 3 (2024): May 2024Keywords:
Creative Disposition; Creative Thinking Skills; Model Contextual Teaching and LearningArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Facing the challenges of the 21st century, learning must be able to produce learners into creative individuals to solve problems. The ability to think creatively is closely related to a person's character or creative habits; good character can trigger good skills. This study aims to determine how applying the Contextual Teaching and Learning (CTL) model improves students' creative disposition and creative thinking skills. The method in the form of Quasi-Experimental Design uses Pre-test and post-test control Group Design on as many as 64 X students at one of Aikmel State High Schools, NTB. The 32-person experimental class used the CTL model of the guided inquiry method, and the 32-person control class of the discussion method. Data on students' creative dispositions were collected using creative disposition questionnaires given before and after good treatment in both groups. Data on students' creative thinking skills were collected with a creative thinking skills test developed referring to the Torrance Creative test. The data were obtained and analyzed using the t-test to determine the comparison of the two classes and the N-gain test to see the improvement in each class. The results showed significant differences in creative disposition and creative thinking skills between the experimental class and the control class. Increased creative disposition in the experimental class with an N-gain of 0.45 means an increase in the medium category and an N-gain of 0.08 in the control class, which means an increase in the low category. Meanwhile, the creative thinking skills of experimental class students amounted to an N-gain of 0.48, which means there was an increase in the medium category, and an N-gain of 0.05 in the control class, which means there was an increase in low theory. This study concludes that applying the CTL model can improve creative disposition and thinking skills.
References
Driscoll, M. P. (1995). Driscoll-Ch10 (1).Pdf. In Psychology of learning and instruction (p. 409).
Gagne, Robert M., L.J. Briggs, and Walter W. (1992). Principles of Instructional Design, 4nd ed. New York: Holt, Rinchart and Winstons.
Badan Standar Nasional Pendidikan. (2010). Paradigma Pendidik Nasional. Abad XXI, pp. 1–59.
Yohanes Bare, Paula Yunita Seku Bare Ra’o, and Sukarman Hadi Jaya Putra. (2021). Pengembangan Media Teka-Teki Silang Biologi Berbasis Android Materi Sistem Gerak untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa. Jurnal Pendidikan Mipa, 11(2), pp. 158–167.
Aryanti, Y., Afandi., Wahyuni, E.S., dan Putra, D. A. (2021). Torrance Creative Thinking Profile of Senior High School Students in Biology Learning: Preliminary Research. Jurnal of Physics: Conference Series, 1842(1).
Torrance, E.P. (1977). Creativity in the classroom: What research says to the teacher. Washington DC: National Education Association.
Aswan, A. (2016). Strategi Pembelajaran Berbasis
PAIKEM Edisi Revisi (pp. 1–88). Yogyakarta: Aswada Pressindo
Herak R., dan Lamanepa, G. H. (2019). Meningkatkan kreatifitas siswa melalui STEM dalam pembelajaran IPA. EduMatSains : Jurnal Pendidikan, Matematika dan Sains, 4(1), pp. 89–98.
Permanasari, A., Widodo, A., dan Kaniawati, I. (2021). Analisis Tingkat Disposisi Kreatif dan Posisi Disposisi Kreatif Siswa SMP dalam Pendidikan IPA. PENDIPA Journal of Science Education,, 6(1) pp. 308–314.
Csikszentmihalyi, M. (1997). Creativity: Flow and Psychology of discovery and invention. HarperParennial, New York.
Crow, S. R., and Kastello, L. (2016). The Dispositions of Elementary School Children of Individualistic and Collectivist Cultures Who Are Intrinsically Motivated to Seek Information. School. Library Research, 19.
Widodo, A. (2015). Mengembangkan Keterampilan Berpikir Siswa. Proceedings of Seminar Nasional Pendidikan MIPA, pp. 1–8.
Noyes, D. (2000). Developing the disposition to be a reader: The educator's role. Clearinghouse on Early Education and Parenting, pp. 313-317.
Sukarso, A. Widodo, A., Rochintaniawati, D., and Purwianingsih, W. (2019a). The Contribution Of Biological Practicum Learning Model Based On Creative Research Projects In Forming Scientific Creativity Of High School Students, pp. 361–369.
Lucas, B.,Claxton, G., and Spencer, E. (2013). Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments. OECD Education Working Papers, 86(86), p. 45.
Lagun Siang, J., Sukardjo, M., Salenussa, B.J.M., Sudrajat, Y., dan Khasanah, U. (2020). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar IPA Siswa SMP. JTP - Jurnal Teknologi Pendidikan, 22(1), pp. 40–52.
Sukarso, A.Widodo, A., Rochintaniawati, D., and Purwianingsih, W. (2019b). 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(2).
Hake, R. R. (1999). Analyzing change/gain scores, 16(7), pp. 1073–80.
Runco, MA., and Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 24(1), 66–75.
Watson, L. (2017). CURIOSITY AND INQUISITIVENESS Forthcoming in Routledge Handbook of Virtue Epistemology, pp. 1–24. University of Endinburgh.
Gultom, H. S. B., Ritonga, N., dan Sari, N.F. (2019). Pengaruh Strategi Pembelajaran Preview Question Read Reflect Recite Review ( Pq4R ) Terhadap Hasil Belajar Pada Materi Pokok Sistem Ekskresi Di Kelas XI SMA Negeri 1 Bilah Hulu Kabupaten Labuan Batu. Jurnal Pendidikan Biologi Nukleus, 5(2), pp. 12–16.
Zuraida, F., Syamsul, F. D., dan Tanjung, H.S. (2019). Analisis Keterampilan Bertanya Siswa SMP Kelas VIII Pada Materi Sistem Perencanaan Melalui Pendekatan Studi Kasus di SMP Negeri 5 Seunagan. BIOnatural, 6(1), pp. 35–44.
Graham, M. J., Frederick, J., Byars-Winston A., Anne-Barrie Hunter, and Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341(6153), pp. 1455–1456.
Robson, S., and Rowe, V. (2012). Observing young children's creative thinking: Engagement, involvement and persistence. International Journal of Early Years Education, 20(4), pp. 349–364.
Murphy, A. (2022). Imagination in science. PhilosOPHY Compass, 17(6), pp. 1–12.
Hadzigeorgiou, Y. (2016). Imaginative Thinking in Science and Science Education, (pp. 1-31).
Warsono, T., dan Hariyanto, H. (2017). Pembelajaran Aktif: Teori Asesmen. Bandung: Remaja Rosdakarya.
Susetyarini, E., Endrik, E., and Husamah, H. (2022) Analysis of Students' Collaborative, Communication, Critical Thinking, and Creative Abilities through Problem-Based Learning. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan e-Saintika, 6(1), pp. 33–42.
Jung, K. R., Zhou, A. Q., and Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context- specific mediation model. Learning and Individual Differences, 69, pp. 33-39.
Sukarso, A., Artayasa, I. P., Bahri, S., and Azizah, a. (2022). Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students. Jurnal Penelitian Pendidikan IPA, 8(6), pp. 2728–2736.
Algiani, S. R., Artayasa, I. P., Sukarso, A., and Ramdani, A. (2023). Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject. Jurnal Penelitian Pendidikan IPA, 9(1), pp. 221–230.
Sawu, A. M. R., Sukarso, A., Lestari, T. A., and Handayani, B. S. (2023). Effect of STEM Learning in Building Creative Dispositions and Creative Thinking Skills of Junior High School Students. JurnAL Penelitian Pendidikan IPA, 9(8), pp. 6219–6229.
Fatmawati, B., Jannah, B. M., and Sasmita, M. (2022). Students' Creative Thinking Ability Through Creative Problem Solving based learning. Jurnal Penelitian Pendidikan IPA, 8(4), pp. 2384–2388.
Nurisalfah, R., Fadiawati, N., and T Jalmo. (2018). Enhancement of students' creative thinking skills on mixture separation topic using project based student worksheet. Journal of Physics. Conf. Series, 1013(1).
Sukarso, A., dan Muslihatun. (2021). Mengembangkan Keterampilan Berpikir Kreatif, Sikap dan Kemampuan Bekerja Ilmiah Melalui Pembelajaran Praktikum Proyek Riset Otentik. Jurnal ilmiah profesi pendidikan, 6(3), pp. 467–475.
Sannomiya, M., and Yamaguchi, Y. (2016). Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students. Thinking Skills and Creative, 22, pp. 152–158.
Agogue, M., Kazakci, A., Hatchuel, A., Masson, P. Le, Weil, B., Poirel, N., and Cassotti, M. (2013). The impact of type of examples on originality: Explaining fixation and stimulation effects. The Journal of CreaTive Behavior, 48(1), 1–12.
Putri, L. O. L. (2016). Mind Map Sebagai Model Pembelajaran Menilai Penguasaan Konsep Dan Alat Evaluasi Menilai kemapuan berpikir kreatif siswa. Seminar Nasional Pendidikan Dan Saintek 2016: isu-isi Kontemporer Sains, Lingkungan, Dan Inovasi Pembelajaran, 629–634.
Amirullah, S., Gufron., Akbar, B., Suciati, R., AND Susilo. (2021). Mapping association: Analysis of elaboration skills through creative mind mapping on the subject of environmental change. Psychological and Education, 58(1), pp. 4741–4749.
Baker, E. D., Hope, L., and Karandjeff, K.. (2009). Contextualized Teaching & Learning: A Promising Approach for Basic Skills Instruction. Center for Student Success, The Research and Planning Group for California Community Colleges [Online].
Kalchick S., and Oertle, K. M. (2010). The Theory and Application of Contextualized Teaching and Learning in Relation to Programs of Study and Career Pathways. Transition Highlights, 2, pp. 1–6.
Author Biographies
Evilya Suraning Puji, Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram
AA Sukarso, Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram
I Wayan Merta, Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram
License
Copyright (c) 2024 Evilya Suraning Puji, AA Sukarso, I Wayan Merta
This work is licensed under a Creative Commons Attribution 4.0 International 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).
