Creative Thinking Skills of Elementary School Students: Is It Still Relatively Low?
Main Article Content
Keywords
Creative Thinking Level, Creative Thinking Skills, Elementary Thinking Skills, Problem Solving
Abstract
21st-century skills, especially creative thinking skills, are one of the skills that need to be developed starting from elementary school. Through creative thinking, you can create new ideas or ideas that are very useful as a provision for the world of work. This study aimed to diagnose creative thinking skills on indicators of fluency, flexibility, originality, and elaboration. The sample used by all populations was 53 class IV MI Muhammadiyah Gonilan students in October 2022. The exploration results showed an average of 42.45% of students at the creative level, as many as 25% at the moderately creative level, 21.70% at the non-creative level, at the less creative level as much as 9.91%, and very creative as much as 0.94%. Most students show at the creative level, and educators are expected to continue to innovate to optimize students' creative thinking skills until they can be at a very creative level
References
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Sudarisman, S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum 2013. Jurnal Florea, 2(1), 29–35. http://doi.org/10.25273/florea.v2i1.403
Treffinger, D. J., Schoonover, P. F., & Selby, E. C. (2021). Educating for creativity & innovation. In Educating for Creativity & Innovation. https://doi.org/10.4324/9781003234784
Al-Abdali, N. S., & Al-Balushi, S. M. (2016). Teaching for creativity by science teachers in grades 5–10. International Journal of Science and Mathematics Education, 14. https://doi.org/10.1007/s10763-014-9612-3
Anggrella, D. P., Raudina, L., & Kamal, A. (2023). Improving the quality of learning through lesson plan preparation workshops for an independent learning model. Journal of Community Service and Empowerment, 4(1), 162–171. https://ejournal.umm.ac.id/index.php/jcse/article/view/24581
Aprisa, B., & Mahendra, Y. (2021). Efektivitas pendekatan CTL dan discovery terhadap kemampuan berpikir kreatif dalam pemecahan masalah mahasiswa PGSD UMKO. JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan, 5(1). https://doi.org/10.26858/jkp.v5i1.17466
Cranston, P. J. G. and P. S. (2010). The insects: an outline of entomology (4th edition). Journal of Insect Conservation, 14(6). https://doi.org/10.1007/s10841-010-9351-x
Dalman, R. P., & Junaidi, J. (2022). Penyebab sulitnya siswa menjawab soal HOTS dalam pembelajaran sosiologi di kelas XI IPS SMAN 1 batang kapas pesisir selatan. Naradidik: Journal of Education and Pedagogy, 1(1). https://doi.org/10.24036/nara.v1i1.12
Darmadi, D., & Putra, R. A. (2020). The low level of biology teacher candidate questioning skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1). https://doi.org/10.22219/jpbi.v6i1.10503
Dianatarsi, W., & Sthephani, A. (2021). The influence of contextual teaching and learning (CTL) approach on understanding of mathematical concepts. Mathematics Research and Education Journal, 5(1). https://doi.org/10.25299/mrej.2021.vol5(1).9212
Ellis, V. A. (2016). Introducing the creative learning principles: Instructional tasks used to promote rhizomatic learning through creativity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5). https://doi.org/10.1080/00098655.2016.1170448
Hakim, B. R. (2021). Analisis hots pada instrumen penilaian siswa kelas iv sekolah dasar. Wawasan Pendidikan, 1(2). https://doi.org/10.26877/wp.v1i2.9028
Herlina, V. Y., Sunardi, S., & Tirta, I. M. (2018). The level of students' creative thinking skills in solving probability problem through scientific approach. International Journal of Advanced Engineering Research and Science, 5(7). https://doi.org/10.22161/ijaers.5.7.36
Kariyev, A. D., Selkebayeva, A. T., Bespayeva, G. K., Baigundinova, B. I., & Kabdualieva, A. G. (2018). A study of teacher's readiness for teaching students by methods of interactive learning as a condition for developing students' creative abilities. Espacios, 39(21).
Klassen, S. (2006). A theoretical framework for contextual science teaching. In Interchange (Vol. 37, Issues 1–2). https://doi.org/10.1007/s10780-006-8399-8
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199. https://doi.org/10.1016/j.jclepro.2018.07.017
Leasa, M., Batlolona, J. R., & Talakua, M. (2021). Elementary students' creative thinking skills in science in the Maluku islands, Indonesia. Creativity Studies, 14(1). https://doi.org/10.3846/cs.2021.11244
Lee, K., & Jun, J. (2015). Developmental characteristics of creative thinking ability and creative personality of elementary school children in South Korea. Information (Japan), 18(6). https://doi.org/10.14257/astl.2015.92.10
Luzyawati, L. (2015). Profil tingkat penguasaan keterampilan dasar mengajar mahasiswa calon guru biologi. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1). https://doi.org/10.18269/jpmipa.v20i1.568
Martz, B., Hughes, J., & Braun, F. (2017). Creativity and problem-solving: Closing the skills gap. Journal of Computer Information Systems, 57(1). https://doi.org/10.1080/08874417.2016.1181492
Maya, R., & Ruqoyyah, S. (2021). Students' mathematical problem solving ability and disposition using contextual teaching and learning approach. Journal of innovative mathematics learning, 4(1). https://doi.org/10.22460/jiml.v1i1.p31-40
Meroni, E. C., Vera-Toscano, E., & Costa, P. (2015). Can low skill teachers make good students? Empirical evidence from PIAAC and PISA. Journal of Policy Modeling, 37(2). https://doi.org/10.1016/j.jpolmod.2015.02.006
Moore, J., Williams, C. B., North, C., Johri, A., & Paretti, M. (2015). Effectiveness of adaptive concept maps for promoting conceptual understanding: Findings from a design-based case study of a learner-centered tool. Advances in Engineering Education, 4(4). https://eric.ed.gov/?id=EJ1077825
Murtini, W. (2018). The effectiveness of the scientific approach to improve student learning outcomes. International Journal of Active Learning, 3(2). https://www.learntechlib.org/p/208665/
Qomariyah, N. D., & Subekti, H. (2021). Analisis kemampuan berpikir kreatif: Studi eksplorasi siswa di smpn 62 surabaya. Pensa E-Jurnal : Pendidikan Sains, 9(2).
Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. In Australian Educational Researcher (Vol. 31, Issue 2). https://doi.org/10.1007/BF03249519
Rhosalia, L. A. (2017). Pendekatan saintifik (scientific approach) dalam pembelajaran tematik terpadu kurikulum 2013 versi 2016. JTIEE (Journal of Teaching in Elementary Education), 1(1). https://doi.org/10.30587/jtiee.v1i1.112
Rosen, Y., Stoeffler, K., & Simmering, V. (2020). Imagine: Design for creative thinking, learning, and assessment in schools. Journal of Intelligence, 8(2). https://doi.org/10.3390/jintelligence8020016
Santi, D. H., Prayitno, B. A., & Muzzazinah. (2018). Exploring ecosystem problems: A way to analyze a profile of creative thinking skills in upper and lower academic students in senior high school in Klaten Regency. AIP Conference Proceedings, 2014. https://doi.org/10.1063/1.5054521
Siburian, J., Corebima, A. D., Ibrohim, & Saptasari, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 2019(81). https://doi.org/10.14689/ejer.2019.81.6
Sudarisman, S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum 2013. Jurnal Florea, 2(1), 29–35. http://doi.org/10.25273/florea.v2i1.403
Treffinger, D. J., Schoonover, P. F., & Selby, E. C. (2021). Educating for creativity & innovation. In Educating for Creativity & Innovation. https://doi.org/10.4324/9781003234784
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Jun 26, 2023
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