MEMBANGUN KEMAMPUAN BERPIKIR KREATIF UNTUK MENGATASI MASALAH LINGKUNGAN DENGAN MENGGUNAKAN PEMBELAJARAN OTENTIK

Meitiyani Meitiyani, Nadhiro Nadhiro, Ali Syaban

Abstract


BUILDING CREATIVE THINKING ABILITY TO OVERCOME ENVIRONMENTAL PROBLEMS USING AUTHENTIC LEARNING

Abstract

Creative thinking skills are some of the competencies needed in the 21st Century, which is a period that demands transformation, including education. This situation requires people to have the resilience to adapt and survive in this Century. Cultivating creativity in learning activities is very important to strengthen the resilience of students in the future. This study aims to describe the role of authentic learning in students' creative thinking abilities. This study used a quasi-experimental method conducted on 52 Biology Education students in the second semester of classes 2A and 2B. The instructional approach used was authentic learning in the form of designing anti-styrofoam social campaigns. Data analysis techniques involved validity, reliability, and independent t-test using SPSS 20 as a statistical tool. This study used test instruments to measure four aspects of creative thinking abilities. The data collection technique used was an 8 question essay on the subject of Solid Waste Management. The results showed differences in the average ability of creative thinking between groups of students, class 2A with Authentic Learning treatment showed 73.4%, and class 2B as a control showed 46%. A large number of students have difficulty in creative thinking in the elaboration aspect. It is recommended that broader research needs to be done at the elementary and secondary school levels to develop students' creative thinking skills.

Abstrak

Keterampilan berpikir kreatif adalah salah satu kompetensi yang dibutuhkan di Abad ke-21. Periode yang membutuhkan transformasi kehidupan termasuk pendidikan di dalamnya. Situasi ini menuntut orang untuk memiliki ketahanan untuk beradaptasi dan bertahan hidup di abad ini. Menumbuhkan kreativitas dalam kegiatan belajar sangat penting untuk memperkuat ketahanan siswa di masa depan. Penelitian ini bertujuan untuk menggambarkan peran pembelajaran otentik pada kemampuan berpikir kreatif siswa. Penelitian ini menggunakan metode kuasi-eksperimental yang dilakukan pada 52 siswa Pendidikan Biologi di semester II kelas 2A dan 2B. Pembelajaran yang digunakan adalah pembelajaran otentik dalam bentuk merancang kampanye sosial anti sterofoam. Teknik analisis data melibatkan validitas, reliabilitas dan independent t-test menggunakan SPSS 20 sebagai alat statistik. Penelitian ini menggunakan instrumen tes untuk mengukur empat aspek kemampuan berpikir kreatif. Teknik pengumpulan data yang digunakan adalah  soal essay yang berjumlah 8 pertanyaan pada pokok bahasan Pengelolaan limbah Padat. Hasil menunjukkan perbedaan dalam kemampuan rata-rata berpikir kreatif antara kelompok siswa, kelas 2A dengan perlakuan Authentic Learning menunjukkan 73,4% dan kelas 2B sebagai kontrol menunjukkan 46%. Sejumlah besar siswa mengalami kesulitan dalam berpikir kreatif yaitu dalam aspek elaborasi. Disarankan bahwa penelitian yang lebih luas perlu dilakukan di tingkat sekolah dasar dan menengah untuk mengembangkan keterampilan berpikir kreatif siswa.

 

 


Keywords


Authentic Learning; Creative Thinking; Environmental Problems; Styrofoam Campaigns; Pembelajaran Otentik, Berpikir Kreatif;Masalah Lingkungan; Kampanye Sterofoam

Full Text:

PDF

References


Almeida, L. S., Prieto, L. P., Ferrando, M., Oliveira, E., & Ferrándiz, C. 2008. Torrance Test of Creative Thinking: The question of its construct validity. Thinking Skills and Creativity, 3(1), 53–58.

Bennet, S., Harper, B., & Hedberg, J. 2002. Designing real life cases to support authentic design activities. Australasian Journal of Educational Technology, 18(1), 1–12.

Birgili, B. 2015. Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2, 71–80.

Departemen Pendidikan Nasional. 2003. Pembelajaran dan Pengajaran Kontekstual (Direktorat). Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah.

Donovan, M., Ed, B., & Pellegrino, J. 1999. How People Learn: Bridging Research and Practice.

Guilford, J. P. 2009. Measurement and Creativity. Theory Into Practice, 5(4), 185–189. https://doi.org/10.1080/00405846609542023

Hasibuan, I. 2014. Model Pembelajaran CTL (Contextual Teaching and Learning). Logaritma, II(01), 1–12.

King, M. B., Newmann, F. M., & Carmichael, D. L. 2009. Authentic Intellectual Work: Common Standards for Teaching Social Studies. Social Studies Today: Research and Practice: Second Edition, 73(1), 43–49.

Lithner, D., Larsson, A., & Dave, G. 2011. Environmental and health hazard ranking and assessment of plastic polymers based on chemical composition. The Science of the Total Environment, 409(18), 3309–3324.

Maina, F. W. (2004). Authentic Learning : Perspectives from Contemporary Educators. Journal of Authentic Learning, 01, 1–8.

Thaysen, C., Stevack, K., Ruffolo, R., Poirier, D., De Frond, H., DeVera, J., & Rochman, C.M. 2018. Leachate From Expanded Polystyrene Cups Is Toxic to Aquatic Invertebrates (Ceriodaphnia dubia). Frontiers in Marine Science, Vol. 5, p. 71.

Young, M. H., & Balli, S. J. 2014. Gifted and Talented Education (GATE): Student and Parent Perspectives. Gifted Child Today, 37(4), 236–246.




DOI: https://doi.org/10.15408/es.v11i2.13066 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.


@ EDUSAINS.  P-ISSN:1979-7281;E-ISSN:2443-1281

This is an open access article under CC-BY-SA license

 

Web Analytics Made Easy - StatCounter View My Stats